Manila: The Department of Education (DepEd) on Monday announced its plans to accelerate education reforms aimed at addressing learning gaps and advancing early and inclusive education in the country. This decision follows the second joint meeting of the Education Trifocal Agencies.
According to Philippines News Agency, the Commission on Higher Education (CHED), the Technical Education and Skills Development Authority (TESDA), and the DepEd have agreed to establish Permanent Working Groups (PWGs). These groups will focus on priority reforms across the education sector over the next two years, aiming to provide seamless learner transitions from early childhood to either higher education or technical skills training.
Education Secretary Sonny Angara emphasized the government's commitment to advancing quality education, aligning with President Ferdinand R. Marcos Jr.'s directives. He stated, "Our direction is clear - to strengthen the foundation of learning and ensure that no learner will be left behind."
The DepEd will lead three PWGs focusing on Early Childhood Care and Development (ECCD), Inclusive Education, and Functional Literacy and Learning Recovery. Angara highlighted the importance of sustained reforms and clear accountability, saying, "With this, we can ensure that reforms are sustained and have clear accountability."
For the ECCD PWG, the DepEd plans to enhance policy coherence in early childhood education, ensure a smooth transition to kindergarten, and address issues such as low access to ECCD programs and persistent malnutrition. The PWG on Inclusive Education will aim to improve access to public schools for learners with disabilities, indigenous people, and other marginalized sectors, tackling challenges like poverty, language barriers, and limited support services.
Under the PWG on Functional Literacy and Learning Recovery, the DepEd will integrate learning recovery within the regular public school system. Key actions will include embedding learning progression frameworks, aligning assessments and instructions, and mainstreaming teaching with remediation.
