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.

Systematic Review of Professional Development Programs for Teachers in the Philippines NEW!
with De La Salle University
Maricar S. Prudente (lead researcher), John Addy S. Garcia, Voltaire M. Mistades, Lydia S. Roleda, Frederick T. Talaue
June 2024

Priority Area #18: In-service training and development

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
June 2024

Priority Area #14: Graduate education, research innovation

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 University
June 2024

Priority Area #10: Home-school environment

Development 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
May 2024

Priority Area #20: Industry involvement and investment upskilling

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.

Opportunities to Address Undernutrition in the Early Years
with IDInsight
January 2024

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