ADDITIONALLY, the Second Congressional Commission on Education’s (EDCOM 2) recent report calls attention to an ongoing mismatch in subject-specialization assignments within the Department of Education (DepEd). Secretary Sonny Angara acknowledged the longstanding problem: over 60% of teachers teach subjects outside their college specialization.
This misalignment, documented extensively in EDCOM 2’s findings, contributes to suboptimal educational outcomes, as many teachers are not equipped to teach specific subjects effectively. DepEd’s recent commitment to revising hiring forms to include subject specializations marks a crucial first step in addressing this mismatch.
This effort to optimize teacher placements within DepEd aligns with wider concerns around resource allocation within the department. In a recent budget hearing, issues with ICT resource utilization emerged, with billions of pesos worth of technology resources left undelivered in 2023.
A student-to-computer ratio of 1:9 and a teacher-to-computer ratio of 1:30 reveal stark gaps in access to essential learning tools. These inefficiencies raise questions about DepEd’s management capabilities and resource allocation, especially considering calls for improved foundational skills development.
EDCOM 2’s emphasis on foundational skills, as discussed at the International Large-Scale Assessments (ILSAs) Symposium, highlights a critical issue: Our students consistently rank among the lowest in math, science, and reading in international assessments.
A World Bank recommendation suggests a shift from content-based to competency-based curricula, emphasizing literacy and numeracy from early education stages. This strategic pivot could provide a more robust foundation for students, allowing them to develop essential skills incrementally and meaningfully, particularly if paired with consistent teacher training.
Language of instruction also emerged as a factor in educational performance. EDCOM 2 explored whether Filipino students would perform better in assessments if tested in Filipino rather than English. Yet World Bank experts caution that language alone cannot address broader learning deficits. Socio-economic factors, classroom environments, and access to resources all intersect to influence educational outcomes, highlighting the need for comprehensive, multi-faceted interventions.
Finally, EDCOM 2’s examination of the trifocalized Philippine Educational and Training System (PETS) highlights systemic issues in governance. Established over three decades ago, PETS divides educational oversight among DepEd, CHED, and TESDA.
While the intention was to streamline educational leadership, EDCOM 2’s report indicates that this structure still needs to improve education outcomes. A proposed solution involves creating an independent oversight body to enhance coordination and accountability across these agencies, a recommendation that, if implemented, could streamline efforts and resources, fostering a more cohesive educational system.
The challenges identified by EDCOM 2 are substantial, but so is the potential for reform. Addressing the complexities of teacher preparation, student nutrition, resource management, foundational skills, language instruction, and system-wide governance requires a multi-pronged approach. Each recommendation, from curriculum redesign to LGU involvement in nutrition programs, points to a vision of Philippine education that is adaptable, equitable, and fundamentally learner-centered.
Ultimately, EDCOM 2’s recent findings reveal that Philippine education is at a crossroads. The challenges in education run deep, but the proposed reforms offer a hopeful way forward that balances realism with vision.
The commission’s efforts remind us that meaningful change is not about quick fixes but building long-term solutions that respond to students’ needs. As the education sector steps into these reforms, the heart of the work must be creating a system that uplifts teachers, empowers students, and supports communities.
This means focusing on essential skills, promoting innovation, and staying flexible to the unique demands of our fast-evolving world.
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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.
