Speaker Faustino G. Dy III on Monday said the House of Representatives will use the final report of the Second Congressional Commission on Education (EDCOM II) as a guiding framework for legislation, oversight, and budget scrutiny, as key education agencies simultaneously launched reforms ahead of the report’s formal release.
The Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA) also announced the creation of inter-agency working groups to address weaknesses flagged by EDCOM II.
Speaking during the turnover of the EDCOM II Final Report at the House, Dy said the document represents a frank assessment of the country’s education crisis and a call for sustained action.
“The report we are launching today is not simply the end of a commission. It is a government stance—an honest, clear, and unapologetic confrontation with the true state of education in the country,” Dy said.
Meanwhile, DepEd said it will focus on Early Childhood Care and Development, inclusive education, functional literacy, and learning recovery, particularly for preschool learners, students from diverse backgrounds, and those requiring literacy interventions.
The EDCOM II report showed that only about 30.5 percent of Grade 3 learners were classified as proficient.
“Our direction is clear: to strengthen the foundations of learning and ensure that no learner is left behind,” Education Secretary Sonny Angara said, adding that accountability measures will be built into the reform process.
CHED and TESDA will focus on senior high school education, scholarships for college students, and teacher professionalization requirements, as part of a coordinated effort to address education challenges across basic, higher, and technical-vocational education.
Officials said the reforms are aligned with the EDCOM II roadmap and are intended to translate the commission’s findings into concrete improvements in learning outcomes nationwide.
EDCOM II was convened to conduct a systemwide review of Philippine education amid persistent learning gaps, low literacy rates, and concerns that past reforms have failed to translate into meaningful gains for learners.
Its final report outlines a long-term roadmap focused on strengthening foundational learning, improving teaching quality, and aligning education with employment pathways.
Dy said the findings confirm long-standing problems in the sector, including weak early-grade foundations and a system that prioritizes processes over actual learning outcomes.
He stressed that the task now falls on Congress to ensure the recommendations are implemented.
“It is not enough to study and understand the problems before us—what is more critical is that we act on the recommendations of the EDCOM II,” Dy said.
The House will use the report to guide education-related laws, oversight of implementing agencies, and the wise use of public funds, the Speaker said.
He emphasized that lawmakers should ultimately be judged by the impact of legislation on learners, not by the number of laws passed.
Dy credited EDCOM II co-chairpersons Reps. Roman Romulo and Jude Acidre, commissioners, and the commission secretariat for grounding the report in data and classroom realities.
He also noted that education remains a top priority under the Marcos administration, citing the proposed P1.34 trillion allocation for 2026, equivalent to more than four percent of gross domestic product.
