This paper addresses the pedagogical and administrative gaps in the Philippine higher education internship system by proposing a Quality Internship Framework for Host Training Establishments (HTEs). The study identifies that current protocols—primarily guided by CHED Memorandum Order No. 104, s. 2017—often prioritize administrative compliance over educational quality, leading to transactional partnerships and subjective student evaluations. Utilizing Stufflebeam’s CIPP (Context, Input, Process, and Product) model, the research evaluates the current landscape of academe-industry linkages through a systematic review of 32 studies, documentary analysis of internship manuals, and interviews with industry supervisors. Findings reveal a critical lack of strategic collaboration, with HTEs often designing training plans in isolation from academic objectives. The proposed framework provides specific, measurable quality indicators to transform HTEs into certified pedagogical partners, ensuring that internships offer genuine educational value and align with Outcomes-Based Education (OBE) standards.