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SUSTAINING THE GAINS, CLOSING THE GAPS

5-6 DECEMBER 2017MANILA HOTEL, CITY OF MANILA

2 SUSTAINING THE GAINS, CLOSING THE GAPS: The 2017 Philippine Education Summit | 5-6 December 2017 | City of Manila

COVER PHOTO:Students at Lahug Elem School, Cebu City

PHOTO ON THIS PAGE: Students at Lingayon Elementary SchoolAlangalang, Leyte

3SUSTAINING THE GAINS, CLOSING THE GAPS: The 2017 Philippine Education Summit | 5-6 December 2017 | City of Manila

Contents4 Message of DepEd Secretary Leonor Magtolis-Briones

5 Message of CHED Chairperson Patricia B. Licuanan

6 Message of TESDA Director General Guiling A. Mamondiong

8 Summit Program

10 Plenary Speakers

14 The Road to the 2017 Summit

15 Pre-Summit Calendar

16 Highlights of Pre-Summit Events

20 Flashback: 2016 Education Summit

21 2016 Summit Statement of Commitments

22 2016 Summit in Photos

24 Gains since the 2016 Summit

31 Trifocal Education Agencies

35 Overview of the UN Sustainable Development Goals and SDG No. 4

38 Human Capital Development in the Philippine Development Plan

43 Summit Participant’s Notes

47 2017 Summit Working Committees

48 Pre-Summit Participating Organizations


Messages

The trifocal agencies on education—Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA)—convene the 2017 Philippine Education Summit. This year’s Summit, with the theme “Sustaining the gains, closing the gaps” will build on the commitments of the 2016 Philippine Education Summit, tackle the urgent concerns of the education sector, and gather key stakeholders for their feedback and inputs.

Like the 2016 Summit, this year’s Summit is partnership-driven and collaborative. The program and content of the Summit are informed by pre-summit dialogues and consultations, many of which were led by partners.

Three main themes define the contributions of our speakers for the plenary sessions: Ensuring Quality Education, Education and Economic Development, and Inclusive Education. The third theme responds to the observation in last year’s Summit that inclusion issues, particularly for learners with disabilities, were not adequately discussed.

I look forward to a fruitful sharing of information, perspectives and insights by everyone. Let us highlight the gains in the education sector, but at the same time, close the gaps. Through evidence, let us surface the issues and find ways to address them.

Most importantly, let us chart our way forward and collectively act to achieve our goal of quality, accessible, relevant and liberating education for all.

LEONOR MAGTOLIS-BRIONESSecretary

DEPARTMENT OF EDUCATIONOFFICE OF THE SECRETARY


Education’s role in building society is undoubted. At the macro level, it serves as a valuable instrument for poverty alleviation, building human capital, generating new knwoledge, engendering innovation, and driving economic growth and competitiveness. At the micro level, it expands and enhances career and life choices and chances, produces persons with humanist values and with the desire to serve the community and the nation while being able to demonstrate academic, behavioral, and technical skills, ethical orientation, and competency for lifelong learning. It is through education that new generations are veered away from poverty and despair toward a future filled with opportunities and hope.

This Summit is an opportunity to celebrate the value of education in society as well as for all Philippine education stakeholders to review the progress in pursuing important commitments such as the Philippine Development Plan 2017-2022 and the sustainable development goals (SDGs) for 2030. Indeed, our shared mission with DepEd, and I am certain with TESDA, as well - that of ensuring “quality, accessible, relevant, and liberating basic education for all” - requires active support not only from concerned government agencies but from the Filipino community as a whole.

PATRICIA B. LICUANANChairperson

COMMISSION ON HIGHER EDUCATION


TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA)OFFICE OF THE DIRECTOR-GENERAL

Message

Last year, the 2016 Education Summit was held that was able to gather the major pillars of the country’s education and training sector. The Summit resulted in the issuance of ten-point recommendations contained in the 2016 Education Summit Statements. The theme “Sustaining the gains, Closing the gaps” is indeed apt for the occasion as this year’s Summit will build on the progress from last year’s commitments. This gathering is indeed imperative as major stakeholders will gather once again not only to tackle urgent issues and concerns of the education sector but also to solicit recommendations towards addressing these issues. Updates and recent developments relative to the 2016 Education Summit Statements will usher in the discussions for this year’s Summit. Education is a right and not a privilege. In like manner, quality education is a great equalizer. However, achieving such goal is being faced by a lot of challenges. Taking off from the gains of the Millennium Development Goals (MDGs), the United Nations outlined the 2030 Agenda through the Sustainable Development Goals (SDGs). Changing demographics—where the population of less developed regions is considerably younger while there is a rising number of older workers in the developed regions—poses a great challenge. In the same vein, international migration also poses a threat as it has been on the rise for the past decade. Lest we forget, the world has also transitioned into the Fourth Industrial Revolution (4IR), where the “fusion of the online world and the world of industrial production” is taking place. Technological advancements and innovations including the prevalence and use of Information and Communications Technology (ICT) in the recent decades have changed dramatically, and have called for new requirements in TVET. Climate change and green economy is another buzzword that the education and training sector must address. There is also the need to benchmark and cross-reference Philippine qualifications with other countries and regions. On the part of TESDA, the agency is crafting the National Technical Education and Skills Development Plan (NTESDP) in line with the Philippine Development Plan (PDP) 2017-2022. The NTESDP will serve as the blueprint for technical vocational education and training (TVET) in the country. It will outline the policies, strategies as well as programs and projects that will respond to the TVET challenges confronting us. It is with optimism that this Summit will distill the various issues and concerns affecting the education and training sector. Its success will be gauged not only through achieving its objectives but also on how it has impacted its stakeholders, how it has served the people and how it has facilitated their social and economic security.

Together with the whole TVET community, I enjoin all the participants to a conscientious, exhaustive and active discourse to achieve a truly accessible, relevant and liberating education sector. A developed nation is an educated nation.

Congratulations to everyone!GUILING A. MAMONDIONG

Director-General/Secretary


Hinabuyan Elementary SchoolHinabuyan, Leyte


DAY 1 – DECEMBER 5

7:00 AM Arrival of Delegates/Participants

8:15 AM OPENING PROGRAM

National Anthem and Invocation Introduction of Summit Objective and Mechanics Asst. Secretary Nepomuceno Malaluan

Opening Messages

Senator Paolo Benigno Aquino IV Vice Chairperson and Chair of Subcommittee D, Senate Committee on Finance

Rep. Karlo Alexei B. Nograles Chairperson House Committee on Appropriations (Invited)

9:00 AM PLENARY PANEL 1: STATUS UPDATES AND KEY ISSUES AND DIRECTIONS FOR TRIFOCAL AGENCIES

AVP: Updates on Accomplishments, 2016 Philippine Education Summit Commitments

Speakers: Secretary Leonor Magtolis Briones Department of Education

Chairperson Patricia B. Licuanan Commission on Higher Education

Director General/Secretary Guiling A. Mamondiong Technical Education and Skills Development Authority

10:30 AM Coffee break

10:45 AM PLENARY PANEL 2: ENSURING QUALITY EDUCATION

Dr. Ramon C. Bacani Center Director, SEAMEO INNOTECH Measuring Progress Toward SDG 4: Where are the Goalposts and How Do We Know We are Winning?

Usec. Lorna Dig-Dino Undersecretary for Curriculum and Instruction, DepEd Updates on K to 12 Implementation: Formal Education; Alternative Learning System; Professional Development

Dr. Amelia Biglete Director, Office of Programs and Standards Development, CHED Updates on Higher Education: Revised Teacher Education Curriculum; Policies, Standards and Guidelines for College Programs; SHS Transition to Higher Education

Usec. Jesus Lorenzo Mateo Undersecretary for Planning and Field Operations, DepEd Teachers’ Welfare

Usec. Annalyn M. Sevilla Undersecretary for Finance-Budget and Performance Monitoring, DepEd Education Financing: Making Education Spending Count

12:30 PM Lunch

1:30 PM Intermission

1:45 PM PLENARY PANEL 3: EDUCATION AND ECONOMIC DEVELOPMENT

Dr. Pablo A. Acosta Senior Economist, Social Protection and Jobs, The World Bank The Employment Challenge for Philippine Education

Deputy Dir. Gen. Rosanna A. Urdaneta Technical Education and Skills Development Authority (TESDA) The National Technical Education and Skills Development Plan

Dr. Maria Cynthia Rose Bautista Vice President for Academic Affairs, University of the Philippines The Philippine Qualifications Framework: What it is, Why it is important, Where it is now

Dr. Joseph Anthony Lim Senior Fellow, Action for Economic Reforms Coordination, Innovation and Development: Imperatives for a Government-Industry- Education Council

Dir. Jocelyn Andaya Department of Education ICT in Education

Program


3:00 PM Coffee break

3:15 PM PLENARY PANEL 4: INCLUSIVE EDUCATION

Intermission

Commissioner Prospero De Vera Commission on Higher Education Expanded Access to Tertiary Education

Dr. Tanya Caulfield Gender Equality and Social Inclusion Adviser, BEST Program Gender Equality and Social Inclusion: International Perspectives and Experience

Ms. Teresita D. Felipe Education Specialist, UNICEF Philippines Highlights from the 2017 Inclusive Education Summit

Ms. Marcelia C. Garcia Serving the Trivialized: Education Strategies for Children and Youth with Disabilities

4:15-5:00 PM Closing Session of Day 1

Voice of Learners

Mr. Aniceto Sobrepeña President, Metrobank Foundation Announcement of 2018 Metrobank Foundation Search for Outstanding Filipinos - Teachers

Instructions for Day 2 Parallel Workshops

Closing Number

DAY 2 – DECEMBER 6

7:00 AM Arrival and Seating in Parallel Workshop Rooms

8:00 AM PARALLEL WORKSHOPS WITH STAKEHOLDERS

Workshop 1: SDG 4 Targets and Progress Monitoring

Workshop 2: Continuing Professional Development and Teachers Welfare

Workshop 3: Education Financing

Workshop 4: K to 12 Implementation, with Focus on Education Inputs

Workshop 5: Higher Education

Workshop 6: Technical-Vocational Education

Workshop 7: Alternative Learning System

Workshop 8: Government-Industry-Education Council, Coordination of Trifocal Education Agencies, PQF and AQRF, Education and the Economy

Workshop 9: Inclusion in Education

Workshop 10: ICT in Education

10:30 AM Re-convening in Plenary (and Coffee break)

10:45 AM Report Back from Workshops

12:30 PM Lunch

1:30 PM Intermission

Messages

Sen. Francis G. Escudero Chairperson, Senate Committee on Education, Arts and Culture

Rep. Ramon H. Durano VI Chairperson, House Committee on Basic Education and Culture

Rep. Ann K. Hofer Chairperson, House Committee on Higher and Technical Education (Invited)

2:15 PM Closing Program

Asec. Nepomuceno Malaluan Presentation of the Proposed 2017 Philippine Education Summit Statement of Commitments

Approval of the Summit Statement by the Heads of the Trifocal Education Agencies

Closing

3:30 – 4:00 PM Coffee/Networking and Socials


Summit Speakers

SEC. LEONOR MAGTOLIS-BRIONESSecretary, Department of EducationDepEd Updates, Key Issues and Directions

Sec. Briones is a distinguished academic and teacher, public official, and a social activist. Before joining DepEd, she served as Vice-President for Administration and Finance of the University of the Philippines System. She also served as Chair of the Silliman University Board of Trustees, and Regent and Chair Designate of the Universidad de Manila.

As a public official, she served as Secretary of the Commission on Audit, and as Treasurer of the Philippines. Sec. Briones was actively involved in civil society organizations, having served as President of Freedom from Debt Coalition, and as Lead Convenor of Social Watch Philippines.

DR. PATRICIA B. LICUANANChairperson, Commission on Higher EducationCHED Updates, Key Issues and Directions

Dr. Licuanan is a social psychologist, educator, and women’s rights and empowerment activist. Her teaching, research and practice in social psychology has focused on human factors in the national development process, education and educational reform, social issues, human resource development and gender issues.

Before becoming CHED Chairperson, Dr. Licuanan was a professor and chair of the Department of Psychology and academic vice-president of Ateneo de Manila University. She also served as president of Miriam College.

SEC. GUILING A. MAMONDIONGDirector General, Technical Education and Skills Development AuthorityTESDA Updates, Key Issues and Directions

As head of TESDA, foremost in Sec. Mamondiong’s agenda is a two-pronged strategy towards poverty alleviation in support of the thrust of President Rodrigo Duterte. His leadership will endeavor on Technical Vocational Education and Training (TVET) for global competitiveness back to back with TVET for social equity.

REP. KARLO ALEXEI B. NOGRALESChairperson, House Committee on Appropriations (Invited)Summit Opening Message

Rep. Nograles (1st District, Davao City) is the author of three landmark laws, one of which is the Republic Act 10869 or the JobStart Philippines Act which enhances opportunities and employment facilitation for Filipino youth through enhanced knowledge and skills acquisition through formal and technical education and a shortened school to work transition to increase chances for productive employment. In addition, he has appropriated the bulk of his congressional district funds for his Oplan Kaalam Scholarship Program, one of the biggest educational assistance programs in the country.

SEN. PAOLO BENIGNO AQUINO IVVice Chairperson and Chair of Subcommittee D, Senate Committee on Finance (Invited)Summit Opening Message

Sen. Aquino was the principal author in the Senate of the Universal Access to Quality Tertiary Education Act which aims to make college education free in State Universities and Colleges (SUCs), Local Universities and Colleges (LUCs), and TESDA-run Tech-Voc Institutions (TVIs). He is a also former social entrepreneur turned senator that continues to support Filipino entrepreneurs and the development of micro, small and medium enterprises or MSMEs.

DR. RAMON C. BACANICenter Director, Southeast Asian Ministers of Education Organization - Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH)Measuring Progress Toward SDG 4: Where are the Goalposts and How Do We Know We are Winning?

Before joining the SEAMEO INNOTECH, Dr. Bacani served as Undersecretary for Regional Operations at DepEd. He also served as Assistant Secretary for Planning, Administration and Human Resource Development, Deputy Project Director of the Third Elementary Education Project (TEEP) and Chairman of the Literacy Coordinating Council.

Dr. Bacani also served as a Director in the Department of Budget and Management, as a senior economist in the National Economic and Development Authority, and as a planner in the Department of Health and Hospitals, Boston City Government.


USEC. LORNA DIG-DINOUndersecretary for Curriculum and Instruction, Department of EducationUpdates on K to 12 Implementation: Formal Education; Alternative Learning System; Professional Development

Before being appointed as Officer-in-Charge for the Office of the Undersecretary for Curriculum and Instruction, Dr. Dig-Dino served as Assistant Secretary (2013 – 2015) where she led the development of the Non-DepEd Senior High School Policy Guidelines with the Senior High School Task Force and Field Officers, and the development of the Training Design for the Grades 3 and 9 (K-12) Teachers with the Bureau of Elementary Education, Bureau of Secondary Education, and the National Educators Academy of the Philippines.

DR. AMELIA BIGLETEDirector, CHED Office of Programs and Standards DevelopmentUpdates on Higher Education: Revised Teacher Education Curriculum; Policies, Standards and Guidelines for College Programs; SHS Transition to Higher Education

As Director of CHED Office of Programs and Standards Development, Dr. Biglete leads the team that enhances CHED’s program quality and standards, develops corresponding policy guidelines, and works for the achievement of transparency, accountability, expediency and integrity in the formulation and enforcement of policies, standards, and guidelines (PSGs).

DR. PABLO A. ACOSTASenior Economist, Social Protection and Jobs, The World BankThe Employment Challenge for Philippine Education

As an economist, Dr. Acosta’s main areas of expertise are social protection, labor policies, migration, and skills development. He has several peer-reviewed academic journal publications, including the Journal of International Economics, Labour Economics, Economic Development and Cultural Change, World Development, Journal of Development Studies, and World Economy, among others, as well as books and chapters in several World Bank publications. He is also a Research Fellow at the Institute for the Study of Labor (IZA).

USEC. ANNALYN M. SEVILLAUndersecretary for Finance (Budget and Performance Monitoring), Department of EducationEducation Financing: Making Education Spending Count

Usec. Sevilla advises and assists the Secretary of Education in the formulation, implementation and monitoring of DepEd’s budget. She leads in the operationalization of the Education Programs Delivery Unit (EPDU) which facilitates and coordinates the identification and resolution of bottlenecks and challenges of the DepEd’s delivery system. She has a wide expericence in public financial management, governance and change management, having served as consultant for various organizations such as Australian Aid, USAID, Millenium Challenge Account of the Philippines, the World Bank and various government agencies.

USEC. JESUS LORENZO MATEOUndersecretary for Planning and Field OperationsTeachers’ Welfare

As Undersecretary for Planning and Field Operations of DepEd, Usec. Mateo is responsible for providing strategic guidance and supervision of regional and field operations and overseeing the operations of the Office of Planning Service of the Department. He also sits as Chair of the DepEd Bids and Awards Committee III; the Union Management Committee of the DepEd National Employees’ Union; and the Committee on Oplan Balik Eskwela (an annual school opening activity of the Department). He also acts as a spokesperson of the Department.

DDG ROSANNA A. URDANETADeputy Director General for Policies and Planning, TESDAThe National Technical Education and Skills Development Plan

Dir. Urdaneta offers a wealth of experience in the field of community enterprise system and development, informal sector development, and training technologies. She is also known for her exceptional competence in project development, systems and methodologies designing, project management and implementation, staff and institutional capability–building, and project evaluation.

For over three decades now, Ms. Urdaneta’s career in the government continues to embody TESDA’s pillar of excellence and service to community.


Summit SpeakersDR. MA. CYNTHIA ROSE B. BAUTISTAVice President for Academic Affairs, University of the PhilippinesThe Philippine Qualifications Framework: What it is, Why it is important, Where it is now

Dr. Bautista, a professor of sociology and an experienced socio-political and economic researcher, has led various multi-disciplinary, inter-institutional and international research teams in exploring a wide range of social and political economic concerns. She is currently Chair of the Expert Working Group on the Qualifications Framework component of the European Union’s Support to Higher Education in the ASEAN Region (EU SHARE), an ASEAN programme focusing on ASEAN’s credit transfer system and student mobility; quality assurance and qualifications reference framework.

DIR. JOCELYN ANDAYADirector IV, Bureau of Curriculum Development, DepEdICT in Education

Dir. Andaya is the Director of the DepEd Bureau of Curriculum Development (BCD) which develops and manages the national education policy framework on curriculum development and management; designs and develops special curriculum programs appropriate for all types of learners; and formulates policies and guidelines relevant to the management and localization of the curriculum programs. She is also the chair of the Senior High School National Task Force.

DR. PROSPERO DE VERACommissioner, Commission on Higher EducationCHED Updates, Key Issues and Directions

Dr. de Vera currently holds the positions of Commissioner of the Commission on Higher Education (CHED), Adviser of the Philippine Negotiating Panel with the Democratic Front/Communist Party of the Philippines/New People’s Army (NDF/CPP/NPA), and Commissioner of United Nations Educational, Scientific and Cultural Organization (UNESCO). He is a Professor of Public Administration at the University of the Philippines and served as its Vice President for Public Affairs from 2011-2016.

DR. TANYA CAULFIELDGender Equality, Disability and Social Inclusion (GEDSI) Adviser, BEST ProgramGender Equality and Social Inclusion: International Perspectives and Experience

Dr. Caulfield has extensive experience in international development and a good understanding of global best practice in gender and development. She currently supports the establishment of the BEST Program GEDSI Strategy which will provide clear guidance as well as targets, outputs and opportunities for integrating gender equality, disability and social inclusion through all activities. The GEDSI Strategy will also enable the appropriate analysis of data and comprehensive planning continue to be undertaken in order to ensure issues of equality and inclusion are addressed. Tanya will also provide valuable input in piloting BEST’s Whole School Development strategy.

DR. JOSEPH ANTHONY LIMSenior Fellow, Action for Economic ReformsCoordination, Innovation and Development: Imperatives for a Government-Industry-Education Council

Dr. Lim, an economics professor at the Ateneo de Manila University and formerly at the University of the Philippines-Diliman, has undertaken research on macroeconomic issues of the Philippines and Asian economies as well as development concerns of Third World countries.

MS. TERESITA D. FELIPEEducation Specialist, UNICEF PhilippinesHighlights from the 2017 Inclusive Education Summit

Ms. Felipe has more than 25 years of experience in education development work having worked with DepEd in various positions, the highest was as Assistant Secretary for Planning and Development. She has been a prime mover of the grand alliance during the decade of Education For All. She now brings stronger commitment for the rights of children and global innovations to ensure access to quality education for the most disadvantaged children and youth with her broader work experience with development organizations and international NGOs.


MS. MARCELIA C. GARCIAAdvisory Council on the Education of Children with DisabilitiesServing the Triviliazed: Education Strategies for Children and Youth with Disabilities

Ms. Garcia is a disability policy and conflict resolution expert. She is the co-founder of DeafBlind Support Philippines, a Disabled People’s Organization (DPO) for the most marginalized among the disability groups. She is a core member of the former DepEd Advisory Council for the Education of Children and Youth with Disabilities, and founding member of the Philippine Coalition on the UNCRPD. She has been involved in the disability movement for more than 30 years.

SEN. FRANCIS G. ESCUDEROChairperson, Senate Committee on Education, Arts and Culture (Invited)Closing Message

Sen. Escudero was a product of the country’s public education system having studied at the University of the Philippines from kindergarten to law school. A son to both educators, he pressed for the passage of bills promoting education. He was the principal author of the Early Childhood Development Act or Republic Act 8980, which creates a national system for early childhood care and development, and was also the mover of the Governance of Basic Education Act or RA 9155. Currently, he is the chairman of the Senate Committee on Education, Arts and Culture. Under his watch, the Free Higher Education Act, which ensures tuition-free education in state universities and colleges, local universities and colleges as well as state-owned technical vocational institutions, was passed into law.

REP. RAMON H. DURANO VIChairperson, House Committee on Basic Education and Culture (Invited)Closing Message

Rep. Durano (5th District, Cebu) is a staunch advocate of education, prioritizing scholarships and the construction of school buildings in his district. As congressman, he was awarded as one of the Most Outstanding Legislators of the 15th Congress. As the Chairperson of the Committee on Basic Education and Culture, he is affiliated with the UNESCO National Commission of the Philippines’ Education Committee, the Literacy Coordinating Council (LCC), the National Commission for Culture and the Arts (NCAA) Board, and the National Museum (NM) Board.

REP. DULCE ANN K. HOFERChairperson, House Committee on Higher and Technical Education (Invited)Closing Message

Rep. Hofer (2nd District, Zamboanga Sibugay) passed laws which created a total of seven (7) public high schools in her district during the 14th Congress (2007-2010). She chairs the House Committee on Higher and Technical Education in the current (17th) Congress.

MR. ANICETO SOBREPEÑAPresident, Metrobank Foundation, Inc (MBFI)Announcement of 2018 Metrobank Foundation Search for Outstanding Filipinos - Teachers

As a private sector leader, Mr. Sobrepeña has steered the Metrobank Foundation to new heights of institutional achievements in the public affairs and human development arena. The MBFI has emerged as one of the country’s most dynamic philanthropic organizations, implementing a wide array of corporate social responsibility (CSR) programs in such key sectors as education, visual arts, health care, the judiciary, police and military, and grant-making to various socio-civic and charitable institutions in the Philippines and in the Asia-Pacific Region.

ASEC. NEPOMUCENO MALALUANSummit Steering CommitteePresentation of the Proposed 2017 Philippine Education Summit Statement of Commitments

Atty. Nepomuceno A. Malaluan is Assistant Secretary and Chief of Staff of the Office of the Secretary. He represents the Department in the Cabinet Assistance System (CAS), the inter-agency support unit of the Cabinet where cabinet directives are coordinated. His office implements, in coordination with various offices of the Department, the special assignments of the Secretary as well as CAS directives to DepEd. His office also monitors the implementation of the top priorities of the Secretary, and provides supplemental initiatives to ongoing programs.


The ROAD to THE 2017 SUMMIT

The road to the 2017 Philippine Education Summit commenced with a Stakeholders’ Meeting on October 11, 2017. The Meeting was the first of a series of stakeholders-led pre-summit dialogues about the

gains and the gaps in the education sector.

The pre-summit dialogues have been instrumental in determining the topics and issues for deliberation at the 2017 Philippine Education Summit.


DATE THEME/TOPIC LEAD ORGANIZATIONS

11 October 2017 Initial Stakeholders’ Meeting • Department of Education (DepEd)

19 October 2017

25 October 2017

Meetings of trifocal agencies: common concerns of the trifocal education agencies, including progress against 2016 Education Summit Statements

• Department of Education (DepEd)• Commission on Higher Education (CHED)• Technical Education and Skills Development

Authority (TESDA)

18 November 2017 Teachers’ Assembly • Teachers’ Dignity Coalition

21 November 2017 Regional consultations in Visayas/Mindanao Cluster: 1. Basic Education2. Education and Economic Development3. Social Inclusion

• Department of Education (DepEd)• BEST Program

21 November 2017 Education and Economic Development:1. Links between education and the economy2. Assessment, Certification and Quality

Assurance Systems3. Government-Industry-Education (GIE) Council

• Action for Economic Reforms (AER)• Philippine Business for Education (PBed)• Department of Education (DepEd)• BEST Program

22 November 2017 Regional consultations in Luzon Cluster:1. Basic Education2. Education and Economic Development3. Social Inclusion

• Department of Education (DepEd)• BEST Program

23 November 2017 Serving the Trivialized: Spotlight on the Education of Children and Youth with Disabilities

• Advisory Council on the Education of Children with Disabilities

• Philippine Coalition on the U.N. Convention on the Rights of Persons with Disabilities; and

• E-Net Philippines

24 November 2017 SDG 4 Roundtable Forum: Measuring Progress Towards SDG Goal 4: Where are the goal posts and how do we know we are winning?

• SEAMEO-INNOTECH

24 November 2017 Education Donor Group: Perspectives on Education Priorities

• Australian Embassy

27-29 November 2017

Inclusive Education Summit • The Teacher’s Gallery• Inclusive Schools Network

29 November 2017 Education Finance: Making Education Spending Count

• Asian Development Bank (ADB)

29 November 2017 National consultation on the National Technical Education and Skills Development Plan (NTESDP)

• Technical Education and Skills Development Authority (TESDA)

4 December 2017 Meeting of trifocal agencies • Department of Education (DepEd)• Commission on Higher Education (CHED)• Technical Education and Skills Development

Authority (TESDA)

Pre-Summit Calendar


Pre-Summit HIGHLIGHTS

INITIAL STAKEHOLDERS’ MEETINGA stakeholders’ meeting was held on October 11 among the tri-focal education agencies and other organizations to discuss the Summit theme, objectives and consultation priorities.

REGIONAL CONSULTATIONSTwo regional consultations were held as part of the pre-Summit activities on November 21 in Cebu City for the Visayas-Mindanao cluster and on November 22 in Manila for the Luzon cluster. The consultations deliberated K to 12 implementation and related issues, education and economic development and social inclusion.


CONSULTATION ON EDUCATION AND ECONOMIC DEVELOPMENTThe pre-Summit consultation on Education and Economic Development held last November 21 tackled the links between education and the economy, addressing issues such as employment, job-skills mismatch, the role of the private sector in education. Anchored by the Action for Economic Reforms (AER), Philippine Business for Education (PBEd), and Coalitions for Change, the pre-Summit forum focused on two major policy initiatives that highlight the interaction between education and the economy – the Philippine Qualifications Framework and the Government-Industry-Education (GIE) Council.

FORUM ON SUSTAINABLE DEVELOPMENT GOAL NO. 4A forum on the Sustainable Development Goal No. 4 (SDG 4) was held in partnership with the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) on November 24 in Quezon City. Officials and representatives of key agencies and partners involved in the attainment and measurement of SDG 4 shared updates, perspectives, approaches and plans related to SDG 4 progress monitoring and identify areas requiring priority collective action.

CONSULTATIONS ON NTESDPThe Technical Education and Skills Development Authority (TESDA) held a series of consultations nationwide to craft the National Technical Education and Skills Development Plan (NTESDP) which outlines the major directions, including specific strategies, policies and programs for technical vocational education and training (TVET). The regional consultations for the NTESDP were held from October to November 2017 while the national consultation was held on November 29. They were attended by stakeholders from the government, industry and education and training institutions and nongovernment organizations (NGOs).


Pre-Summit HIGHLIGHTS

CONSULTATION ON EDUCATION OF CHILDREN AND YOUTH WITH DISABILITIESA forum entitled Serving the Trivialized: Spotlight on the Education of Children and Youth with Disabilities was held on November 23 to discuss area-specific cases on children with disabilities (CWD), their populations and needs as presented by Disabled People’s Organizations (DPOs) and Civil Society Organizations (CSOs). The consultation explored strategies and financing options in the education of children and youth with disabilities and made key recommendations for their rights-based inclusive education.

INTERNATIONAL INCLUSIVE EDUCATION SUMMITThe 2nd part of this year’s International Leadership Summit and Seminar on Inclusive Education was held at UP Film Institute in Quezon City last November 27-29 to continue the dialogue in inclusive education and broaden its scope to address exclusion due to gender, religion, ethnicity, sexual orientation and ability. It was designed to serve as an open, participatory platform for participants to share, collaborate, and identify critical gaps in current practices and policies and co-create new ideas, approaches, methodologies and best practices.


EDUCATION DONORS GROUP (EDG) MEETINGAn Education Donors Group (EDG) Meeting was held on November 24 at the Australian Embassy to discuss key themes and perspectives on education sector priorities ahead of the 2017 Philippine Education Summit.

EDUCATION FINANCEA forum entitled Education Finance: Making Education Spending Count was held on November 29 at the Asian Development Bank (ADB). The pre-Summit activity discussed the current trends and identified challenges in the allocation of funds to the trifocal education agencies, and their utilization and management. Options to improve the efficiency and effectiveness of education spending, through accountability mechanisms and good governance, were deliberated. The overall aim is to ensure that spending leads to improved learning outcomes in the basic, technical-vocational and tertiary education sectors.


FLASHBACK


SECURING OUR FUTURE THROUGH EDUCATION: STATEMENT OF EDUCATION SUMMIT 20163-4 November 2016SMX Convention Center, Mall of Asia Complex, Pasay City

We, the heads of agencies of the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA) convened Education Summit 2016 at SMX Convention Center, Mall of Asia Complex, Pasay City.

The Summit brought together 500 delegates from our agencies and attached agencies, other allied government agencies, development partners, and our stakeholders in the education sector to take stock of where we are in education, identify issues, discuss solutions, forge partnerships and collaboration, and chart future directions.

At the Summit, we articulated our vision for our respective agencies.

On the part of DepEd, Secretary Leonor Magtolis-Briones discussed DepEd’s vision and agenda for quality, accessible, relevant and liberating education for all.

On the part of CHED, Chairperson Patricia B. Licuanan reiterated CHED’s role in developing locally responsive and globally competitive Philippine higher education institutions, towards becoming a force for social and cultural transformation, and as accelerators of innovation and inclusive economic prosperity.

On the part of TESDA, Director General Guiling A. Mamondiong outlined the thrust of making TESDA a key to the future, through its two-pronged strategy: global competitiveness and social equity. Bringing TVET closer to those who need them most—the poor and marginalized —is another major thrust that will help create drug-free and corruption-free environments in local communities.

The three education agencies express our commitment to the pursuit of lifelong learning and the development of lifelong learners for the attainment of both personal and national goals. We are likewise united in our recognition of our responsibility for increasing equitable access to quality and relevant education for all Filipinos, regardless of age, ethnicity, as well as social circumstances.

Towards this end, the agencies are committed to pursue the following:

1. Even as we endeavor to sustain the increase in the education budget at all levels, it is equally important to ensure that budget execution is effective, timely and efficient.

2. Promote professional development and certification of faculty, teachers, trainers, learning facilitators, assessors, as well as non-teaching personnel.

3. Expand and intensify programs that promote access, such as: Alternative Learning Systems (ALS), Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), as well as the full implementation of Republic Act No. 106871 or the Unified Student Financial Assistance System for Tertiary Education (UniFAST).

4. Accelerate the full implementation of the Philippine Qualifications Framework (PQF) and mobilize stakeholders for its further substantiation and implementation.

5. Promote Science, Technology and Innovation, alongside the strengthening of courses in the Arts, Culture, and Humanities.

6. Enhance 21st Century Skills and Responsible Citizenship Education among learners.

7. Convene a high-level Government – Industry – Education Sector Council or consortium to strengthen the collaboration among government, schools, and industry in the areas of curriculum development, research and extension, and student internships, among others.

8. Ensure greater coordination and collaboration among the three education agencies, other government agencies, local government, and non-government organizations in pursuit of education goals.

9. Enhance the capacities of agencies to ensure that education policies are data-driven, evidence-based, and where data and information are proactively shared with all stakeholders.

10. Promote government and private sector partnerships in order to achieve quality and sustainable learning at scale, at all levels and settings, through technology. In this connection, we look to the ICT agencies of government to set the ICT framework and governance in consultation with all stakeholders.

2016 Summit COMMITMENTS


2016 Summit IN PHOTOS


GAINS SINCE THE2016 SUMMIT COMMITMENT 1Even as we endeavor to sustain the increase in the education budget at all levels, it is equally important to ensure that budget execution is effective, timely and efficient.

The trifocal agencies attained a 6.4 percent increase in the proposed education sector budget for 2018, successfully sustaining the increase in the education budget in 2017 at all levels. For 2018, the combined proposed budget of the trifocal agencies amounts to PhP698.1 Billion, or about 18.5% of total proposed budget.

Effective, timely and efficient budget execution will continue to be a central commitment during 2018. The trifocal agencies face varying challenges. For DepEd, it is primarily about reducing bottlenecks to budget utilization, whereas for CHED and TESDA, the emphasis is on effective allocation of resources. Important achievements during 2016-2017 include:

• Based on DepEd’s historical budget utilization performance, there was evident decline in budget utilization rates from 2013 to 2015. Secretary Briones directed immediate concrete actions, including: i) Setting-up of a full-time delivery unit (Education Programs Delivery Unit or EPDU) to monitor program implementation and identify bottlenecks and constraints for resolution; ii) Early downloading of funds to regions, divisions and schools; iii) Faster feedback mechanism with Regional Directors on fund releases and procurement challenges; iv) Operationalization and streamlining of the correspondence between DepEd and DPWH through the signing of a Memorandum of Agreement; v) Strengthening of budget and accounting skills of central and field personnel through financial management training; vi) Increase in the number of Bids and Awards Committees (BACs) from three (3) to five (5); and, vii) entrusting Executive Committee members to champion administration, budget and performance monitoring, procurement, and disbursements and accounting, to efficiently utilize human and financial resources.

• As a result, DepEd has reduced underspending in 2016, reduced unreleased Maintenance and Other Operating Expenses (MOOE) and Capital Outlay (CO) appropriations in 2017 vs 2016, and improved spending in Q1 to Q3 of 2017 versus 2016. However, while interventions are starting to yield positive results, it will take us at least up to 2018 to approach full current budget utilization. This is because the problems are multi-layered and the transition is not immediate in many aspects.

• CHED completed a mapping study to optimize utilization of grant funds by re-aligning the calendar year of HEIs.

More than 32 percent of State Universities and Colleges have already realigned their academic calendar to improve utilization.

• CHED revised the guidelines for Student Financial Assistance Programs (StuFAPs) and the K-12 Transition Program grants to align them with the academic calendar of the HEIs resulting in full-year utilization of the grants. Additional staff were hired in the CHED Regional Offices to expedite utilization of grant funds.

COMMITMENT 2Promote professional development and certification of faculty, teachers, trainers, learning facilitators, assessors, as well as non-teaching personnel.

All three agencies have made significant enhancements to professional development and certification processes. Significant progress in establishing certified assessors of curriculum; and harmonizing standards through the formal adoption of the Philippine Professional Standards for Teachers (PPST) occurred in 2017. Important accomplishments include:

• DepEd’s National Educators Academy of the Philippines (NEAP) established certified assessors to quality assure Learning Facilitators and Quality Assurance, Technical Assistance, Monitoring and Evaluation (QATAME) associates, facilities, operations and processes of DepEd.

• NEAP established and implemented the Learning and Development (L&D) System that enables DepEd personnel to effectively and efficiently perform their roles and functions.

• NEAP continuously offers development and leadership programs for DepEd personnel, leaders, and managers.

• The Teacher Education Council (TEC) is rolling out the new PPST and has established a new Teacher Induction Program. The rollout of the PPST engages the three trifocal agencies in aligning pre-service and in-service teacher professional development; a process that also engages the Commission on Higher Education of the Philippines (CHED), Teacher Education Institutes (TEIs) and the Technical Education and Skills Development Authority (TESDA) assessors for Senior High School (SHS) technical streams.

• CHED, through its K to 12 Transition Program, is currently supporting 9,302 faculty and staff with scholarships or grants for graduate studies both locally and abroad. By 2020, 62 percent of faculty will have Masters or Doctoral degrees; up from 50 percent in 2015.

• In support of Higher Education Institutions (HEIs) offering SHS (Grades 11 and 12), CHED has trained 6,156 faculty staff nationwide. Additionally, HEIs are being prepared to reach the revised General Education curriculum being introduced in June 2018.


• CHED has developed the Philippine Higher Education Career System (PhilHECS), an Executive Development Program, to professionalize and prepare the next batch of potential Presidents and leaders of State Universities and Colleges.

• TESDA established the Competency Assessment and Certification for Workers (CACW) Program to assess DepEd teachers of SHS strands; and has conducted capability building for Lead Assessors and Regional Expert Panel Members and conducted Calibration of Competency Assessors (CAMP ASSESS).

COMMITMENT 3Expand and intensify programs that promote access, such as: Alternative Learning Systems (ALS), Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), as well as the full implementation of Republic Act No. 106871 or the Unified Student Financial Assistance System for Tertiary Education (UniFAST).

Significant gains have been made by the trifocal agencies under Commitment 3, most notably in access to tertiary education and ALS. Important achievements include:

• DepEd’s Alternative Learning System offers both non-formal and informal education to out-of-school youth (OSY) and adults. In SY 2016-2017 DepEd has enrolled a total of 698,743

ALS learners in the Basic Literacy Program (33,829 males and 32,264 females) and the Accreditation and Equivalency Program covering both elementary and secondary (363,173 males and 269,477 females). This represents a 221 percent increase over 2013-2014 gross enrolments (217,682 learners) in the same ALS programs.

• The ALS curriculum has been revised and enhanced to ensure that the knowledge and competencies of ALS learners is aligned to K to 12, is relevant and up to date.

• The ALS program is now being offered to ‘drug surrenderers’ in community rehabilitation programs and to rebel returnees.

• 56 volunteer teachers were trained to teach approximately 1,200 children of undocumented Filipino workers in Sabah, Malaysia who are unable to access formal school and instead go to learning centers set up by volunteer organizations.

• An additional 321 literacy volunteers and instructional managers were hired to complement the current number of DepED mobile teachers and to deliver ALS in hard-to-reach mountain regions and isolated islands.

• ALS is being enhanced by piloting a complementary initiative to the regular ALS, which integrates a skills training

Launch of the Australia-supported Philippine Professional Standards for Teachers (PPST) by

both DepEd and the Australian Embassy at the National Teachers’ Day celebration in Legazpi

City last October 5.


component with existing academic intervention. Called the ALS-Education and Skills Training (ALS-EST), the program spearheaded by the DepEd Office the Secretary aims to produce completers who are not only able to catch up with basic academic intervention, but have also acquired technical competencies suitable for immediate employment.

• DepEd is continuously constructing classrooms in geographically isolated and disadvantaged areas (GIDA), where education services were previously not available, to meet the needs of an estimated 17,000 Indigenous People (IP) learners who are now in school through the Indigenous People’s Education (IPEd) Program.

• DepEd has a school-based feeding program which targets wasted (W) and severely wasted (SW) Kinder to Grade 6 pupil, identified through a nutritional assessment done in June of each year. For 2017, the number of target beneficiaries is 1,823,443 students. For the proposed 2018 budget, the number of target beneficiaries will be considerably increased to 2.5 million learners.

• Following the passage of the Universal Access to Quality Tertiary Education Act (Republic Act 10931) in 2017, PhP 51.4 Billion is to be allocated to CHED to provide free tuition and other fees in all State Universities and Colleges (SUCs), Local Universities and Colleges (LUCs) and Technical-Vocational Education and Training (TVET) institutions. SUCs assistance will be provided to 990,899 grantees, 372,816 incoming freshmen and 618,084 continuing students.

• Under the 2017 General Appropriations Act (GAA) about

2,000 medical students enrolled in eight SUCs benefitted from PhP 317 Million cash grants to cover their tuition expenses.

• Through the continued implementation of the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), approximately another 3,155 students are enrolled in 96 HEIs nationwide. Moving forward, CHED is committed to expanding the range of program offerings and their availability in priority disciplines.

• TESDA established Online Programs (TOPs) for Trainers Methodology I and promoted the online course on Conduct Competency Assessment (COC 2) for overseas Filipino workers (OFWs) to enable them and other Filipinos to obtain certified qualifications.

COMMITMENT 4Accelerate the full implementation of the Philippine Qualifications Framework (PQF) and mobilize stakeholders for its further substantiation and implementation.

Much has been achieved by the tri-focal agencies to accelerate implementation of the PQF and align qualifications to the national framework and the ASEAN Qualifications Referencing Framework (AQRF). Significant accomplishments include:

• As Chair of the PQF-NCC, and Lead TWG for Information and Guidelines (IG), DepEd together with other agencies

Heads and representatives of the member agencies of the PQF-National Coordinating Council (PQF-NCC): DepEd, TESDA, CHED, PRC and DOLE.


conducted the First Technical Conference on PQF which provided participants with overall status of education development in the country. The said conference focused on the PQF Implementation and its relevance to the ASEAN Qualifications Reference Framework (AQRF).

• The Philippines through the PQF-NCC, hosted the 2nd AQRF Committee Meeting and the 2nd AQRF Technical Workshop last 12-13 July 2017 at the New World Manila Bay Hotel Manila as part of the activities linked to the Philippine Chairmanship of the 2017 ASEAN Summit, which coincides with the ASEAN’s 50th Anniversary.

• A national conference entitled “Mobility in ASEAN: Referencing and Recognition of Qualifications” was held immediately after the 2nd AQRF Meeting on 14 July 2017. Attended by various stakeholders, the conference served as orientation on the PQF and AQRF and other ASEAN frameworks and arrangements with profound implications for the country’s qualifications.

• TESDA as the Chair of PQF Register (PhQuaR) developed procedures for the inclusion of Qualifications to be issued by TESDA, CHED and the Professional Regulation Commission (PRC). TESDA continuously maintains the PhQuaR, updating the content and further developing the PhQuaR website.

• TESDA actively participated in the legislation of the PQF Bill as the Technical Secretariat of the Philippine Qualifications Framework National Coordination Council (PQF-NCC). Likewise, the agency actively participates in coordination between the PQF-NCC and the National Referencing Committee in PQF ensuring alignment with the ASEAN Qualification Referencing Committee (AQRF).

• TESDA has developed a Concept Note for a proposed ADB technical cooperation project to rationalize the interface of Technical Vocational Education and Training (TVET) and higher education, through a Philippine Credit Transfer System (PCTS). TESDA is implementing the Unified Technical Vocational Education and Training (UTVET) Program Registration and Accreditation System (UTPRAS) and Technical Compliance Audits to ensure quality delivery of TVET systems.

• Through the recent updating of CHED policies, standards and guidelines, college curricula are being audited and aligned to match the PQF qualification descriptors. As of November 2017, 51 updated policies, standards and guidelines were issued and a remaining 55 are to be implemented by June 2018.

COMMITMENT 5Promote Science, Technology and Innovation, alongside the strengthening of courses in the Arts, Culture, and Humanities.

The trifocal agencies have prioritized initiatives to strengthen Philippine competitiveness in Science, Technology, Engineering, Arts and Maths (STEAM). Important gains include:

• SHS academic track promotes science, technology and innovation.

• A DepEd and DOST partnership provides full scholarship to students with interest in science education.

• Research was introduced as part of the Grade 7 curriculum to enrich Science programs. Other topics such as creative technologies were added to to cater to the interests of students.

• Currently, about 4,000 CHED faculty and staff scholars are being supported for graduate studies locally and abroad with a focus on STEAM. This represents about 40% of all grantees under the K to 12 Transition Program.

• TESDA in coordination with the National Commission on Culture and Arts (NCCA) developed training regulations related to the arts and crafts of Indigenous People.

• TESDA also developed and updated training regulations on digital creative arts, such as Animation and Game Development. TESDA is currently establishing a Diploma-level Qualification in Animation.

• The TESDA Online Programs (TOPs) develop stronger competency in knowledge, skills and attitudes, including the related science and math components of each course. Innovation is encouraged through the use of computer-assisted instruction and offline-based materials.

• Now in its 4th year of implementation, CHED through the Philippine-California Advanced Research Institutes (PCARI) Project, has supported research and innovation productivity in the Philippines. The PCARI has provided 150 scholarships and enabled 18 HEIs training and research partnerships with 5 leading research University of California campuses, to consider vital societal issues such as health, food security, energy, environmental quality, disaster mitigation and others.

• As a pioneering effort, CHED has partnered with the National Commission for Culture and the Arts (NCCA) for the first offering of “Salikha Grants”. In 2017 Php 300 Million was allocated for projects by the Faculty of Fine and Applied Arts, Humanities, and Social and Behavioral Sciences. CHED has received 84 proposals and will award 30 grants within the academic year.

• Beginning June 2018, all college students will be required to take a course in “Arts Appreciation”, intended to imbue them with an understanding of the nature and function of art in contemporary society.

COMMITMENT 6Enhance 21st Century Skills and Responsible Citizenship Education among learners.

The trifocal agencies successfully enhanced 21st Century Skill and Responsible Citizenship Education through a curriculum mapping and alignment process and by establishing corresponding standards aligned to the PQF. Effective achievements include:

• DepEd completed a mapping and assessment of 21st Century Skills and realigned curriculum content in the new K-12 Curriculum.

• DepEd is revising the K-12 Omnibus Policy framework content to explicitly articulate the four 21st Century Skills domains: Information, Media and Technology Skills; Learning and Innovation Skills; Communication Skills; and Life and Career Skills.

• Responsible Citizenship Education is integrated as an essential part of the Edukasyon sa Pagpapakatao and Araling Panlipunan curriculum, specifically found in Grade 10 Contemporary Issues.


• Contextualization of lesson plans for IPEd are geared towards developing 21st century skills among IP learners that are responsive to their local context, concerns and aspirations while preparing them to engage the challenges of the wider society.

• TESDA developed the Competency Standards on 21st Century Skills for PQF Levels I-V. The process of development involved consultation with industry representatives, academe and the labor sector and included an on-going survey on the 48 units of Competencies with industry stakeholders. The Expanded Basic Competencies of the Training Regulations Integrated with 21st Century Skills is available at http://www.tesda.gov.ph/About/TESDA/20883.

• Continuous eLearning courses on 21st Century Skills basic competencies can be accessed at http://e-tesda.gov.ph. These courses are designed to equip learners with the skills needed in school, in life and at work.

• CHED has reviewed, revised and enhanced the General Education Curriculum to expose students to “various domains of knowledge and ways of comprehending social and natural realities.

COMMITMENT 7Convene a high-level Government – Industry – Education Sector Council or consortium to strengthen the collaboration among government, schools, and industry in the areas of curriculum development, research and extension, and student internships, among others.

Strengthening government-industry-education sector coordination remains a challenge and will be a focus for renewed momentum in 2018, stimulated by the recent pre-summit consultations. Important achievements in this area include:

• DepEd worked with the industry and other government agencies such as TESDA and CHED in crafting the SHS work immersion program. Additionally, industry partners were invited in the Industry Summit in TVL and Arts and Design to present their company profile and opportunities for employment.

• DepEd is collaborating with CHED, TESDA, NEDA, National Commission for Culture and the Arts (NCCA), Cultural Center of the Philippines (CCP), Maritime Industry Authority (MARINA), and universities on the development and evaluation of learners.

• DepEd engaged the book industry to develop manuscripts for learners through Textbook Call in coordination with National Book Development Board (NBDB).

• TESDA is managing the accreditation of TESDA Technology Institutions (TTIs) and Technical Vocational Institutions (TVIs) under the TVET Programs Star Rating System, Asia-Pacific Accreditation and Certification Commission (APACC), East Asia Summit (EAS) TVET Quality Assurance Framework (EAS TVET QAF).

• Conduct of the 2nd National Quality TVET Forum and the Zonal Consultation Forum, in October 2017, with SUCs/LUCs to identify areas of collaboration and complementation in TVET delivery.

COMMITMENT 8Ensure greater coordination and collaboration among the three education agencies, other government agencies, local government, and non-government organizations in pursuit of education goals.

Coordination and collaboration among the three education agencies has been positive albeit issues-based and reactive. Enhancing trifocal agency coordination through a more formal and regularized mechanism will be a priority going forward. Coordination between individual agencies and across levels of government and non-government organisations is a strength fostered by the introduction of K-12, as cited by participants in the regional pre-summit consultations. Specific examples of achievements include:

• The DepEd Indigenous Peoples Education Program (IPEd) continues to strengthen mechanisms of partnership and engagement with Indigenous Cultural Communities (ICCs) for the sustainability of the IPEd.

• CHED Sectoral Engagement Grants under the K-12 Transition Program, have engaged industry partners to take-in faculty and staff for externships, thereby grounding theory in practice. CHED partners with industries, regional and local government units, and civil society organizations, while providing grants to faculty and staff.

• TESDA in coordination with the Department of Agriculture- Agricultural Training Institute (ATI), Department of Agrarian Reform and the Office of Senator Villar (Legislative Branch) is implementing the Program on Accelerating Farm School Establishment (PAFSE) in all municipalities nationwide until 2022.

COMMITMENT 9Enhance the capacities of agencies to ensure that education policies are data-driven, evidence-based, and where data and information are proactively shared with all stakeholders.

The trifocal agencies have made significant gains in enhancing capacity for data-driven decision-making and evidence-based policy review and formulation. The agencies have also advanced transparency by making performance data available to stakeholders via their agency websites and regular reports released to the public. Key achievements in this area include:

• The Learner Information System (LIS) and Enhanced Basic Education Information System (EBEIS) are recognized by DepEd, and other key planning and service delivery agencies, as single sources of truth on learner and school data, respectively. Data from the systems feed into the annual budget and planning activities of the department. It is also used for M&E of program implementation.

• LIS data on grade 10 completers and senior high school track preferences gathered and reported in SY 2015 were used to project classroom, teacher, and other facilities requirements for senior high school implementation in SY 2016.

• EBEIS data on inventory of physical facilities in schools were used in determining school building and classroom requirements for SY 2017.


• Data in LIS are being used to determine the amount of allowances to be downloaded to mobile teachers and ALS facilitators.

• Data in LIS are being used by the Disaster Risk Reduction and Management Service (DRRMS) in determining and tracking learners affected by disasters. Data in the EBEIS are being used by DRRMS in determining schools at risk of, and those actually affected by, disasters; and to design rapid responses as well as program long term recovery.

• TESDA regularly publishes data, information and activities related to assessment and certification and program registration on its website, the TESDA Facts and Figures newsletter, and TESDA Facebook page.

• TESDA regularly monitors the number of learners Enrolled, Graduates, and those absorbed for Employment on Apprenticeship and Learnerships.

COMMITMENT 10Promote government and private sector partnerships in order to achieve quality and sustainable learning at scale, at all levels and settings, through technology. In this connection, we look to the ICT agencies of government to set the ICT framework and governance in consultation with all stakeholders.

The trifocal agencies recognize the centrality of technology in the 21st century workplace and have made significant gains in partnership with the ICT agencies of government and the private sector, to modernize and integrate technology in learning environments. Some important achievements include:

• DepEd-Microsoft-BEST Partnership in the Development of ICT Learning Action Cell (LAC) Activity Cards intended to develop teachers’ ICT skills in teaching Coding and Science,

Technology, Engineering and Maths (STEM) in secondary schools, basic office productivity, and use of accessibility tools for inclusive education.

• Nationwide implementation of the DepEd ICT Literacy Program, including orientation on and distribution of the ICT LAC toolkit, sharing of ICT LAC Best Practices from the field, and promotion of Digital Citizenship.

• Development of the DepEd ICT Elaboration for Philippine Professional Standards for Teachers (PPST) Strand 1.3 on Positive Use of ICT and PPST Strand 4.5 on Teaching and Learning Resources including ICT for Beginning and Proficient Teachers as part of implementation of the PPST.

• TESDA continues its ICT-enabled TESDA Online Program (www.e-tesda.gov.ph), a web-based open education resource in TVET. The website can be accessed anytime, anywhere at the learner’s pace.

• Online learning materials developed as part of the TESDA Online Program (TOP) are aligned to the standards indicated in the Training Regulations and ASEAN Mutual Recognition Agreements.

TESDA recognizes outstanding Technical Vocational Institutions (TVIs) which helps the government uplift the quality of Technical VocationalEducation and Training (TVET) programs nationwide.


Cabugcayan Central SchoolBiliran, Leyte


TRIFOCAL EDUCATION AGENCIES

Cabugcayan Central SchoolBiliran, Leyte

The Philippine Constitution mandates the State to protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.

Under Batas Pambansa Blg. 232 or the Education Act of 1982, the education system aims to:

• Provide a broad general education that will assist each individuals to attain his or potentials as a human being, enhance the range and quality of individual and group participation in the basic functions of society, and acquire the essential educational foundation of his or her development into a productive and versatile citizen.

• Train the nation’s manpower in the middle-level skills for national development.

• Develop the profession that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life.

• Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.

At that time, the administration of the education system and the supervision and regulation of educational institutions were vested in the Ministry of Education, Culture and Sports, which became the Department of Education, Culture and Sports under Executive Order No. 117, s. 1987.

In 1990, Congress by joint resolution created the Congressional Commission on Education to review and assess Philippine education. The findings and recommendation of the EDCOM resulted in the trifocalization of the Philippine education system through the creation of the Commission on Higher Education (CHED) and the Technical Education Skills Development Authority (TESDA) via legislation.

On 18 May 1994, Republic Act 7722 or the Higher Education Act of 1994 was approved. RA 7722 created the Commission on Higher Education (CHED), to be independent and separate from DECS, and attached to the Office of the President for administrative purposes. CHED covers both public and private institutions of higher education as well as degree-granting program in all post-secondary educational institutions, public and private.

On 25 August 1994, Republic Act 7796 or the Technical Education and Skills Development Act of 1994 was approved. It created the Technical Education and Skills Development Authority (TESDA), which absorbed the DECS Bureau of Technical and Vocational Education and the personnel and functions pertaining to technical-vocational education in the DECS regional offices.

In August 2001, Republic Act 9155 or the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd). The Cultural Agencies within DepEd (The Komisyon ng Wikang Pilipino, National Historical Institute, Record Management and Archives Office and the National Library) were transferred and attached to the National Commission for Culture and the Arts (NCCA) and no longer with the Department of Education. The Bureau of Physical Education and School Sports was abolished, and the functions, programs and activities related to sports competition was transferred to the Philippine Sports Commission (PSC).


DEPARTMENT OF EDUCATIONVISIONWe dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation.

As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

MISSIONTo protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

• Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

• Teachers facilitate learning and constantly nurture every learner.

• Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.

• Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.

CORE VALUESMaka-DiyosMaka-taoMakakalikasanMakabansa

MANDATEThe Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.

The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.


MANDATEGiven the national government’s commitment to transformational leadership that puts education as the central strategy for investing in the Filipino people, reducing poverty, and building national competitiveness and pursuant to Republic Act 7722, CHED shall:

VISIONThe Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System effectively working in partnership with other major higher education stakeholders in building the country’s human capital and innovation capacity towards the development of a Filipino Nation as a responsible member of the international community.

COMMISSION ON HIGHER EDUCATION (CHED)

1. Promote relevant and quality higher education (i.e. higher educa-tion institutions and programs are at par with international stan-dards and graduates and professionals are highly competent and recognized in the international arena);

2. Ensure that quality higher education is accessible to all who seek it particularly those who may not be able to afford it;

3. Guarantee and protect academic freedom for continuing intellectu-al growth, advancement of learning and research, development of responsible and effective leadership, education of high level profes-sionals, and enrichment of historical and cultural heritages; and

4. Commit to moral ascendancy that eradicates corrupt practices, institutionalizes transparency and accountability and encourages participatory governance in the Commission and the sub-sector.


TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA) MANDATEThe Technical Education and Skills Development Authority (TESDA) is the government agency tasked to manage and supervise technical educa-tion and skills development (TESD) in the Philippines. It was created by virtue of Republic Act 7796, otherwise known as the “Technical Education and Skills Development Act of 1994”. The said Act integrated the func-tions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Educa-tion, Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and Employment (DOLE).

VISIONThe transformational leader in the technical education and skills devel-opment of the Filipino workforce.

MISSIONTESDA sets direction, promulgates relevant standards, and implements programs geared towards a quality-assured and inclusive technical edu-cation and skills development and certification system.

VALUES STATEMENTWe believe in demonstrated competence, institutional integrity, personal commitment, culture of innovativeness and a deep sense of nationalism.

QUALITY POLICY "We measure our worth by the satisfaction of the customers we serve"Through:

Strategic DecisionsEffectivenessResponsivenessValue AddingIntegrityCitizen focusEfficiency


UNITED NATIONS SUSTAINABLE DEVELOPMENTGOALS (SDGs)In 2015, the 2030 Agenda for Sustainable Development

and its 17 Sustainable Development Goals were adopted by 193 countries of the UN General Assembly. The

Sustainable Development Goals (SDGs) are a set of 17 global goals that focus on social issues such as poverty, education, health, gender equality, and climate change. The progress of countries in reaching the goals is measured against 169 targets.

The SDGs build on the success of the Millennium Development Goals (MDGs) and aim to end all forms of poverty by 2030. In comparison to the MDGs, the SDGs are more comprehensive and go further by addressing the primary causes of poverty and the need for development globally. The SDGs encompass the three dimensions of sustainable development: economic growth; social inclusion; and environmental protection (United Nations 2017). The Goals call for all countries to promote prosperity whilst protecting the planet and recognise that ending poverty needs to be included in strategies that advance economic growth and address social needs including education, health, and livelihood opportunities, within country contexts that protect the environment and tackle climate change (United Nations 2017).

While not legally binding, all governments are expected to lead and establish national frameworks to achieve all 17 SDGs. Every country is responsible for reviewing its own progress made in each goal, which feeds into regional follow-ups and reviews; both national and regional reviews contribute to a global review of achievement (United Nations 2017).

SUSTAINABLE DEVELOPMENT GOAL 4:QUALITY EDUCATIONEnsure inclusive and equitable quality education and promote lifelong learning opportunities for all

Obtaining a quality education is the foundation to improving people’s lives and sustainable development. The benefits of quality education are significant. Education improves the lives of all by reducing poverty; enables people to obtain decent work; increases people’s income and generates productivity that contributes to economic development. Education is a powerful means of achieving gender equality and enables girls and women to fully


participate in socioeconomic and political contexts, as well as promoting the inclusion of marginalised individuals and communities, including people with disabilities, ethnic minorities, and indigenous populations.

Since 2000, many countries have made significant progress in reaching the target of universal primary education. Globally, the number of children out of school has reduced by almost half and the enrolment rates of children living in developing regions reached 91 percent in 2015 with more children with literacy skills and an increased number of girls attending school (UNDP 2017). However, some regions continue to struggle to achieve education for all due to high levels of poverty, armed conflict, and humanitarian emergencies. There are persistent disparities between rural and urban communities and children from the poorest households are four times more likely to be out of school compared to children from the richest families (UNDP 2017).

Recognizing the need to continue building on the success of the Education for All (EFA) movement, the new focus on quality education encompasses increased and expanded access, inclusion and equity, quality and learning outcomes at all levels, within a lifelong approach.

The Education SDG-4 has 10 targets comprising many different aspects of education. There are seven targets which are expected outcomes and three targets which are means of achieving these targets.

SEVEN OUTCOME TARGETS 4.1 Universal primary and secondary educationBy 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

4.2 Early childhood development and universal pre-primary educationBy 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

4.3 Equal access to technical/vocational and higher educationBy 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

4.4 Relevant skills for decent workBy 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

4.5 Gender equality and inclusionBy 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

4.6 Universal youth literacyBy 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

4.7 Education for sustainable development and global citizenshipBy 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.


THREE MEANS OF IMPLEMENTATION4.a Effective learning environments

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

4.b Scholarships

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programs, in developed countries and other developing countries.

4.c Teachers and educators

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States (UNESCO 2017).

References

United Nations. (2017) The Sustainable Development Agenda, United Nations website: http://www.un.org/sustainabledevelopment/development-agenda/

UNDP. (2017) SDG 4: Quality Education, New York: United Nations Development Programme: http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-4-quality-education.html

UNESCO. (2016) Education 2030: Incheon Declaration and Framework for Action for the implementation of

Sustainable Development Goal 4, Paris: United Nations Educational, Scientific and Cultural Organization: http://unesdoc.unesco.org/images/0024/002456/245656E.pdf

UNESCO. (2017) Sustainable Development Goal 4 and its targets, Paris: United Nations Educational, Scientific and Cultural Organization: https://en.unesco.org/education2030-sdg4/targets


HUMAN CAPITAL DEVELOPMENTIN THE PHILIPPINE DEVELOPMENT PLAN 2017-2022

In October 2016, President Rodrigo R. Duterte signed Executive Order No. 5, approving and adopting AmBisyon Natin 2040, which articulates the vision and aspirations of

the Filipino people for a matatag, maginhawa at panatag na buhay (strongly-rooted, comfortable, and secure life) in the next 25 years. Realizing AmBisyon Natin 2040 warrants a “bold vision and effective development planning” based on a “forward-looking approach that goes beyond a single administration.” The Philippine Development Plan (PDP) 2017-2022 is the first medium-term plan anchored on this national long-term vision. Building on the Duterte administration’s 10-point socioeconomic agenda, the PDP serves as guide in formulating policies and implementing development programs for the next six years. It enables the government to work systematically to give the Filipino people a better chance of human and economic development.

PDP 2017-2022 contains seven main parts, which include an overview of the economy, development challenges that lie ahead, and development strategies. These strategies provide a targeted approach to reduce the unemployment rate from the current 5.5 percent to between three to five percent by 2022.1 Included among the targets are various socioeconomic goals such as attaining higher trust in government and society, having more resilient individuals and communities, and a greater drive for innovation among businesses.

There are three main pillars supporting the PDP: The first pillar is Malasakit which aims to regain people’s trust in public institutions. Strategies under this pillar include promoting awareness of anti-corruption measures, improving the productivity of the public sector, implementing regulatory reforms, increasing access to legal aid, pursuing corrections reform and promoting culture-sensitive governance and development.2

Newly-constructed classrooms at Catarman National High SchoolCatarman, Northern Samar


The second pillar is Pagbabago, which aims to reduce inequality by increasing income opportunities. Equalizing opportunities for human development is an important part of the Philippine Development Plan (PDP). Under the pillar Pagbabago, the PDP recognizes human development not just as a means to an end (i.e., human capital as a factor of production) but also an end in itself.3

The third pillar, Patuloy na Pag-unlad concentrates on sustaining economic growth by maximixing the demographic dividend and advancing science, technology and innovation.

In summary, over the next six years, government interventions will be directed to ensuring individuals and groups have more options to develop their full potential. This process of enabling better human development should create an environment for people, individually and collectively, to develop to their full potential and to have a reasonable chance of leading productive and creative lives that they value. The Filipino people’s aspirations are consistent with the 2030 Agenda for sustainable Development.4

To achieve these key objectives numerous strategies, including inclusive strategies and other interventions, are outlined in the PDP. Chapter 10 in particular, focuses on Human Development and the importance of improving education, nutrition and health for all and moreover increasing the income-earning ability of Filipinos.

Education is a crucial contributor in shaping human development. Key reforms in education in the Philippines have increased access and improved the quality of basic education, improved the competencies of the workforce, and produced high-quality graduates. Data from the Human Development Report 2015 showed that mean years of schooling slightly improved from 8.2 in 2010 to 8.9 in 2014. However, more work needs to be done to attain education targets.5

The vision of lifelong learning encompasses all contexts (formal, non-formal and informal). Basic Education, Alternative Learning Systems (ALS), Technical Vocational Education and Training (TVET) and Higher Education have a vital role to play in promoting lifelong learning. Below is a brief summary, as given in the PDP; and an indication of the challenges to be addressed by each of the three main groups within the education sector: Basic Education, TVET and Higher Education.

BASIC EDUCATIONBasic Education in the Philippines has recently been expanded to 13 years (from a 10-year program). This is governed by (a) Republic Act 10157 which made kindergarten mandatory in order to promote physical, social, intellectual, emotional and skill stimulation and values formation to sufficiently prepare them for

formal elementary schooling; and (b) Republic Act 10533 or the Enhanced Basic Education Act 20136, established the universal kindergarten program, introduced Grades 11 and 12 to high school education in public and private schools and provides a policy for achieving quality education.

However the mixed performance in basic education points to the need to focus on sectors that are left behind, to improve quality, and to address disparities across regions. The PDP suggests the challenge includes: strengthening capacity building among basic education teachers and other educational agents (including school administrators and non-teaching personnel); ensuring that curriculum is responsive and relevant (gender-responsive, culture-sensitive) to the needs of the community and able to develop 21st century skills; improving school facilities and providing additional classrooms and teachers for new school entrants due to natural population increase and migration; and prioritizing the provision of quality learning resources such as textbooks, libraries, tools and equipment, and ICT.

TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET)The overall performance of Technical Vocational Education and Training (TVET) is noteworthy, but inclusive access, desirability, and quality remain a challenge and the bigger share of enrolment remains in the middle socioeconomic classes. The sex distribution in TVET graduates in 2012 is about even, with males at 50.6 percent and females at 49.4 percent. Misconceptions about TVET could explain the lack of inclusive access, as college education is a more attractive option to enhance employability and increase capacity. The need to upgrade quality as evidenced by the lack of qualified trainers and equipment and the non-responsiveness of curriculum to industry needs may also explain the limited access of vulnerable groups to quality technical education. There is also a need to increase the capacity of the Technical Education and Skills Development Authority (TESDA) and its accredited training institutions to respond to the needs of persons with disabilities and to offer higher-level qualifications such as National Certificate (NC) III and IV. 7

HIGHER EDUCATIONThe government is currently pursuing important reforms to make the country’s higher education system more responsive to the country’s development requirements. However the PDP suggests that specific reforms are required that include rationalizing higher education through measures such as a moratorium on new colleges and universities, improving quality and standards


by phasing out and closing substandard programs, complying with international standards, as well as developing research and development centers and world-class universities.8

Adding to the challenge of providing quality higher education is the mismatch between higher education and industry requirements. Public policy can have a profound role in improving higher education outcomes by tackling the policy gaps. Research suggests there are three critical public policy areas to address: financing, management of public institutions, and stewardship of the higher education system.9

References

1 www.philstar.com/business/2017/02/22/.../neda-rolls-out-new-phl-development-plan2 The Philippine Development Plan (PDP) 2017-2022;June 2017, the National Economic and Development Authority: http://www.neda.gov.ph/tag/philippine-development-plan-2017-2022/3 The Philippine Development Plan (PDP) 2017-2022;June 2017, the National Economic and Development Authority: http://www.neda.gov.ph/tag/philippine-development-plan-2017-2022/4 Transforming our World: the 2030 Agenda for Sustainable Development" including its 17 Sustainable Development Goals (SDGs) and 169 targets was adopted on 25 September 2015 by Heads of State and Government at a special UN summit; November 2017: http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm5 The Philippine Development Plan (PDP) 2017-2022;June 2017, the National Economic and Development Authority: http://www.neda.gov.ph/tag/philippine-development-plan-2017-2022/6 Republic Act No. 10533, May 15, 2013; Official Gazette:http://www.officialgazette.gov.ph/2013/05/15/republic-act-no-105337 The Philippine Development Plan (PDP) 2017-2022;June 2017, the National Economic and Development Authority: http://www.neda.gov.ph/tag/philippine-development-plan-2017-2022/8 PHILIPPINES: Reforms in Higher Education Key to Growth and Competitiveness, March 1, 2012: http://www.worldbank.org/en/news/press-release/2012/03/01/9 Disconnects in Higher Education, sited November 2017: siteresources.worldbank.org/.../Resources/.../EAP_higher_education_chapter3.pdf

GRAPH Dojoc Balite Elementary SchoolBotolan, Zambales


Dojoc Balite Elementary SchoolBotolan, Zambales


Lahug Elementary SchoolCebu City


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2017 SUMMITWORKING COMMITTEES

SUMMIT CONVENORS• Leonor Magtolis-Briones,

DepEd Secretary• Patricia Licuanan, CHED

Chairperson• Guiling Mamondiong, TESDA

Director General/Secretary

STEERING COMMITTEE • Atty. Nepomuceno Malaluan• Usec. Annalyn Sevilla• Usec. Lorna Dino SECRETARY’S SUPPORT GROUP • Lailani Galvez• Junaliza Lobetana• Joshua Duldulao• Patricia Feliciano• Steven Arevalo• Jenni-ay Sodusta• Janet Carandang• Alan C. Bautista• Ricardo C. Balbuena• Elmer Moreno• Security personnel

SECRETARIAT, VENUE AND ONLINE REGISTRATION• Demetria Manuel• Catherine Yumping• Maribel Cabasal• Ma. Irmina Fidelis Garcia• Mary Ann Maputol• Buena Wagan• Leonila Flores• Ruth Garcia• Jeralyn Malazarte• Rene Cordova• Jenalyn de Belen• Jojet Gabriel• Jeralyn Castillo• Jayson Manalo• Ren-Renz Latido• Rosa Marie C. Barrera• Janice Ricafrente• Christoffer Jeff Laya• Melandro Lacson

FINANCE AND LOGISTICS• Armando Ruiz• Rhunna Catalan• Felicidad Ilagan• Sonia de Leon

REGISTRATION, CERTIFICATES AND MATERIALS PRODUCTION • Josefina Mariano• Rhea Aquino• Sheila Alcantara

• Dianne Joyce Perez• McVie Osias• Maricar Delos Reyes• Marielle de Jesus• Cristina Tomelden• Janssen Cabrera• Raymond Owit• Hermes Taylan• Arnel Gurrobat

PROGRAM COMMITTEE • Dir. John Arnold Siena• Dir. Roger Masapol• Priscila De Sagun• Roy Benson• Leonardo Nuestro, Jr.• John Lorenzo• Ana-Sol Reyes• Caroline Anne Miranda• Fe Almodiel• Ariel Dagar• Erlinda Leva• Cleofe Velasquez-Ocampo• Mercelita Maranan• Adison Lozano• Jerson Capuyan• Janee Crane (BEST Program)• Krupskaya Añonuevo (BEST

Program)

DOCUMENTATION AND EVALUATION • Miriam Coprado• Erwin Yumping• John Rey Alvior• Cressa Zamora• Ahnee Lae Abutin• Michelle Cruz• Roel Ugaban• Raquel Callangan• Elsie Tausa• Erlinda Sevilla• Angeli Jane Blanco• Ruben Britania• Paul Laurenciano• Jericho Bilaran• Lyndon Balcorta

SOCIAL AND CULTURAL COMMITTEE • Margarita Ballesteros• Romeo Parayno• Loren Alyssa Campeña• Carol Labraque• Donnalyn B. Paras• Dove Cometa• Cecilia Andres• Jorgette Ragadio• Vivienne Magpayo• Carisa Sumulat• Maria Carmel Rimpos

• Anna Snowgale Rupa• Angel Cortes• Enrico Mendoza• Vincent Panaon• Christian Joseph Devera• Mita Parocha• Jennifer Capistrano• Vic Emerson Danao• Bianca Velicaria• Mary Jane de Guzman• Jaymee Carreon• Jho-Ana Llana• Malou Bispo• Jason Tadeo• Norman Asenci• Rolly Soriano• Cecilia Mendiola• Joel Faustino• Annaliza Awa• Levy Nogoy PUBLICITY AND MEDIA RELATIONS • Asec. GH Ambat• Blanquita Dolores Bautista• Haydeelyn Obaniana• Lawrence Cruz• Rhoyal Ancheta• Beverly Berame• Maria Antonette Vasquez• Arvin Yana (BEST Program)

SUPPLY AND TRANSPORTATION • Robert Agustin• Marites Ablay• Michelle Ann Maicko• Florentino Barte• Rodolfo Fortaleza• Jose Rivera• Exequiel Dela Cruz

MEDICAL SERVICES/ SECURITY AND FIRE• Aaron Tolentino• Gladys Desiderio• Marita Bayani• Melody Santos

DEVELOPMENT ACADEMY OF THE PHILIPPINES (DAP SUPPORT TEAM)• Czarina Teves, Team Leader • Winefrida Manzo, Project

Manager • Trygve Bolante, DAP

Supervising Fellow

Facilitators• Maria Cecilia Bulos• Irma Ramoso• Vivien Reyes• Joseph Romero• Susie Amistoso• Ceazar Beltran• Gilda Salud• Joven San Pedro• Agnes Cordero• Susan Tayag• Lorelei Lava Documenters• Veronica Angeles• Lea Calmada• Katie Bersamin• Joyce Guerrero• Helen Diolanda• Ruzielle Retoria• Vida Paras• Neil Penullar• Anna Penullar Project Assistants• Mirjam Tesalona• Joyce Camposagrdo

BEST PROGRAM SUPPORT TEAM• Kaye Cox, Team Leader• Dr Alison Atwell, Component

Lead, Teaching and Learning• Janee Crane, Component Lead,

Governance, Knowledge and Innovation

• Krupskaya Añonuevo, Program Liaison Officer

• Dr Tanya Caulfield, Gender Equality and Social Inclusion Adviser

• Adora Perez, Program Coordinator

• Joan Urieta, Implementation Manager

• Arvin Yana, Communications Manager

• Ivy Almoro, Operations Manager

• Regine Chelli Quilas, Implementation Officer

• Kean Detera, Implementation Officer

• Irish Virgie Balungay, Implementation Officer

• Ana Sinsin, Finance Manager• Ramdino Abarico, Office

Manager

2017 EDUCATION SUMMIT PUBLICATION TEAMASec. Nepomuceno Malaluan (DepEd)Janee Crane (BEST Program)Arvin Yana (BEST Program)Dir. Demi Manuel (DepEd)Catherine Yumping (DepEd)

Action for Economic ReformsAdvisory Council on the Education of Children with DisabilitiesAsian Development BankAssessment Curriculum and Technology Research CentreAustralian GovernmentBasic Education Sector Transformation ProgramCatholic Education Association of the Philippines Coalition for Better Education Coca-Cola FEMSACommission on Higher Education Deaf Resources PhilippinesDeafblind Support PhilippinesDepartment of EducationDeutsche Gesellschaft für Internationale Zusammenarbeit GmbH (GIZ)Development Academy of the PhilippinesE-Net PhilippinesFar Eastern UniversityFoundation for Information Technology Education and Development

IncorporatedGlobal Peace FoundationHabi Education LabHuman Resources Development FoundationICCP Group Foundation, Inc. Inclusive Schools NetworkInvestments Capital Corporation of the PhilippinesMagna Anima Teachers CollegeMakati Business Club Metrobank Foundation, Inc.National Book Development BoardNational Council for Children’s TelevisionNational Ulama Conference of the PhilippinesPhilippine Business for Education (PBEd)Philippine Business for Social Progress (PBSP)Philippine Chamber of Commerce and Industry Philippine Coalition on the U.N. Convention on the Rights of Persons with

DisabilitiesPhilippine National Research Center for Teacher QualityPhilippine Rural Reconstruction Movement Private Education Assistance CommitteeSocial Watch PhilippinesSoutheast Asian Ministers of Education Organization - Regional Center for

Educational Innovation and Technology (SEAMEO INNOTECH)Sustainability and Participation thru Education and Lifelong Learning SynergeiaTeach for the Philippines, Inc.Teachers Dignity CoalitionTechnical Education and Skills Development Authority The Asia Foundation (TAF) – Coalitions for ChangeThe Teacher’s Gallery The World BankUnilab FoundationUnited Nations Population Fund United States Agency for International DevelopmentUSAID-Basa PilipinasWorld Vision

PRE-SUMMITPARTICIPATING ORGANIZATIONS

sustaining the gains, closing the gapsbestprogram.ph/files/2017summitsouvenirpublication.pdf ·...

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