The objective of this paper presentation is to share the findings of a study that looks into stakeholders, forces and processes that influence the evaluation and design of tourism and hospitality education programs in the Philippines. The impetus is the introduction of reforms at the basic education level, which added two years of senior high school.

Using Print’s (1993) model of curriculum development as the guiding framework, this on-going study broadly seeks to document the evaluation and response of these institutions to reforms. Methodologically, the study uses a mix of qualitative research approaches to collect data from three tourist-receiving cities that also host a good number of tourism and hospitality colleges.

Findings show that a range of forces, processes and stakeholders are involved in evaluating and designing curricular proposals. The local context was identified as an important influence, aside from school spirit, broad industry trends, and government standards. Environmental and societal issues that require academic attention have been marginally eased into program offerings, but a production-oriented approach still dominates.

Students, faculty and school management, alumni, owners, government agencies, industry partners and boards, and parentteacher associations are some of the recognized participants in the evaluation and design process. Stakeholders outside the university, however, appear to be involved in the early, consultative stages of curriculum planning only. The multiplicity of stakeholders involved is consistent with assertions in the literature that a more democratic process now governs curriculum planning and evaluation.