The Catholic Educational Association of the Philippines (CEAP) and the Episcopal Commission on Catholic Education of the Catholic Bishops’ Conference of the Philippines (CBCP-ECCE) welcomed the submission of the Second Congressional Commission on Education (EdCom 2) final report to President Ferdinand Marcos Jr. on Jan. 29.
The report, titled “Turning Point: A Decade of Necessary Reform,” was the result of a process the groups described in a statement Wednesday as a “national examination of persistent learning gaps” that matured into rigorous consultation and dialogue.
The groups said the report affirmed early childhood development as the foundation of lifelong learning. They called for the restoration of functional literacy among young learners and the strengthening of critical thinking, digital competence and graduate readiness for employment, higher education and technical-vocational pathways.
”In the larger horizon of nation-building, the report becomes a bridge between promise and practice, between the dream of reform and the discipline of structure,” the statement read. “Education remains the gate to freedom. When a child learns to read the word and the world, chains quietly fall away.” The report noted that 1 in 2 Filipino learners struggle to read at grade level by Grade 3, and learning outcomes continue to decline through senior high school. While 30.5 percent of Grade 3 learners meet proficiency standards, mastery declines to 0.4 percent by Grade 12, highlighting systemic gaps that worsen as students progress.
Key pressure points identified in the report include early childhood stunting affecting 23.6 percent of Filipino children; limited access to early childhood education; students advancing grade levels without mastering competencies; reduced instructional time; schools averaged 191 class days per year, but some regions lost up to 42 days due to suspensions; and an overcrowded calendar of mandated activities.
”Reform must live in classrooms, budgets, policies and leadership decisions,” the groups said, calling for collaboration among the Department of Education, the Commission on Higher Education, the Technical Education and Skills Development Authority, and private and local partners.
Both the CEAP and the CBCP-ECCE committed to implementing reforms across their network of Catholic schools, focusing on leadership formation, teacher support and character formation.
Meanwhile, the Philippine Institute for Development Studies (PIDS), EdCom 2’s primary research arm, noted that evidence-based assessments shaped the proposed National Education and Workforce Development Plan 2026–2035. The 10-year road map is intended to align funding and accountability across agencies.
PIDS President Philip Arnold Tuano emphasized the role of research in national policymaking.
”As the country confronts serious challenges, rigorous analysis and clear recommendations become even more important to ensure that reforms are grounded in evidence and responsive to the country’s real needs,” Tuano said.
