In Manuel Camacho v. Atty. Jovito A. Coresis, Jr., the Supreme Court addressed the extent of academic freedom within universities, particularly concerning a professor’s autonomy in teaching methods and grading. The Court ruled that academic freedom, constitutionally guaranteed to institutions of higher learning and their faculty, protects a professor’s innovative teaching methods, provided these align with the university’s policies. The Ombudsman’s dismissal of administrative and criminal complaints against a professor who implemented a special self-study program, validated by the university’s Board of Regents, was upheld, reinforcing the principle that academic freedom allows educators to choose their instructional approaches without undue interference, subject to institutional regulations and the overarching goal of academic excellence.

Grading Innovation or Dereliction of Duty? A Clash Over Academic Freedom at USP

This case arose from a complaint filed by Manuel Camacho, Dean of the College of Education at the University of Southeastern Philippines (USP), against Dr. Sixto O. Daleon, a professor who granted passing grades to several faculty members without requiring regular class attendance. Camacho alleged that Daleon’s actions violated university regulations and constituted corrupt practices under Republic Act 3019, the Anti-Graft and Corrupt Practices Act. The core issue revolved around whether Daleon’s teaching method, which involved a special self-study program for certain students, fell within the scope of academic freedom, shielding him from administrative and criminal liability. The Office of the Ombudsman-Mindanao dismissed the complaints, a decision which Camacho contested, arguing that Daleon’s actions were not in accordance with university laws and that the Board of Regents’ (BOR) resolution supporting Daleon was ultra vires, exceeding their legal authority.

The Supreme Court’s analysis hinged on the interpretation of **academic freedom** as enshrined in the 1987 Constitution, specifically Section 5, Article XIV, which states, “Academic freedom shall be enjoyed in all institutions of higher learning.” The Court emphasized that academic freedom is a two-tiered concept, encompassing both the institutional autonomy of universities and the individual rights of faculty members. Institutional academic freedom includes the right of a university to determine its aims and objectives, the methods by which it pursues those objectives, who may teach, what may be taught, and who may be admitted as students. This ensures that universities can set their academic standards and maintain the integrity of their educational programs.

The Court then turned to the individual aspect of academic freedom, focusing on the rights of professors to conduct research, teach their subjects, and express their views without fear of reprisal. Citing Montemayor vs. Araneta University Foundation, the Court defined academic freedom as “a right claimed by the accredited educator, as teacher and as investigator, to interpret his findings and to communicate his conclusions without being subjected to any interference, molestation, or penalty because these conclusions are unacceptable to some constituted authority within or beyond the institution.” This protection ensures that educators can explore new ideas and challenge conventional wisdom without undue constraint.

In Daleon’s case, the Court found that his implementation of a special self-study program for graduate students fell within the ambit of academic freedom. The Court emphasized that Article 140 of the University Code allowed for modifications to attendance rules for graduate students, subject to the Dean’s discretion. At the time, Daleon was the Officer-In-Charge (OIC) of the Graduate School, giving him the authority to modify attendance rules without needing Camacho’s permission. This delegation of authority was a critical factor in the Court’s decision, highlighting the importance of institutional policies in defining the boundaries of academic freedom.

Furthermore, the BOR’s Resolution No. 2432, Series of 1995, validated Daleon’s grading of the students and gave an imprimatur on the propriety, regularity, and acceptability of Daleon’s instructional approach. The BOR cited Article 155 of the University Code, which states that “no grade shall be changed after the report has been submitted,” and Article 3, which protects a faculty member’s right to teach according to their best lights and to choose subjects for research and investigation. This underscored the university’s support for Daleon’s teaching method and reinforced the idea that academic freedom includes the right to innovate and experiment with pedagogical approaches. The Supreme Court stated:

The Board upheld the first grading sheet submitted by Dr. S. Daleon in the light of the following provisions of the University Code: (1) Article 155 which states that “no grade shall be changed after the report has been submitted” and (2) Article 3 which states that “Every member of the faculty shall enjoy academic freedom, which is the right of the professor to teach the subject of his specialization according to his best lights… nor shall any restraint be placed upon him in the choice of subjects for research and investigation.”

The Court deferred to the BOR’s judgment, recognizing it as the final arbiter of issues affecting the internal operations of the university and as the interpreter of school policies. This deference is consistent with the principle that courts should avoid interfering with the internal affairs of academic institutions unless there is a clear abuse of discretion or a violation of law.

Petitioner Camacho argued that the BOR resolution was ultra vires, but the Court rejected this claim, finding that the BOR acted within its authority to formulate university policies and interpret the University Code. The Court emphasized that academic freedom is not absolute and must be exercised within the bounds of institutional regulations and the overarching goal of academic excellence. However, in this case, the Court found no evidence that Daleon or the BOR acted in bad faith or with manifest partiality, which would have justified intervention. This highlights that the exercise of academic freedom must align with the university’s educational objectives and policies.

The Court also addressed Camacho’s allegations that Daleon’s actions constituted corrupt practices under Republic Act 3019. Camacho argued that Daleon had violated Section 3(a), (e), and (j) of the Act, which prohibit public officers from inducing others to violate regulations, causing undue injury to any party, and knowingly approving benefits to unqualified individuals. However, the Court found no evidence to support these claims, noting that Daleon’s actions were consistent with university policies and had been validated by the BOR. The Court’s decision reinforces the principle that allegations of corruption must be supported by concrete evidence of wrongdoing.

This case serves as an important reminder of the delicate balance between academic freedom and administrative authority within universities. While professors have the right to innovate and experiment with their teaching methods, they must do so within the framework of institutional policies and regulations. Universities, in turn, must respect the academic freedom of their faculty members and avoid undue interference in their teaching and research. The Court emphasized that the key is to foster an environment of intellectual inquiry and academic excellence, where educators can explore new ideas and challenge conventional wisdom without fear of reprisal, while still adhering to the university’s educational objectives.

The decision highlights the importance of clear and well-defined university policies in shaping the boundaries of academic freedom. Universities should develop policies that balance the rights of faculty members with the need for accountability and oversight. These policies should be transparent and accessible to all members of the university community, ensuring that everyone understands the scope of academic freedom and the limits to its exercise. By fostering a culture of open communication and mutual respect, universities can create an environment where academic freedom thrives and educational excellence is promoted.

FAQs

What was the key issue in this case?	The central issue was whether Dr. Daleon’s teaching method, involving a special self-study program, was protected under academic freedom, thus exempting him from administrative and criminal liability. The case also questioned the extent of the Board of Regents’ authority in validating such methods.
What is academic freedom?	Academic freedom is a two-tiered concept encompassing the institutional autonomy of universities and the individual rights of faculty members. It protects educators’ rights to teach, research, and express their views without undue interference, within the framework of institutional policies.
What did the Ombudsman decide?	The Office of the Ombudsman-Mindanao dismissed the administrative and criminal complaints against Dr. Daleon, finding insufficient evidence of wrongdoing. This decision was based on the validation of his teaching methods by the university’s Board of Regents.
What was the role of the Board of Regents in this case?	The Board of Regents (BOR) played a crucial role by validating Dr. Daleon’s grading and instructional approach through Resolution No. 2432, Series of 1995. This resolution supported the propriety and acceptability of his teaching method, reinforcing his academic freedom.
How did the University Code factor into the decision?	Article 140 of the University Code allowed for modifications to attendance rules for graduate students, subject to the Dean’s discretion. Additionally, Article 155 protected grades from being changed after submission, further supporting Dr. Daleon’s actions.
What is the significance of the Montemayor vs. Araneta University Foundation case?	Montemayor vs. Araneta University Foundation was cited to define academic freedom as the right of an educator to interpret findings and communicate conclusions without interference. This definition supported the Court’s view that Dr. Daleon’s teaching method fell within the scope of academic freedom.
Did the Supreme Court find any violation of the Anti-Graft and Corrupt Practices Act?	No, the Court found no evidence to support the claims that Dr. Daleon’s actions constituted corrupt practices under Republic Act 3019. The Court noted that his actions were consistent with university policies and had been validated by the BOR.
What is the main takeaway from this case?	The case underscores the importance of balancing academic freedom with institutional policies and regulations within universities. Professors have the right to innovate and experiment with teaching methods, but must do so within established frameworks.

This case clarifies the scope of academic freedom in Philippine universities, affirming the right of educators to innovate in their teaching methods while remaining accountable to institutional policies. The decision balances the need for academic autonomy with the requirements of good governance and ethical conduct.

For inquiries regarding the application of this ruling to specific circumstances, please contact ASG Law through contact or via email at frontdesk@asglawpartners.com.

Disclaimer: This analysis is provided for informational purposes only and does not constitute legal advice. For specific legal guidance tailored to your situation, please consult with a qualified attorney.
Source: MANUEL CAMACHO, PETITIONER, VS. ATTY. JOVITO A. CORESIS, JR., ET AL., G.R. No. 134372, August 22, 2002