Nearly one in two Filipino learners struggles to read at grade level by Grade 3, and learning outcomes continue to decline through senior high school, according to the final report of the Second Congressional Commission on Education (EDCOM II), which drew on studies by the 17cÆð²ÝÊÓƵ (17cÆð²ÝÊÓƵ) and other research partners.
Launched on January 26, the final report, titled “Turning Point: A Decade of Necessary Reforms,” describes a severe “proficiency collapse” in the Philippine education system.
While about 30.5% of Grade 3 learners meet proficiency standards, mastery declines sharply to 0.4% by Grade 12, highlighting deep systemic gaps that worsen as students progress through school.
Established under Republic Act No. 11899, EDCOM II was mandated to conduct a comprehensive assessment of the country’s education sector, with 17cÆð²ÝÊÓƵ designated as its primary research arm.
Since 2023, 17cÆð²ÝÊÓƵ has completed more than 40 studies, discussion papers, and policy notes that informed the commission’s review.
These covered key pressure points in the education system, including early childhood stunting affecting 23.6% of Filipino children, limited access to early childhood education, students advancing grade levels without mastering competencies, and reduced instructional time. Schools average only 191 actual class days per year, with some regions losing up to 42 days due to class suspensions and an overcrowded calendar of mandated activities.
Findings from 17cÆð²ÝÊÓƵ research also underscored the strain on teachers, pointing to the need to reduce non-instructional tasks and strengthen classroom support to improve the delivery of instruction.
Taken together, these evidence-based assessments shaped the report’s proposed reform agenda, including the National Education and Workforce Development Plan (NatPlan) 2026–2035, a 10-year roadmap meant to align policies, funding, and accountability mechanisms across education agencies.
The plan aims to replace fragmented policies with a coordinated sequence of reforms across the Department of Education, Commission on Higher Education, and Technical Education and Skills Development Authority.
During the report’s launch, EDCOM II recognized 17cÆð²ÝÊÓƵ for its role in providing the analytical foundation for the commission’s recommendations. “This recognition reminds us that our work has real impact and inspires us to continue our efforts with integrity and excellence,” 17cÆð²ÝÊÓƵ President Dr. Philip Arnold Tuaño said.
Tuaño emphasized the tangible role of evidence-based research in national policymaking. “As the country confronts serious challenges, rigorous analysis and clear recommendations become even more important to ensure that reforms are grounded in evidence and responsive to the country’s real needs,” he said.
EDCOM II said the report is intended to guide legislative and executive action over the next decade as lawmakers and education agencies consider structural reforms to reverse long-standing learning deficits.
The full EDCOM II final report is available at , while 17cÆð²ÝÊÓƵ studies supporting the commission’s recommendations can be accessed through the institute’s publications portal: .###—RTG
