Written debate

1. Polytechnic University of the Philippines
Graduate School-College of Education
Sta. Mesa, Manila
“EDUCATION IN THIS COUNTRY IS TRIFOCALIZED,
SHOULD WE CONTINUE IMPLEMENTING THIS OR SHOULD WE ONLY
HAVE ONE DEPARTMENT OF EDUCATION?”
A Written Debate and Final Exam
Presented to
CATHERINE Q. CASTAÑEDA, Ph.D.
Faculty Member of Polytechnic University of the Philippines - Graduate School
Sta. Mesa, Manila
In Partial fulfillment
of the Requirements for the Subject
SEMINAR IN CONTEMPORARY ISSUES AND TRENDS IN EDUCATION
(DEM 731)
KATHLEEN C. ABAJA & MARY KRIS S. LAVADIA
DEM Students

2. TABLE OF CONTENTS
I. TABLE OF CONTENTS ii
II. INTRODUCTION 1
III. PRESENTATION OF THE ARGUMENT 4
A. Issue No. 1 4
B. Issue No. 2 5
C. Issue No. 3 7
D. Issue No. 4 8
E. Issue No. 5 9
F. Issue No. 6 10
G. Issue No. 7 11
H. Issue No. 8 12
I. Issue No. 9 13
J. Issue No. 10 14
IV. ANALYSIS 15
V. CONCLUSION 17
VI. REFERENCES iii
VII. APPENDICES iv
ii

3. INTRODUCTION
History/Background of an Issue
The Philippine education system was patterned after the American system.
Schools were classified into public (government) or private (non-government). The
general pattern of formal education follows four stages: Pre-primary level (nursery and
kindergarten) offered in most private schools; six years of primary or elementary
education, followed by four years of secondary or high school education. College
education usually takes four, sometimes five and in some cases as in medical and law
schools, as long as eight years. Graduate schooling is an additional two or more years.
In the absence of a clear governing and administering structure for adult learning
and education, policies and implementation strategies are disaggregated into the
trifocalized education system. The Education Act of 1982 created the Ministry of
Education, Culture and Sports which later became the Department of Education, Culture
and Sports (DECS) in 1987 by virtue of Executive Order No. 117. The report of the Joint
Congressional Commission on Education (EDCOM) provided the impetus for Congress
to pass Republic Act 7722 and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority
(TESDA). The trifocal education system refocused DECS’ mandate to basic education
which covers elementary, secondary and non-formal education, including culture and
sports. TESDA administers the post-secondary, middle-level manpower training and
development while CHED supervise tertiary degree programs. In August 2001, RA 9155
otherwise called the Governance of Basic Education Act was passed transforming the
name of DECS to the Department of Education (DepEd) and redefining the role of field
offices.
The decentralization of adult education into these three main government agencies
brings forth diverse but incongruent components of a plausible policy framework on adult
learning and education only in terms of their separate programs – DepEd’s Bureau of

4. Alternative Learning System’s (BALS) functional literacy programs; technical vocational
education and training (TVET) of TESDA; and CHED’s higher education.
The Philippines’ education system took a trifocalized structure in 1994/1995 that
is, having three-layered system composed of basic education, vocational education, and
higher education with three government agencies being responsible for each layer:
Department of Education (DepEd) for basic education, Technical Education and Skills
Development Authority (TESDA) for technical and vocational education, and
Commission on Higher Education (CHED) for higher education. DepEd‘s mandate
covers elementary, secondary, and non-formal education, including culture and sports.
RA 7796 of 1994 mandates TESDA to supervise post-secondary, middle-level manpower
training and development. RA 7722 of 1994 mandates CHED to administer tertiary
education in the country. (See Manasan, et.al., 2008: 9; Soliven, P. and Reyes, M.
2008:5)
During the Second Reading of Senate Joint Resolution No.6 held on May 18,
2011 (Committee Report No. 17), entitled “Joint Resolution Creating A Congressional
Oversight Committee On Education To Review And Assess Philippine Education,
Providing Funds Therefore And For Other Purposes.”, Senator Osmeña asked if when
the Congressional Committee on Education became operational since as mentioned in
Senate Joint Resolution No. 6, "on August 14, 1990, President Corazon Aquino approved
the creation of the Congressional Committee on Education as proposed in Joint
Resolution No. 2 which was passed by both houses of Congress."
Senator Angara replied that it was, more or less, at the start of 1991 since the first
Educational Commission Review took place in the same year. He said that the final
EDCOM report was submitted in 1992 and since then, during the yearly budget
hearings, Congress looked into how EDCOM has carried out its mandate. He clarified
that the implementation of the recommendations in the report was done from 1992 to
1995, particularly the trifocalization of the Department of Education, Culture and Sport
(DECS). He stated that Congress divided the huge educational bureaucracy by creating
2

5. three educational bodies, namely: Department of Education (DepEd) which is
responsible for basic education – elementary and high school; Commission on Higher
Education (CHED) which takes care of post-secondary or tertiary education; and
Technical Education and Skills Development Authority (TESDA) which is in charge of
vocational and technical education. He added that EDCOM also pushed associated
reforms, among them the establishment of a nationwide scholarship program for science.
3

6. PRESENTATION OF THE ARGUMENT
Issue No. 1
The Philippines should continue implementing the trifocalized system of education
for it is proven effective.
 Affirmative
The affirmative side would like to focus on the contention in which trifocalized
education enhances educational effectiveness. According to Executive Order No. 273
Series 2000, entitled Institutionalizing the System of National Coordination, Assessment,
Planning and Monitoring of the Entire Educational System. Trifocalization has led to
greater focus and depth in the planning and implementation of development programs of
the co-equal education sub-sectors – namely: basic education, technical education and
skills development and higher education thus resulting in the enhancement of the
capabilities of these three sub-sectors to achieve respective mandates.
In order to ensure effective coordination, planning and allocation of scarce
resources among the three subsectors of education and training, PCER reiterates and
adopts EDCOM’s recommendation to put in place a National Coordinating Council for
Education (NCCE). (Executive Order No. 273 - Institutionalizing The System Of
National Coordination, Assessment, Planning And Monitoring Of The Entire Educational
System)
Furthermore, trifocalized system has allowed the departments concerned to focus
more sharply on their respective mandates.
 Negative
On the contrary, trifocalization of education has resulted merely in weak
coordination among the three education agencies. Indeed, the tri-focalization of education
in 1994 was borne out of the recommendation of the Commission on Education
4

7. (EDCOM) report in 1991. Undoubtedly, it was aimed at improving policy making,
planning, and programming at the subsector level as each of the three lead agencies was
given the principal responsibility for its “undiluted and undivided attention” on its
respective areas of concern which resulted in the establishment of the Commission on
Higher Education (CHED) and the Technical Education and Skills Development
Authority (TESDA) in 1994, and allowed the Department of Education and Sports
(DECS), later renamed as the Department of Education in 2001, to concentrate on basic
education (primary and secondary education). Even the National Coordinating Council
for Education was also created, however, it has not met since its creation. Thus, there is
no mechanism to ensure that policies, programs, and projects of each subsector are
dovetailed to national development plans.
Furthermore, there was an attempt to assess, plan, and monitor the entire
education sector through the creation of the Presidential Task Force for Education
(PTFE) in 2007. It was ineffective in harmonizing policies, programs, and reform
initiatives of the three co-equal education agencies given the ad-hoc nature of its creation.
The PTFE was established by a mere Executive Order (EO 632) and it officially ceased
to exist in 2010 following the change in administrations.
Issue No. 2
EDCOM’s recommendation in trifocalizing the Philippine’s educational system is
imperative because it has legal basis.
 Affirmative
Definitely. It is for the reason that during Senate Joint Resolution No.6 held on
May 18, 2011, Senator Angara emphasized that EDCOM had a model that it followed
and even looked into the educational organizations of other countries. He added that
EDCOM also reviewed the Monroe Commission, which was the first comprehensive
survey of Philippine education in the 1920s. Angara asserted that the EDCOM report was
5

8. the second most comprehensive survey of the country's educational system.
Additionally, Senator Angara stated that the EDCOM took some lessons from the
experiences of other countries as well, for instance, Germany's vocational and technical
education which was incorporated into the TESDA. He described Germany's model as
being dual-tech wherein students are taught in the classroom for three days and work at
the factory site 1363 for two days. He stated that the EDCOM also studied the Australian
vocational-technical program which it thought was best suited to the country's
educational system.
 Negative
Of course, there must be legal basis first before a certain program or system will
be implemented. On the other hand, it was also Senator Angara who said that since the
Monroe Commission until the EDCOM came into being, there had never been such an
educational review although in between, there were piecemeal reforms. Asked if
Germany and Australia have trifocal education, Senator Angara replied in the negative,
saying that the trifocalization, in a sense, made the Philippines' educational system
unique. He explained that the EDCOM recommended the trifocalization so that the
DepEd would be able to concentrate most of its resources and personnel on delivering
basic educational and leaving vocational and technology and tertiary education to other
bodies. He also cited the EDCOM proposal to establish a national coordinating council
on education which unfortunately never became operational.
He further disclosed that some analysts have said that the design of the reform
was good but the omission of a coordinating mechanism was a big mistake because it
disabled the whole educational system to confront strategic issues in a comprehensive
way. He recalled that as a member of President Estrada's Cabinet, he attempted to get the
agencies going. Senator Osmeña observed that it had been 20 years since the EDCOM's
work was done, and there seemed a failure to get the three agency heads meet on a
regular basis when there was a need for them to do so.
6

9. Issue No. 3
EDCOM succeeded in splitting the education function among three government agencies.
 Affirmative
Actually, there’s no doubt that the Commission on Education (EDCOM)
succeeded in the trifocalization of the three co-equal educational agencies, the
Department of Education (DepEd) for basic education, both formal and non-formal; the
Commission on Higher Education (CHED) for higher education; and the Technical
Education and Skills Development Agency (TESDA) for non-degree or middle level
skills development. Subsequent plans for Philippine education, namely PCER, EFA 2015,
and BESRA built on EDCOM’s analysis and framework.
For the first time after a long time, the three lead agencies in education and their
respective heads, are coordinating more closely and are looking to resolve education
problems from a more systemic and comprehensive manner. “Never have we seen this
level of synergized effort since the trifocalization of education”, according to Ramon del
Rosario, PBEd Chairman. This bodes well for the challenges that have plagued education
for the longest time.
 Negative
Coordination among these three agencies such as; DepEd, CHED and TESDA,
does not in fact, guarantee success in our educational system. It is because despite
trifocalization, there is still overlap of mandates among the aforementioned agencies. For
instance, DepEd does not only administer, regulate, and supervise elementary and
secondary schools but also continues to operate some 300 specialized technical-
vocational schools even as it is engaged in non-formal education. Meanwhile, CHED
maintains its academic and administrative supervision over public secondary and
postsecondary institutions (usually agricultural or industrial arts and trades schools),
and laboratory schools of highr education institutions, classified by CHED under the
7

10. “other government schools” (OGS) category. On the other hand, TESDA, an agency
which prepares and provides students with technical and craft skills, has not been
engaged in the delivery of technical-vocational education in high schools (which is
primarily managed by the DepEd).
Issue No. 4
Education reform requires appropriate policy covers and continuity over time.
 Affirmative
RA9155 provided the impetus for the development of SBM. To its credit, DepEd
demonstrated policy continuity as far as SBM is concerned—from the lobby for the
passage of RA9155 to the stipulation of its internal rules and regulations, down to the
implementation of SBM and its eventual integration into BESRA. This is remarkable
indeed considering the impulse of Filipino government leaders to reinvent the wheel for
the sake of a legacy that will be associated with them. It is also significant in light of
DepEd’s past record of having two Department Secretaries who derailed a reform agenda
as major as EDCOM.
 Negative
Policy continuity is important but it is not enough. While the appropriate policy
and its continuity across DepEd administrations are necessary for reform, they are not
sufficient to bring it about. If reform is to take place, gain momentum and lead to
transformative effects, policies— which are but abstract guidelines on paper—must be
operationalized and implemented resolutely. However, policy implementation is
constrained when the institution is unable to match the resistance to reform from within
and outside its ranks, with the will to carry out its policies. Take the case of
decentralization. The seeming reluctance of DepEd to scale up a division-mediated SBM
and the seemingly equivocal position of its officials on the proposed Congressional
amendment of RA 9155 to restore the prerogatives of district supervisors over school
8

11. heads, suggest the capacity of interest groups within the bureaucracy to wage an effective
resistance to the implementation of a legislated policy.
Issue No. 5
Trifocalization in education encourages participatory governance.
 Affirmative
Adhering Executive Order No. 273, in order to ensure effective coordination,
planning and allocation of scarce resources among the three subsectors of education and
training Presidential Commission on Educational Reform (PCER) reiterates and adopts
EDCOM’s recommendation to put in place a National Coordinating Council for
Education (NCCE).
As the need arises, the Council may invite as resource persons the Secretaries of
NEDA, DBM, DOST, and DOLE as well as the participation of representatives from the
education, business and other sectors, both public and private and non-governmental
organizations, which have direct stakes in education to ensure broad-based consultations
and proper dissemination of information and advocacy.
 Negative
There was indeed an attempt to assess, plan, and monitor the entire education
sector through the creation of the Presidential Task Force for Education (PTFE) in 2007.
However, it was ineffective in harmonizing policies, programs, and reform initiatives of
the three co-equal education agencies given the ad-hoc nature of its creation. The PTFE
was established by a mere Executive Order (EO 632) and it officially ceased to exist in
2010 following the change in administrations.
9

12. Issue No. 6
Trifocalized system of Philippine education institutionalizes transparency and
accountability.
 Affirmative
Based on Section 3 of the earlier mentioned Executive Order, it indicates the
mandates and functions of the Council over these three different agencies in which it;
harmonize goals and objectives for the entire education system; set priorities for the
education system and recommend corresponding financial requirements; pursue and
monitor implementation of the reforms proposed by the Presidential Commission on
Educational Reform (PCER); establish, oversee and monitor the implementation of the
National Educational Evaluation and Testing System (NEETS) and its operations;
designate and provide guidelines for Philippine representatives in international and
national conferences/meetings with cross-cutting themes or concerns in education; and
convene a biennial National Congress on Education for the purpose of assessing,
updating/upgrading and strengthening of the educational system and its components.
 Negative
In reality, the piecemeal reform interventions of donor and development partners
do not provide an avenue for concerted structural and programmatic changes that would
result in large-scale, integrated, and sustained outcomes. Numerous pilot initiatives have
already been introduced and tested in the areas of student assessment, alternative service
delivery, pedagogy, inclusiveness and community participation in the subsector of basic
education. Major pilot reform initiatives such as TEEP, SEDIP, BEAM, EQUALLS-
Project, STRIVE, and CFSS have demonstrated significant successes changes in different
areas, such as competency standards for teachers; advancing the development of student
assessment; enhancing school-based management; championing the quality of Muslim
education nationwide, and changing the philosophies and mindsets of those within their
reach (Philippine Human Development Report, 2008-09:65-100). However, the
10

13. mainstreaming or upscaling of these successful pilot-initiatives is a up to now a big
challenge and there is no convergence of strategies yet as to their national application.
Issue No. 7
Department of Education (DepEd) shows an improved performance in addressing
major educational problems.
 Affirmative
The Department of Education is undertaking fundamental reforms to sustain
better performance. DepED is pursuing a package of policy reforms that as a whole seeks
to systematically improve critical regulatory, institutional, structural, financial, cultural,
physical and informational conditions affecting basic education provision, access and
delivery on the ground.
These policy reforms are expected to create critical changes necessary to further
accelerate, broaden, deepen and sustain the improved education effort already being
started by the Schools First Initiative. This package of policy reforms is called the Basic
Education Sector Reform Agenda (BESRA).
 Negative
Despite of DepEd’s initiatives to attain functional literacy through universal basic
education, it is still very evident that the quality of basic education has deteriorated; (a)
the country ranks among the poorest performers in East Asia and the rest of the world in
terms of quality standards; (b) the national trend shows that leaving or dropping out of
school is more prevalent during the entry years; (c) poverty remains a major reason for
dropping out; (d) out-of-school children and youth remains a big issue; (e) illiteracy
remains a big challenge; (f) assistance from international development agencies made on
basic education was mostly loans rather than grants; (g) there is a downward trend in
11

14. cohort survival rates; (h) access remains a problem; and (i) there are other factors that
contribute to lack of access.
Issue No. 8
There has been a considerable increase in the number of Higher Education Institutions
(HEIs) in the country.
 Affirmative
Because of the trifocalized system of education, a total of 20 state universities and
colleges (SUCs) were created in the past five years through the conversion of several
middle-level education institutions, bringing the total number of SUCs to 107 as of 1998.
These were done to broaden the access of the population to tertiary education.
Obviously, CHED was lauded for its efforts at improving the quality of higher
education – by rationalizing the higher education sector, improving the regulation of
LUCs and SUCs. The private sector is behind the vision of lean, high quality, and
rationalized higher education sector.
 Negative
The Philippine higher education system has deteriorated over the years. Yes, there
has been a considerable rise of LUCs across the country; a 121% increase in nine (9)
years, or an average of six LUCs established every year. On the other hand, the quality of
education in these LUCs is very low. Based on the monitoring conducted by CHED in
2010, majority of the programs being offered by the LUCs do not have CHED’s permit or
recognition. Only 31 out of the 89 LUCs have permit from CHED to offer degree
programs. Out of the 89 LUCs, 58 have not complied with or are deficient in the
requirements set by CHED. In terms of professional examinations, although majority of
the LUCs with CHED’s subscribed courses have attained passing marks above the
national passing rate, these marks are not even above 50%. This means that more than
12

15. half of LUC’s graduates who take the professional board examinations fail. This poses a
problem not only to LUCs and other public HEIs but also to private HEIs.
Issue No. 9
TESDA was established to provide high-quality post-secondary and middle-level
technical education and trainings.
 Affirmative
The Quality-Assured Technical Education and Skills Development System was
established as a new institutional framework for which the following program packages
are being implemented:
a. Adoption of competency-based technical education and skills development in
all TVET programs;
b. Establishment of the TESDA Occupation Qualification and Certification
System which calls for modularized and competency-based learning such that each level
has a set of qualifications requirements;
c. Institution of the Philippine TVET Quality Awards to serve as the highest level
of recognition for organizational performance in TVET; and
d. Development of a Unified TVET Program Registration and Accreditation
System as a mechanism to ensure quality among all institutions offering TVET programs.
 Negative
We can’t deny the fact that people’s expectations from the TVET sub-sector
remain the same: more training opportunities and better, stable jobs after that.
Unquestionably, the first expectation is within TESDA’s control. Current enrolment
stands at 1.9 million but can still grow considering that TVET can and should attract
those who stopped schooling after high school; those who were not able to finish higher
education; and the unemployed as well as the employed wishing to upgrade their skills
competencies. However, the second expectation is beyond TESDA’s control and rests
13

16. solely in the hands of the employers. Apart from that, TVET’s growth is still limited due
to society’s poor perception of it. There is a notion that TVET is for those who cannot
enter university; that it is limited to technical-vocational trade areas, appropriate for
males; and a terminal option with limited upward mobility both in education and in the
work place. TVET’s development is also determined by the way the sub-sector is
managed. From this, one can say that TVET suffers, too, when the entire education
system is poorly coordinated.
Issue No.10
Education Committee was aware of the problems of the educational system and it was for
that reason that it has sponsored the Early Years Act and at a later time, the K-12 bill.
 Affirmative
Senator Angara emphasized that the Early Years Act and K to 12 Bill are attempts
at solving some basic problems of the educational system and which could be looked into
more thoroughly by a joint committee better than by experts from a consulting firm like
McKinsey. What is most important, he said, is the issue of investment because all studies,
surveys and statistics indicate that the government is not investing enough per head in the
education of children.
 Negative
We believe K to 12 will improve the lives our youth, thus one must be concerned
that high school students will not benefit from the reform until 2016. As a result, our
college graduates, between now and 2020, will not yet be globally comparable. We
cannot leave behind our students graduating from 2012 to 2020. Should we not therefore
explore and implement steps that will begin to improve the global competitiveness of our
graduates as soon as possible? We think this need not be debated. We must avoid leaving
any of our youth behind.
14

17. ANALYSIS
The Philippines is a country that places so much value for education. In fact, it
has committed itself to achieving universal primary education and has moved to provide
free access to basic public education for all children. Moreover, management of the
education sector has been given to three different agencies since 1994, each with its own
area of focus. This trifocalization of education aimed to give proper attention to (i) basic,
(ii) training and vocational, and (iii) higher education.
Hence, today, the management, the system of governance and policy guidance
over public and private basic education institutions is now under the Department of
Education (DepEd). Technical Education and Skills Development Authority (TESDA) is
in charge of technical and vocational education while higher education is entrusted to the
Commission on Higher Education (CHED).
Yet, after going through the numerous educational reforms. a thoughtful critic
would perhaps wonder why up to this time, the country continues to suffer from the
"cracks" of what is considered by many as a less than "functional" learning system. Think
of the visionary policies on political, social-cultural, and economic transformation with
education as the core and center of all programs under President Marcos; the
institutionalization of an alternative delivery system, education for all, a major
educational survey (EDCOM), democratization, and values education under President
Cory Aquino; the "trifocalization (setting up of 3 agencies with the Commission on
Higher Education, the Technical Education, and Skills Development Authority for post-
secondary education and the Department of Education for basic education); education as
the key to Philippines 2000 Philippine agenda under President Ramos; the creation of the
National Coordinating Council for Education and the Presidential Commission on
Educational Reform under President Estrada; and under President Arroyo, the creation of
the Presidential Task Force for Education which produced the Philippine Main Education
Highway and the focus on early childhood care and development and basic education.
15

18. From this, one would no longer be surprised if we find ourselves in the top ten among
countries of the world that had undergone the most educational reforms.
16

19. CONCLUSION
Looking back, at the start of 1991 since the first Educational Commission Review
took place in the same year, the final EDCOM report was submitted in 1992 and since
then, during the yearly budget hearings, Congress looked into how EDCOM has carried
out its mandate. The implementation of the recommendations in the report was done from
1992 to 1995, particularly the trifocalization of the Department of Education, Culture and
Sport (DECS). Congress divided the huge educational bureaucracy by creating three
educational bodies, namely: Department of Education (DepEd) which is responsible for
basic education – elementary and high school; Commission on Higher Education
(CHED) which takes care of post-secondary or tertiary education; and Technical
Education and Skills Development Authority (TESDA) which is in charge of vocational
and technical education. EDCOM also pushed associated reforms, among them the
establishment of a nationwide scholarship program for science.
The design of the reform was actually good. The road seems smooth for our
newly implemented reformed in the educational system. The reason seems logical since
each agency could now focus the program needed in each level of education. Clearly, the
implementation of the trifocalization of the Philippine educational system merely aimed
to further strengthen the role of education in accelerating national development and
global competitiveness to achieve high quality of learning. But, then again, there are still
major setbacks for this decentralization which the country inevitably experienced.
Based on the report published in MBC Times last November 2014 which
compared the best and worst educational systems, it has found what seem to be the
strongest factors in determining the success of the education system and interestingly,
money spent is not all that important!
All of the best educated countries have education of one of the most culturally
important parts of life. In other words, EDUCATION is PRIZED, and parents, teachers
and even students care about the results.
17

20. Hence, it can be deduced that the key to an effective educational system cannot be
measured solely as to whether it is trifocalized or not. Any comprehensive reform agenda
with far-reaching goals would be successful, only if, every agency or department will
work hand in hand for the common good of every Filipino. After all, high quality
education is everyone’s concern!
18

21. REFERENCES
Bautista, Cynthia Rose B., Bernardo, Allan B.I., Ocampo, Dina, “When Reforms Don’t
Transform”: Reflections on Institutional Reforms in the Department of Education
Committee Report No. 17 On Senate Joint Resolution No. 6 - Joint Resolution Creating
A Congressional Oversight Committee On Education To Review And Assess
Philippine Education, Providing Funds Therefore And For Other Purposes. 5th
Congress, First Regular Session, Session No. 85, 18th May of 2011
Del Rosario, Ramon Jr., “The State of Philippine Education: An Annual Briefing by the
Philippine Business for Education“. 06 June 2011
Estillore, Jonnis B., “Trifocalization Correlates Inconsistency and Disintegration (ID)”,
The Sun Beam. Southern Leyte Times. September 6, 2012
Geronimo, Jee Y. “PH Basic Education: 'Cramming' Toward ASEAN 2015” 03 Dec
2013
Philippine Education Sector Assessment Project. United States Agency for International
Development – USAID, July 2011
Valisno, Mona Dumlao, ‘The Nation's Journey to Greatness: Looking Beyond Five
Decades of Philippine Education , - Fault Lines In Educational System, Manila
Bulletin. May 1, 2013
http://www.rappler.com/move-ph/issues/education/44519-higher-education-sector-asean-
2015-preparation
http://www.mbctimes.com/english/20-best-education-systems-world
http://www.deped.gov.ph/about/history
http://ideas.ted.com/what-the-best-education-systems-are-doing-right/
https://culturalambassador.wordpress.com/2011/11/12/understanding-philippine-modern-
educational-systems/
iii

22. APPENDICES

23. IMPLEMENTING RULES AND REGULATIONS OF EXECUTIVE ORDER
NO. 83, Series of 2012, OR THE “INSTITUTIONALIZATION OF THE
PHILIPPINE QUALIFICATIONS FRAMEWORK”
Pursuant to the provisions of Executive Order No. 83, series of 2012,
“Institutionalization of the Philippine Qualifications Framework” signed by President
Benigno S. Aquino III on the 1st day of October, 2012 which took effect upon its
publication, conformably to Section 3 thereof, the Department of Education (DepEd), the
Technical Education and Skills Development Authority (TESDA), Commission on
Higher Education (CHED), Department of Labor and Employment (DOLE), and the
Professional Regulation Commission (PRC), hereby issue the following rules and
regulations to guide the implementation of the Order.
RULE I. PRELIMINARY PROVISIONS
Section 1. Title
This issuance shall be referred to as the Implementing Rules and Regulations
(IRR) of Executive Order No. 83, series of 2012, or the “Institutionalization of the
Philippine Qualifications Framework.”
Section 2. Construction
These rules and regulations shall be liberally construed as to carry out the
objectives of the Order which is stated in Section 1 thereof:
“The Philippine Qualifications Framework (PQF) is hereby established with the
following objectives: 1) To adopt national standards and levels for outcomes of
education; 2) To support the development and maintenance of pathways and
equivalencies which, provide access to qualifications and assist people to move easily
and readily between the different education and training sectors and between these
sectors and the labor market; and, 3) To align the PQF with international qualifications
framework to support the national and international mobility of workers through
increased recognition of the value and comparability of Philippine qualifications.”
Section 3. Definition of Terms
For purposes of this issuance, the following definitions shall be adopted:
3.1. Order refers to Executive Order No. 83, series of 2012 or “Institutionalization of the
Philippine Qualifications Framework.”

24. 3.2. IRR refers to the Implementing Rules and Regulations of Executive Order No. 83,
series of 2012.
3.3. Committee refers to the Philippine Qualifications Framework National Coordinating
Committee.
3.4. Secretariat refers to the permanent technical secretariat organized from the present
staff complements of DepEd, TESDA, PRC, DOLE, and CHED.
3.5. DepEd refers to the Department of Education.
3.6. TESDA refers to the Technical Education and Skills Development Authority.
3.7. CHED refers to the Commission on Higher Education.
3.8. DOLE refers to the Department of Labor and Employment.
3.9. PRC refers to the Professional Regulation Commission.
3.10. PQF refers to the Philippine Qualifications Framework, a national policy which
describes the levels of educational qualifications and sets the standards for
qualification outcomes.
3.11. Basic Education refers to the education intended to meet basic learning needs which
lays the foundation on which subsequent learning can be based. It encompasses
early childhood, elementary and high school education as well as alternative
learning systems for out-of-school youth and adult learners and includes
education for those with special needs. (RA No. 9155 S. 2011)
3.12. Technical Vocational Education and Training refers to the education process where
it involves, in addition to general education, the study of technologies and related
sciences and the acquisition of practical skills relating to occupations in various
sectors of economic life and social life, comprises formal (organized programs as
part of the school system) and non-formal (organized classes outside the school
system) approaches (UNESCO)
3.13. Higher Education refers to the stage of formal education requiring secondary and
post-secondary education covering the programs on: (a) all courses of study
leading to bachelor’s degree and (b) all degree courses of study beyond bachelor’s
degree level.

25. 3.14. Qualification refers to a package of competencies describing a particular function or
job role existing in an economic sector, covering the work activities required to
undertake a particular job role.
3.15. Trifocalized Education and Training refers to the three levels of Philippine
education system: basic education, technical-vocational education and training,
and higher education.
Section 4. Key Objectives of the Philippine Qualifications Framework
1. Establishes national standards and levels for outcomes of education and training,
specializations, skills and competencies.
2. Provides national regulatory and quality assurance arrangements for education and
training.
3. Supports the development and maintenance of pathways and equivalencies which
provide access to qualifications.
4. Supports individual lifelong learning goals by providing the basis for individuals to
progress through education and training.
5. Aligns the PQF with international qualifications framework to support the international
mobility of learners and workers through increased recognition of the value and
comparability of Philippine qualifications.
RULE II. COVERAGE
Section 5. Applicability
This IRR shall apply to:
5.1 All sectors, levels, and modes of delivery of the Philippines’ trifocalized education
system: basic education, technical vocational education and training, and higher
education; and
5.2 All institutions and systems which provide trainings, specializations, skills and
competencies, professional experience or through life-long learning.
Section 6. Participation of Industry Sector

26. Pursuant to Section 4 of the Order, industry sector representatives of various associations
and chambers, shall be consulted and engaged in the detailing and application of
the PQF to ensure alignment of educational outcomes to job requirements.
RULE III. ORGANIZATION
Section 7. The PQF National Coordinating Committee
By virtue of Section 2 of EO No. 83, s. 2012, the PQF National Coordinating Committee
was created to be chaired by the Secretary of the Department of Education
(DepEd) with the members comprised of the Director-General of TESDA,
Chairpersons of CHED and PRC, and Secretary of DOLE.
Section 8. Powers and Functions of the Committee
1. Creates technical working groups in support of the detailing and implementation of the
PQF
2. Harmonizes the levels of qualifications with all levels of education
3. Aligns education standards and learning outcomes to the level descriptors contained
herein
4. Develops and recognizes pathways and equivalencies
5. Discuss and agree on the elements of the PQF including but not limited to their
principles, key features, definitions or terminologies, structure and governance
arrangements
6. Review and update the PQF
7. Provides information and guidelines in the implementation of the PQF
8. Establishes a quality assurance mechanism
9. Maintains the national registry of qualified manpower
10. Ensures the international alignment of the PQF with the qualification frameworks of
other countries.
11. Represents the country in international fora or negotiations on qualification
agreements/arrangements

27. 12. Provides regular feedback on the progress and accomplishments to the Office of the
President with respect to the implementation of the Order.
13. Perform such other functions that may be related to the implementation of the PQF
Section 9. The Technical Secretariat
Pursuant to Section 8 of EO No. 83, s. 2012, a permanent technical secretariat shall be
organized from the present staff complements of DepEd, TESDA, and CHED to
ensure efficient and effective implementation. DOLE and PRC shall designate a
permanent representative to the technical secretariat.
Section 10. Functions of the Secretariat
10.1 Provide technical and administrative support to the Committee;
10.2 Engage the services of technical experts; and
10.3 Perform such other functions as the Committee may deem necessary.
Section 17. Effectivity Clause
These rules and regulations shall take effect fifteen (15) days from the date of its
publication in the Official Gazette or in two (2) newspapers of general circulation.
Signed this 17th of December, 2012 in Manila, Philippines.
(Sgd.) BR. ARMIN A. LUISTRO FSC
Secretary, DepEd
(Sgd.) ROSALINDA DIMAPILIS-BALDOZ
Secretary, DOLE
(Sgd.) PATRICIA C. LICUANAN, Ph.D.
Chairperson, CHED
(Sgd.) EMMANUEL JOEL J. VILLANUEVA
Director General, TESDA
(Sgd.) TERESITA R. MANZADA
Chairperson, PRC

28. EXECUTIVE ORDER NO. 273 - INSTITUTIONALIZING THE SYSTEM OF
NATIONAL COORDINATION, ASSESSMENT, PLANNING AND
MONITORING OF THE ENTIRE EDUCATIONAL SYSTEM
WHEREAS, the Presidential Commission on Educational Reform, or PCER, was
created in 1998 to continue and build on the work of the 1991 Congressional Commission
on Education (otherwise known as EDCOM) to further strengthen the role of education in
accelerating national development and global competitiveness;
WHEREAS, the major recommendations of the EDCOM have caused the
restructuring and trifocalization of the management of the country’s educational system;
WHEREAS, this trifocalization has led to greater focus and depth in the planning
and implementation of development programs of the co-equal education sub-sectors-
namely, basic education, technical education and skills development and higher
education, thus resulting in the enhancement of the capabilities of these three (3) sub-
sectors to achieve their respective mandates;
WHEREAS, PCER studies point out, as EDCOM anticipated, that the salutary
effects of trifocalization of education notwithstanding, there are perceived concerns and
issues arising from possible overlaps and gaps as well as inconsistencies in and non-
alignment of policies, plans and programs; and
WHEREAS, in order to ensure effective coordination, planning and allocation of
scarce resources among the three subsectors of education and training, PCER reiterates
and adopts EDCOM’s recommendation to put in place a National Coordinating Council
for Education (NCCE).
NOW, THEREFORE, I, JOSEPH EJERCITO ESTRADA, President of the
Republic of the Philippines, by virtue of the powers vested in me by law, do hereby
order:
Section 1. Creation and Composition of the Council. — The National
Coordinating Council for Education (NCCE) is hereby created and attached to the Office
of the President for administrative purposes, to be composed of the following:
Secretary, Department of Education, Culture & Sports
(DECS or DBE) - Member
Chairman, Commission on Higher Education - Member
Director-General, Technical Education and Skills

29. Development Authority - Member
It shall be chaired by the members on a rotating basis for a term of two (2) years each.
Sec. 2. Participation of Other Sectors. — As the need arises, the Council may
invite as resource persons the Secretaries of NEDA, DBM, DOST and DOLE as well as
the participation of representatives from the education, business and other sectors, both
public and private and non-governmental organizations, which have direct stakes in
education to ensure broad-based consultations and proper dissemination of information
and advocacy.
Sec. 3. Mandates and Functions. — The Council shall discharge its
responsibilities in accordance with the following specific mandates:
• to serve as the regular forum for trans-subsectoral consultations on cross-cutting
policies and programs;
• to harmonize goals and objectives for the entire education system and to dovetail them
to national development plans;
• to review existing and proposed programs and projects for tighter inter-subsector
coordination;
• to set priorities for the education system and recommend corresponding financial
requirements;
• to pursue and monitor implementation of the reforms proposed by the Presidential
Commission on Educational Reform (PCER);
• to establish, oversee and monitor the implementation of the National Educational
Evaluation and Testing System (NEETS) and its operations;
• to designate and provide guidelines for Philippine representatives in international and
national conferences/meetings with cross-cutting themes or concerns in education; and
• to convene a biennial National Congress on Education for the purpose of assessing,
updating/upgrading and strengthening of the educational system and its components.
Sec. 4. It shall be assisted by a small high-powered Secretariat whose main
responsibility is to ensure the efficiency and effectiveness of the NCCE. It shall be
composed of a Director, a permanent staff of five (5) and others seconded to the Council
as needed from the three (3) member agencies.

30. Sec. 5. In the discharge of its functions and responsibilities, the NCCE may
commission highly-qualified experts/specialists and/or education consultancy groups to
provide specified services.
Sec. 6. It shall adopt its own internal operating rules and procedures and define
the duties and responsibilities of the Secretariat, its staffing pattern, and compensation
schedule.
Sec. 7. The NCCE shall submit an annual performance report to the President, as
well as program and policy recommendations affecting the entire education system.
Sec. 8. In no case whatsoever shall the NCCE detract from the autonomy and
independence of DECS, TESDA and CHED.
Sec. 9. Statistics for Educational Planning. — For the purpose of carrying out the
mandates of the NCCE, the National Statistics Office (NSO) is hereby directed to
strengthen its core or basic unit responsible for the generation and analysis of education
and training statistics and to systematize its operational links with the statistical units in
the Department of Education, Culture and Sports, Commission on Higher Education and
Technical Education and Skills Development Authority. The NCCE shall coordinate with
the NSO in all matters pertaining to the generation, analysis, utilization and dissemination
of all educational statistics and information.
Sec. 10. Government agencies are hereby directed to second and/or detail
competent individuals to the NCCE as may be requested.
Sec. 11. The Council is directed to convene the first National Congress on the
State of Philippine Education by 2001 in order to, among others, monitor the fulfillment
of all the policy and program recommendations of both the EDCOM and the PCER.
Sec. 12. Initial Funding of the NCCE. — The sum of fourteen million pesos is
hereby appropriated from the President’s Social Fund for the initial mobilization and first
year of operation of the NCCE. Thereafter, the sum of Ten Million Pesos
(P10,000,000.00) shall be included in the General Appropriations Act.
Sec. 13. Repealing Clause. — All executive issuances inconsistent with this
Executive Order are hereby repealed or amended accordingly.
Sec. 14. Effectivity. — This Executive Order shall take effect immediately.
Done in the City of Manila, this 7th day of August, in the year of Our Lord, two
thousand.