Publications
Stay up to date, read, and download our most recent publications, research studies, and reports.
REPORTS
Miseducation: The Failed System of Philippine Education
The EDCOM 2 Year One Report
This report summarizes the initiatives and preliminary findings of EDCOM II in its first year. Ultimately, as the Commission continues its work in the next 2 years, it aims to grasp the scale of these problems, meet them at their very root, and propose policies that could solve them once and for all.
NEW! Fixing the Foundations: A Matter of National Survival
The EDCOM 2 Year Two Report
The EDCOM II Year Two Report, titled “Fixing the Foundations: A Matter of National Survival,” builds upon the Year One findings of a crisis in Philippine education by addressing the remaining priority areas, with a focus on foundational learning and basic gaps in the system. This report synthesizes research and consultations to provide policy recommendations aimed at rebuilding and retrofitting the education system to ensure quality and equitable access for Filipino learners.
RESEARCH PAPERS
Realizing Shared Governance Decentralization of Philippine Basic Education
with the The Asia Foundation and Australian Aid
Reynaldo Laguda, Atty. Gil Aquino, Linda Cangayao, and Ria Tagle
This joint research by The Asia Foundation and EDCOM II, examines the significant barriers to achieving genuine shared governance and decentralization in the Philippine basic education system managed by the Department of Education (DepEd). The study finds that despite policies aiming for decentralization, DepEd remains heavily centralized, concentrating decision-making and financial resources at the Central Office and perpetuating a culture of control and over-compliance that stifles local innovation. This structure, along with DepEd’s ballooning responsibilities due to a growing student population, overstretches the bureaucracy and hinders its ability to deliver responsive services. Furthermore, the study concludes that DepEd’s centralization undermines the intent of School-Based Management (SBM), turning it into a compliance exercise rather than a tool for empowering schools due to limited resources, capacity, and excessive requirements. Legal limitations also restrict the extent to which Local Government Units (LGUs) can effectively support education despite existing mechanisms like the Special Education Fund (SEF) and Local School Boards (LSBs). Ultimately, the study asserts that further decentralization is essential to move beyond a top-down approach and address the diverse needs of learners and communities for improved education outcomes.
Navigating/Negotiating the Lifelong Learning Terrain in the Philippines: Path of Optimism and Caution
with the UP President Edgardo J. Angara Fellowship
Carolyn Medel-Añonuevo
The research comprises seven sections. It begins with a historical analysis of lifelong learning policies and frameworks, emphasizing shifts over the past five decades. The second section explores the ASEAN region’s challenges and opportunities in operationalizing lifelong learning. The third section focuses on Philippine programs facilitating learning pathways, drawing from official reports, literature, and interviews. The fourth section discusses the Philippine Qualifications Framework (PQF) as a key lever for lifelong learning, its alignment with regional frameworks such as the ASEAN Qualifications Reference Framework (AQRF), and its connection to global trends in the National Qualifications Frameworks (NQFs). The fifth section delves into individual narratives, illustrating personal journeys through learning pathways. The sixth section synthesizes insights from previous sections, while the final section evaluates these findings against the implementation of the PQF.
Strengthening Higher Agriculture Educational Institutions and Vocational-Technical Training Programs on Entrepreneurship for Greater Contribution Towards Agriculture and Fisheries Productivity
with the UP President Edgardo J. Angara Fellowship
Luis Rey I. Velasco, Agnes C. Rola, Aileen V. Lapitan, Rowena T. Baconguis, Maria Ana T. Quimbo, Merlyne M. Paunlagui, Nelson Jose Vincent B. Querijero, Rhea L. Gumasing, Cynthia Remedios V. De Guia
This study investigated how tertiary educational institutions can better contribute towards improving agriculture and fishery productivity in the Philippines.
Economic Complexity and Human Capital Development in the Philippines
with the UP President Edgardo J. Angara Fellowship
Michael R. Cabalfin
This study examines the economic complexity of Philippine exports and evaluates the role of human capital in enhancing economic complexity. Using growth accounting and statistical analyses, the study assesses key exports, product complexity, and sectoral contributions to economic and employment growth, employing data from Harvard University, the UN, and the Philippine Statistics Authority.
From Pixels to Policies: GIS Analysis of Educational Pipeline Access Points and Disparities
with the UP President Edgardo J. Angara Fellowship
Feliece I. Yeban
This research explores the geographical distribution of educational institutions in the Philippines and its impact on access, literacy rates, and overall educational attainment. With nearly 11 million children out of school in the country, the study highlights the critical need for improved educational infrastructure and policy reform to close existing gaps and ensure equal opportunities for all students, particularly in underserved regions.
Governance Cultures, Perspectives and Practices in Philippine Basic Education Settings: Focus on Teacher In-Service Training and Development
with the UP President Edgardo J. Angara Fellowship
Ma. Glenda Lopez Wui, Enrique Nino P. Leviste, Jessica Sandra R. Claudio, Rosselle Trishia M. Reyes-Carbaja
Enabling Young Filipinos to Dream Big and Achieve Bigger: Centering Youth Aspirations in Education Reform
with the UP President Edgardo J. Angara Fellowship
Cleve V. Arguelles, Joel Paulin Mendoza
This study reveals that individual, familial, and community factors significantly shape the education, career, and social aspirations of young Filipinos. Across these aspirations, having good role models plays the strongest influence in forming higher levels of aspirations.
Cultivating Innovation in the Philippines by Addressing Policy Gaps and Creating Pathways for Collaborative Progress Between Academe and Industry
with the UP President Edgardo J. Angara Fellowship
Luis G. Sison, Mia Kaye T. Sabido, Renen Szilardo C. De Guzman, Hazel Joyce M. Ramirez
In this paper, we present an innovation case study that brings together both extrinsic and curricular factors (i.e., intrinsic within the academe). In the first half, we review government policies as extrinsic motivators and supporting factors for academe-industry collaboration.
Kakayanin Natin: Empowering Citizens to Participate in Improving Education Governance in the Philippines
with the UP President Edgardo J. Angara Fellowship
Riz Supreme B. Comia, Kenneth Isaia I. Abante, Jeshamar C. Villasis, Hamiñia Charlothe G. De Leon
Promoting civic participation in education governance is imperative to overcome these challenges and construct a more relevant and accountable education system in the Philippines. By fostering increased engagement of stakeholders in the policymaking process, we can ensure that a diverse range of perspectives is considered, thereby contributing to a more equitable and effective education system that better serves our learners and their communities.
Innovations and their Enablers and Barriers in Philippine Basic Education: Policy and Governance Implications
with the UP President Edgardo J. Angara Fellowship
Maria Regina Hechanova, Camille Therese C. Yusay
This study examined the barriers and enablers of innovation in public schools in the Philippines. A participatory action research workshop was conducted with 31 school leaders, including regional directors, division superintendents, principals, school heads, and specialists from 10 regions in the Philippines. The workshop revealed the existence of innovations in academic programs and methodologies, student support programs, resources, and governance.
Understanding Labor Market Outcomes of Graduates in the Informal Economy
with the UP President Edgardo J. Angara Fellowship
Lisa Grace S. Bersales
The main objective of the study is to determine the labor market outcomes of graduates of the following programs with focus on their participation in the informal economy: Senior High School (SHS), Post-secondary non-tertiary programs, Technical Vocational Education and Training (TVET), College programs, and Post-college programs. Data from the PSA’s Labor Force Surveys revealed that women with no schooling are the most vulnerable to informality. TVET is able to provide intervention, however, only for younger men of no formal schooling. Most SHS graduates do not participate in the labor force as most pursue higher education. When they do get employed after SHS, they are most likely in informal work.
Developing Regional Economic Complexity Through Product Specialization
with the UP President Edgardo J. Angara Fellowship
Krista Danielle S. Yu
Economic complexity is the knowledge of a country’s society as reflected through the goods that it produces. It is measured based on the diversity and ubiquity of a country’s exports. Ubiquity refers to the number of countries that can manufacture a particular product. This study identifies the needs of the industry in terms of training and skills and the involvement and investment of industry in training.
Navigating the Generative Artificial Intelligence Era: Charting the Course for Curricular Reform in Higher Education in the Philippines
with the UP President Edgardo J. Angara Fellowship
John Paul C. Vergara
Higher education institutions (HEIs) have responded by issuing policies on AI use, primarily to address academic integrity concerns. Institutional responses include advice on course policies and assessment design, support for use of AI tools to improve teaching and research, and curricular interventions to address the AI literacy gap. While some Philippine HEIs have responded to GenAI developments, there is a need to ensure HEIs across the country institute similar reforms. These reforms can be articulated through memorandum orders issued by the Commission on Higher Education (CHED), or CHED Memorandum Orders (CMOs), since it is generally recognized that HEIs are mobilized when these CMOs are issued.
Using Artificial Intelligence to Support Basic Education Teachers in Under-resourced Contexts
with the UP President Edgardo J. Angara Fellowship
Maria Mercedes T. Rodrigo, May Marie P. Talandron-Felipe
This study has two overarching goals: to determine how Filipino public-school teachers use artificial intelligence (AI) for their academic and administrative tasks, and to propose an agenda for AI use to support teachers in their work.
Are K to 12 Students in the Philippines Overworked — by Design?
with De La Salle University
Maria Fe. Carmen L. Dabbay, Gerardo L. Largoza, PhD
This study examines the workload of K to 12 students in the Philippines, revealing that they spend significantly more time on academics than international and ASEAN standards. Filipino students, from elementary to senior high school, experience excessive instructional hours and lack clear homework guidelines, leading to overwork by design. For instance, Grade 3 students face up to 9 extra hours of instruction per week compared to international recommendations, and junior high students spend around 36 hours weekly in class. Senior high school students’ total academic workload reaches 55 hours per week, exceeding that of first-year college students. The study recommends setting evidence-based limits on instructional time and streamlining the curriculum to reduce student overwork and promote a balanced education.
Tech-Mediated Learning Resources for Developing Foundational Reading Literacy Skills in K to 3: Literature Review, Infrastructure Situation, Materials Availability Review, and Policy Recommendations for Philippine Schools
with De La Salle University
Sterling M. Plata, David Michael M. San Juan, Jasper Vincent Alontaga, and Arthea Arese Quesada
The study examines the integration of technology in teaching reading literacy to early-grade students in the Philippines, highlighting challenges such as poor literacy performance and insufficient access to materials, electricity, and the internet. Through literature reviews, surveys, and interviews, it identifies the lack of resources and teacher training as key barriers to effective tech-mediated learning. While emphasizing the importance of digital tools, the study also stresses the need for traditional materials to prevent over-reliance on screens. Key recommendations include upgrading infrastructure, aligning digital resources with the MATATAG Curriculum, enhancing teacher training, and fostering partnerships for accessible resources, aiming to improve literacy outcomes through a balanced use of technology and traditional methods.
Options for Improving DepEd Procurement for Textbooks, TVL Resources, and Assessment Services
with the Australian Department of Foreign Affairs and Trade
Nepomuceno A. Malaluan & Josephine Maribojoc
The study explores the procurement challenges faced by the Department of Education (DepEd) in acquiring textbooks, Technical-Vocational-Livelihood (TVL) tools and resources, and assessment services. It highlights inefficiencies that result in budget underutilization, delivery delays, and difficulties in administering large-scale assessments, which have hindered the timely provision of essential learning resources, especially K to 12 textbooks and TVL equipment for senior high schools.
Systematic Review of Professional Development Programs for Teachers in the Philippines
with De La Salle University
Maricar S. Prudente (lead researcher), John Addy S. Garcia, Voltaire M. Mistades, Lydia S. Roleda, Frederick T. Talaue
A systematic literature review revealed twenty-two (22) professional development (PD) programs conducted in the Philippines from 2013 to 2023. The reported PD programs in the Philippines were aligned with various foci of 21st-century teaching, including learning and innovation skills; information, media, and technology skills; and life and career skills. These PD programs reflected comprehensive efforts to improve basic education teachers’ capacity to teach 21st century skills.
The success of the PD programs was driven by factors including: (1) alignment with current curriculum and educational trends; (2) enhancing teacher effectiveness and skills; (3) fostering collaboration and learning communities; (4) focusing on student learning outcomes; (5) supporting personal and professional growth; (6) receiving administrative support; (7) providing cost-effective training; and (8) nurturing a commitment to professional development. However, the effectiveness of these programs is hindered by challenges such as financial limitations, inadequate internet access, resistance to change, insufficient monitoring, and overwhelming workloads. Addressing these challenges is crucial for maximizing the impact of PD programs.
Establishing Targeted Human Resource Development Partnerships between the Philippines’ First Tier Research-Intensive HEIs and Second Tier Research-Intensive SUCs
with De La Salle University
Feorillo A. Demeterio III (lead researcher), Leslie Anne L. Liwanag, Deborrah S. Anastacio, Roland Theuas D. Pada, Crislie L. Unabia, Jimmuel C. Naval
Increasing the research capacities of our HEIs means increasing the capacity of the country to compete in the global knowledge-based economy. Strong knowledge production is a reliable pathway towards national, economic, social, and cultural development. The Philippines lacks functional research universities. However, the few research-focused HEIs have the potential to nurture the human resources of other chosen HEIs, thereby enhancing their research capabilities.
Having more research-intensive HIEs can eventually conceptually prepare our legislators and higher education leaders for the establishment of functional research universities. This study recommends the encouragement of partnerships that develop human resources among the Philippines’ first-tier comprehensive research-intensive HEIs and their second-tier research-intensive SUCs.
Understanding Bullying in Philippine Education: Impacts and Opportunities for Change
with De La Salle UniversityDevelopment of a Visualization Tool for Understanding PISA Bullying Data in Educational Atmospheres in the Philippines – Macario O. Cordel II, Rochelle Irene G. Lucas, Minie Rose C. Lapinid
Exploring School Environments in the Philippines using the PISA 2018 Dataset – Thomas James Tiam-Lee, Rochelle Irene G. Lucas, Minie Rose C. Lapinid
School Structure, Perceived Climate, Student Characteristics, and Adult Support Predictors of Exposure to Bullying and Sense of Belongingness Based on PISA 2018 – Rene M. Nob, Geselle Manguiat, Althea Patricia Arenillo
Bullying Experiences of Filipino Students: A Scoping Review – Jim Rey R. Baloloy and Reinier Dave Zapanta
Developing a Model for Safe and Supportive Learning Environments: A Scoping Review – Maria Caridad H. Tarroja, Katrina F. Resurreccion, Elaine Marie D. Aranda, Joel C. Navarez, Rosette D. Morga, and Patricia Mae A. Taba
This series of studies conducted on bullying in Philippine schools offers a comprehensive overview of the complex interactions between the school environment and student experiences, revealing significant implications for policy and educational practice. Each of these five studies sheds light on distinct aspects of these dynamics, collectively pointing to the need to understand the characteristics of schools as contexts for bullying and the necessity for well-tailored interventions that cater to the specific social and environmental contexts of schools.
The findings underscore the importance of adopting nuanced and localized strategies to address bullying effectively. Aside from the importance of school-wide programs to prevent bullying, the studies also emphasize the need to foster an inclusive and supportive school culture that nurtures all students. The insights gained from these studies suggest that policy and practice must be sensitive to the unique characteristics and needs of each school environment to be truly effective.
An Assessment of the Enterprise-Based Training Modality in the Philippines: Barriers, Incentives, and Policy Gaps
with the Philippine Institute for Development Studies
Ian Nicole A. Generalao, Pauline Joy M. Lorenzo, Chrislyn Joanna F. Eñate, Frances Camille G. Dumalaog, John Joseph S. Ocbina, Kimberly R. Librero, and Aniceto C. Orbeta
This study examines the enterprise-based training (EBT) modality in the country by identifying the barriers to entry of industries in co-developing and offering upskilling programs and by evaluating existing incentive mechanisms. A series of key informant interviews (KIIs) and site visits with various stakeholders are conducted to identify prevailing issues and challenges that firms and industries face. To better contextualize the EBT situation, these are complemented by a desk review of the literature and the policy and legal framework governing EBT and an analysis of recent data. This study uncovers the multidimensional and interconnected issues surrounding the alarmingly dismal contribution of EBT to training provision. This study finds clear evidence that despite the abundance of financial and non-financial incentives, existing mechanisms have not been effective in attracting private actors, including firms/enterprises and technical vocational institutions (TVIs), to implement EBT programs. Other factors include gaps in the definition, scope, and measure of EBT, limited capacity of implementers, unresponsiveness of training programs, and intersectoral and interagency coordination concerns. This study has three main contributions.
First, the elaborate discussion of the various EBT programs and the associated incentives can facilitate a better understanding and deeper appreciation of EBT. Second, policymakers can learn from and adopt good practices on industry involvement in TVET highlighted throughout the study. Finally, policy recommendations are formulated and presented to address the identified barriers and disincentives which have persistently discouraged industry involvement in skills development.
Behind the Slow Start: An Assessment of Early Childhood Care and Development in the Philippines
with the Philippine Institute for Development Studies
Valerie Gilbert T. Ulep, Lyle Daryll D. Casas, Aaron Carlos G. Manuel, John Paulo D. Mendoza, Joy Bagas, and Kim Leonard G. Dela Luna
This report assesses the Early Childhood Care and Development (ECCD) in the Philippines, aiming to support the Second Congressional Commission on Education (EDCOM2) of the Philippine Congress with empirical evidence for programmatic and legislative reforms. Our assessment uses a comprehensive framework that analyzes the health, nutrition, and early education outcomes of Filipino children and examines their access to essential health, nutrition, and early education services. We analyze demand- and supply-side inputs such as governance, financing, infrastructure, and human resources to identify factors that explain the poor and inequitable access to these basic services.
Throughout our analysis, we highlight key principles for optimizing ECCD returns: (1) timely provision of crucial interventions during critical life stages, (2) ensuring comprehensive access to essential services, and (3) upholding quality standards with far-reaching impacts on health, nutrition, and education outcomes.
WORKING PAPERS
Systems Analysis of the Philippine Basic Education System: The Role of School Leadership
with the UP President Edgardo J. Angara Fellowship
Ma. Assunta C. Cuyegkeng
A key factor in improving the quality of teaching and learning at any level is the efficient, seamless, and integrated delivery of education among identified key partners. However, the complex relationships within this educational ecosystem have not been accurately understood, especially in terms of seeing the interrelationships among the various actors and stakeholders. This research seeks to show these interrelationships using a systems thinking approach that can illustrate feedback mechanisms; identify points of intervention for effective learning performance; identify how creative competences and strategies can help school leaders achieve their learning goals.
Exploring Socialized Tuition Models as Alternatives to the Free Tuition Regime
with the UP President Edgardo J. Angara Fellowship
Geoffrey M. Ducanes
This research study evaluates the Universal Access to Quality Tertiary Education Act (UAQTE Act or Free Tuition Law), Republic Act 10931, which was enacted to provide equal access to quality tertiary education in the Philippines, particularly for academically capable students from poor families. Six years after the Act’s implementation, the study assesses how effectively the law has achieved its objective and explores alternative models, specifically a socialized tuition system, that could better target poor students.
Leveraging Higher Education to Resolve Healthcare Constraints
with the UP President Edgardo J. Angara Fellowship
Carmencita D. Padilla, Johanna S. Banzon, Jose Y. Cueto, Fely Marilyn E. Lorenzo
To date, several initiatives have been deployed to address HRH challenges; however, efforts have not been sufficient to address the following: (1) absence of accurate information on the health workforce to guide policy and planning; (2) limited collaboration among stakeholders; (3) fragmented HRH governance; and (4) poor implementation of policies as indicated in the National Human Resources for Health Master Plan (NHRHMP) 2020-2040. Focus group discussions (FGDs) were conducted to draw up actionable solutions and policy reforms to address these challenges. These were attended by representatives from health professional organizations, education sector, government agencies, and private sectors. Data analysis and outputs of the FGDs led to the conclusion that the country is in a crisis with regard to the health workforce. With its current status, the Philippines will have great difficulty in achieving its Sustainable Development Goals (SDG) targets in 2030 as well as implementing Republic Act No.11223 (R.A. 11223) or the Universal Health Care Act.
DISCUSSION PAPERS NEW ISSUES!
NEW! Mapping Excellence in Teacher Education: The Role of Centers of Excellence in Teacher Quality
with Philippine Institute for Development Studies
Leih Maruss V. Sinsay-Villanueva, Glenda Darlene V. Garcia, Valerie L. Lim, Ivan Harris Tanyag, Jenard D. Berroya, Aniceto C. Orbeta Jr., and John Paolo R. Rivera
This Philippine Institute for Development Studies paper investigates the role of Centers of Excellence (COEs) and Centers of Development (CODs) in enhancing teacher education quality in the Philippines. Utilizing a mixed-methods approach, the study maps the distribution of these centers, analyzes their Licensure Examination for Teachers (LET) performance, and explores their fulfillment of mandated responsibilities. The research identifies regional disparities in the presence of COEs/CODs and examines the CHED’s selection framework. Ultimately, the paper offers policy recommendations to strengthen the impact and effectiveness of these designated institutions on the broader teacher education landscape.
NEW! Beyond Parents and Guardians: Mapping and Mobilizing the ‘Significant Others’ in Early Childhood Care and Development in the Philippines
with Philippine Institute for Development Studies
Paul Gideon D. Lasco and Jhaki A. Mendoza
This discussion paper, authored by Lasco and Mendoza for the Philippine Institute for Development Studies and EDCOM II, examines early childhood care and development (ECCD) in the Philippines by looking beyond the traditional focus on parents. Through literature review and key informant interviews, the study maps the significant roles of various actors like siblings, grandparents, domestic helpers, and community members in children’s upbringing. It explores parental perspectives and practices related to education, health, and nutrition, considering socioeconomic and cultural influences. The paper identifies barriers and challenges in ECCD engagement and proposes policy recommendations to better support the broader caregiving network in the Philippines.
Cross-Border Student Mobility and Improvements in the Philippine Tertiary Education Program Relevance and Learning Outcomes
with Philippine Institute for Development Studies
Connie Bayudan-Dacuycuy, Paola Ellaine D. Luzon, and Suzanne J. Zambrano
Mainly using qualitative data, this paper analyzes whether and how cross-border student mobility contributes to enhanced Philippine tertiary education programs. The paper recognizes that the intake of international students is a product resulting from cross-border and home- based internationalization initiatives that are mutually reinforcing to improve programs and learning outcomes.
An Evaluation of the Tertiary Education Subsidy Program: Context, Input, Process, and Product
with Philippine Institute for Development Studies
Connie G. Bayudan-Dacuycuy, Aniceto C. Orbeta Jr., Anna Rita P. Vargas, and Ma. Kristina P. Ortiz
This study evaluates the Tertiary Education Subsidy (TES), a key component of the Universal Access to Quality Tertiary Education Act (Republic Act No. 10931), which aims to provide financial support to underprivileged Filipino students in higher education.
Economics of Satellite Campuses
with Philippine Institute for Development Studies
Catherine Roween C. Almaden
This research provides a comprehensive comparison of the financial, educational, and socio-spatial considerations in establishing State Universities and Colleges (SUCs) satellite campuses versus enhancing support mechanisms for existing SUCs in the Philippines. It highlights their critical role in expanding access to higher education, particularly for underserved and geographically isolated communities.
Strengthening CHED’s Developmental and Regulatory Capacity
with Philippine Institute for Development Studies
Fernando Aldaba, Joselito Sescon, and Karl Eli Alconis
This study aims to propose recommendations on how to enhance the regulatory and developmental mandate of the Commission on Higher Education (CHED). It conducted a brief review of CHED’s strengths and weaknesses over the years in terms of its regulatory and developmental mandates along with the other countries’ higher education regulatory and developmental systems and good practices. The study also conducted key informant interviews of both public and private HEI administrators, CHED offices, and accreditation bodies to get their perspectives on strengthening CHED’s regulatory and developmental mission.
Home and School Environment Component: Sense of Belongingness and Bullying for the Second Congressional Commission on Education (EDCOM 2)
with Philippine Institute for Development Studies
Alejandro N. Herrin, Judith B. Borja, Nanette Mayol, Frank M. Largo, Jan L.J. Alegado, Isabelita N. Bas, and Michael R.M. Abrigo
This paper aims to supplement information from PISA 2018 using the Longitudinal Cohort Study on the Filipino Child (LCSFC). In particular, it will explore relationships among schooling outcomes, bullying, and a common set of child, belongingness, family, and community background factors. For this analysis, we measured schooling outcome as on track with schooling, i.e., children are in age-appropriate grades, and no missed/repeated school year.
Expansions, Quality, and Affirmative Action in Public Higher Education Institutions
with Philippine Institute for Development Studies
Connie G. Bayudan-Dacuycuy, Christopher James R. Cabuay, and Paola Ellaine D. Luzon
Public higher education institutions in the Philippines have experienced expansions in campuses, programs, and enrollments. Alongside these expansions are challenges that can limit the public higher education institutions’ capacity to deliver quality education and ensure access to disadvantaged groups. This study analyzes the nature of expansions in state and local universities and colleges, identifies issues and challenges with these expansions, and provides policy recommendations to ensure that expansions in public higher education institutions occur with commensurate measures that safeguard the quality of educational products and services while guaranteeing access to disadvantaged groups.
The Impact of Trifocalization on Philippine Education Outcomes and the Coordination Issue
with Philippine Institute for Development Studies
Vicente B. Paqueo, Johanna Marie Astrid A. Sister, Solomon R. Sarne, Marie Louissie Ynez U. Lavega, Aniceto C. Orbeta Jr., Michael R.M. Abrigo, and Ricxie B. Maddawin
This study finds that trifocalization has had no statistically significant impact on education outcomes at conventional confidence levels. The empirical results are consistent with findings drawn from the key informant interviews.
Further along, the study discusses why a trifocalized PETS might not work as expected. Given its findings, the report lays some reform ideas that EDCOM II might want to consider and focus on to enable and incentivize the trifocalized system to work better, especially as regards coordination and other issues that key informants interviewed regard as fundamental. Thus, one of these recommendations is the establishment of an independent agency invested with oversight responsibilities and powers to hold DepEd, CHED, and TESDA and other related agencies accountable for their performance in the PETS.
POLICY BRIEFS
Opportunities to Address Undernutrition in the Early Years
with IDinsight
Proper nutrition during the first 1,000 days of a child’s life is crucial for optimal growth and development and has a profound and lifelong impact on one’s ability to fully function in society. Malnutrition continues to hound the overall development of young children in the Philippines, despite various nutrition-specific and nutrition-sensitive interventions being implemented in the country. To enhance these efforts and reduce malnutrition, policy recommendations include strengthening the implementation of these interventions, refining targeting and monitoring mechanisms, and exploring resourcing and funding options
NEW! Removing the Burden of Administration from Teachers
with IDinsight
The Department of Education (DepEd) has implemented several policy reforms to reduce teachers’ administrative workload. However, recent research finds that in many schools teachers are working long hours and still performing administrative tasks. Compliance with new departmental orders has been challenging for schools as current levels of administrative work outweigh the availability of support staff, resulting in work falling back onto teachers. The deployment of Administrative Officer II (AO IIs) has helped lessen the burden of administrative work, but alone may not be sufficient to meet schools administrative demands. To best support teachers and schools, policy recommendations include increasing deployment of AO IIs, expanding deployment of additional NTPs, and restructuring how administrative tasks are assigned and completed to improve operational efficiency.
NEW! Understanding Teacher Workload as a Systemic Issue
with IDinsight
The Department of Education (DepEd) has implemented several policy reforms in the past year to address teacher workload and revise the current school staffing structure. However, recent research shows that teachers continue to work long hours, with a majority of their non-teaching time dedicated to ancillary (i.e. teachingrelated) work and to other school-related assignments. The time it takes for teachers to do these tasks are compounded by systemic challenges in the education system, including large class sizes, large diversity of learning levels, absence of more school support staff, and a lack of teaching and learning resources. Alleviating teacher workload will require pulling on multiple levers — this policy brief recommends a review of ancillary work policies, particularly Department Order (DO) 005 s. 2024, improvements to teacher workload tracking, more communication and learning resources (particularly for the MATATAG transition, remedial lessons, and special education), strengthening the workforce development of guidance counselors and special education specialists, and a full deployment of Project Development Officers I (PDO Is).