THE RECENT reports from the Second Congressional Commission on Education (EDCOM 2) paint a complex picture of the current educational landscape in the country.
Each finding sheds light on longstanding challenges and pinpoints key areas for reform. These issues highlight a pressing need for transformation across the sector, from curriculum design to governance, from teacher preparation to local government involvement.
As EDCOM 2’s work gains momentum, it calls for a thoughtful yet bold reimagining of our educational system — one that seeks to address symptoms and overhaul structural issues in ways that genuinely benefit our learners.
A focal point of EDCOM 2’s recent report was the Teacher Education Council’s ambitious plans for a revamped teacher education curriculum. Led by Dr. Jennie Jocson, the TEC aims to roll out a new curriculum model by the end of 2024, moving away from the “one-size-fits-all” approach.
Jocson and her team argue that the current system lacks adaptability, a flaw starkly evident in teachers’ performance across varied local contexts. As they seek to equip educators with skills tailored to regional needs, this shift could be transformative, particularly if backed by the proper training and resources.
However, the challenges continue after curriculum design. A World Bank study highlighted in EDCOM 2’s findings reveals worrying gaps in teachers’ competencies, particularly in handling multi-step problem-solving tasks. This issue goes beyond curriculum — it touches on how teachers are trained and supported throughout their careers.
The current baseline for teacher qualifications, particularly the requirement of a master’s degree, came under scrutiny during recent discussions. While some see the degree as essential, EDCOM 2 representatives suggest that an undue emphasis on this requirement burdens teachers without necessarily improving outcomes.
The discussion surrounding educator qualifications underscores a larger debate within EDCOM 2 about finding a balance between academic standards and practical flexibility. Rep. Roman Romulo’s call to reexamine the master’s degree requirement reflects concerns that many teachers, already stretched thin by their classroom duties, struggle to balance these with the demands of graduate studies.
The commission’s recommendations to include alternative pathways — such as research-based or experience-recognition tracks — aim to alleviate these pressures and acknowledge the diverse strengths of educators beyond academic qualifications.
The push for education reform has also opened up a crucial conversation about the national nutrition crisis that’s affecting young children’s growth and learning. Sen. Sherwin Gatchalian highlighted how essential local government units (LGUs) are in ensuring nutrition programs reach the communities that need them most. His call echoes findings from the Philippine Institute for Development Studies, which reveal that stunting and malnutrition are still major obstacles to children’s development across the country. In these areas, where LGU intervention is vital, the success of educational reforms is intertwined with improvements in health and social welfare.
Challenges persist, though, with health and nutrition programs. The tenure of barangay health workers, which changes frequently alongside local leadership shifts, was highlighted as an issue that hampers continuity and consistent service delivery. LGUs struggle to sustain effective community programs without stable and well-supported health workers.
To address this, EDCOM 2 is exploring ways to strengthen LGU roles, including making nutrition a component of the Seal of Good Local Governance Award criteria, an initiative designed to recognize well-performing LGUs. (To be continued)/PN
