THERE was an ongoing construction of the SM Manila, and the students at the Philippine Normal University (PNU) Laboratory School couldn’t stand the distractions — noise, smell, health risk. Their teacher was so creative and resilient, and brought the learners literally under the mango tree. The story, among many of her acumen as a great teacher, gave her the mark to become Metrobank Outstanding Teacher of the year 1999 — PNU professor Josephine Calamlam.
To her, “great teachers don’t wait for perfect conditions, they turn broken chalk, noisy rooms and failing Wi-Fi into unforgettable lessons and make sure no child exits the classroom empty-handed — learning is the takeaway.”
Neglect anything but the teachers who are the facilitators of the learning that we want for our next generation!
My campaign platform in retrospect
I was the only Licensed Professional Teacher (and registered nurse and registered midwife) with a doctorate in education who ran and lost in the Senate elections in 2022. I recall my platform revolved around kalusugan (health, as I am a dual-licensed professional), karunungan (education, as I am an educator by licensure and a career), and kabuhayan (livelihood, as I am a known advocate of entre-pinoy ship). My interviews are still both in traditional and social media to prove my point.
For education, I had very clear messages. First, rescue the malnutrition among learners, because it will be impossible to teach a hungry and stunted learner. This will increase the local demand for locally based agricultural suppliers and the engagement of the village to raise a child.
Second, to have the Second Congressional Commission on Education (EdCom 2) study comprehensively the problematic educational system. I am sure glad that EdCom 2 lapsed into law on July 23, 2022. And I have to commend the EdCom 2 for a job well done.
Third, to give the utmost regard for the teachers, through salaries and wages, so we are able to attract the best and the brightest within the profession.
I lost the election but remain engaged in producing teachers through my review center, which, beyond making aspiring professionals top and pass the board, is committed to bring out the best in teachers prepared to bridge the optimal transformation of learners for nation-building.
EdCom documented the problems
I have to commend EdCom 2 for providing the evidence to the many problems that we all knew already. The empirical information provides for nagging truth and many irrefutable and undeniable realities, with policy recommendations and call to action, which a sane government will not refuse to execute.
As a result, the highest unprecedented budget is allocated for education — a resounding P1.3 trillion which, if utilized as planned and shielded from the unscrupulous evils of corruption, will resolve many major issues of education.
The watchful Philippine society must be very vigilant on how this budget is spent for “the village” that is being organized to raise a child — a sector that all evidence points as the key factor to propel progress and development of the country.
Curse be upon those who will snatch the future generation of the resources they need and rightfully deserve.
The Filipinos are yet to be convinced that corruption does not and will not exist in the bureaucracy presumed to be composed of righteous and educated Filipinos cognizant of education’s role in nation-building and the welfare of future generations.
EdCom 2 spells education reforms
The Philippine education system is at a decisive moment, defined not only by the sobering evidence of a learning crisis, but also by an unprecedented convergence of alignment, momentum and collective action.
Over the past three years, the Department of Education (DepEd), the Commission on Higher Education, the Technical Education and Skills Development Authority, and Congress have moved hand in hand, leading to one of the most productive legislative periods for education in decades. Major reforms have also moved forward addressing decadelong ills, while universities, civil society organizations, local governments and partners have formed a broad coalition in support of systemic renewal.
The first report is entitled “Miseducation: The Failed System of Philippine Education” (Year One report, 2024). It presents the glaring realities and fiercely labeled the miseducation.
The second year-end report is entitled “Fixing the Foundations: A Matter of National Survival” (Year Two Report, 2025). It sounds the alarm which it equated as a choice between life and death of this nation — hence, survival.
The final report is entitled “Turning Point: A Decade of Necessary Reforms” (2026) which consolidates, integrates and updates the findings of the EdCom Year 1 and Year 2 Reports to present a coherent account of the state of Philippine education.
Coverage of the EdCom final report
Drawing on three years of study and consultation, EdCom 2 synthesizes its key learnings and sets out the National Education and Workforce Development Plan — a 10-year road map for addressing the learning crisis and rebuilding coherence, capacity and capability across the entire system.
Twenty-seven priority areas were defined.
The National Education Plan laid out the foundations for the six key priority areas which include Supporting Early Childhood Development; Developing the Functional Literacy of Early Learners; Developing Critical Thinking, Digital Skills and Graduate Readiness for Employment, Education and TVET; Promoting Inclusive Learning; Equitable Access to Quality Tertiary Education and Enhancing Governance and Resource Allocation.
What is bland in EdCom recommendation?
This column echoes the observation shared with many educators — the weak support for teachers who are in the frontline of this reform.
We fail to attract the best and the brightest! An EdCom 2-Ateneo study (Mirasol, 2025) found that salary concerns, compounded by excessive workloads and perceived lack of government support, are major deterrents to attracting the best and brightest to the teaching profession (p.279).
A policy direction of EdCom 2 proposes to institutionalize clear and equitable career progression pathways through the full implementation of Republic Act 12288, or the Career Progression System for Public School Teachers and School Leaders Act (p.299). There was also a recommendation to reduce the administrative burden on teachers.
But are these enough?
The Teachers’ Dignity Coalition (TDC) disagrees and pushes for a P15,000-across-the-board pay hike for teachers and DepEd employees, stressing that it remains the most feasible, just and urgently needed salary reform amid growing economic pressures faced by Filipino teachers. Many teachers in the private sector are receiving the bare minimum, and government should be mindful of their welfare as well.
TDC reiterates that a legislated P15,000 salary increase for teachers would require only about P210 billion for full implementation, or roughly P84 billion if rolled out in tranches, an amount TDC described as entirely manageable compared to funds routinely allocated to less urgent projects.
TDC chairman Benjo Basas said that “EdCom 2 talks about classroom shortages, lack of facilities, hunger in schools, mismatched teaching assignments and flawed grading systems, but remains silent on the single most important factor in education, the teacher. You cannot fix education while neglecting the people who carry it on their backs every day.”
Indeed, a bigger budget means nothing if teachers remain underpaid and overworked. If the government is serious about education reform and national recovery, it must start by giving teachers — and all workers — the dignity of decent wages.