The Philippine government, in partnership with the United States, said it aims to position the country as a global study hub by connecting American students to top universities nationwide.
\nThis comes after the Philippine-American Educational Foundation (PAEF) or Fulbright Philippines, along with other government agencies and the US Embassy in the Philippines, launched the Consortium for Study Abroad in the Philippines (CSAP).
\n\u201cCSAP is more than just a network; it is a unified national gateway,\u201d said Julio S. Amador III, executive director of Fulbright Philippines, in a news release on Monday.
\n\u201cBy providing this structured pathway, we ensure that students and scholars gain not only global-standard academic knowledge but also a deeper appreciation of the cultures and communities that shape our societies,\u201d he added.
\nUnder the CSAP, the country\u2019s top 15 Higher Education Institutions (HEIs) are linked to US universities to help bring American students to the Philippines for short-term courses, semester exchanges, and faculty-led programs.
\nAmong the partner universities are Ateneo de Davao University, University of the Philippines (UP) Los Ba\u00f1os, UP Visayas, and Silliman University.
\nAccording to the US Embassy Counselor for Public Affairs Jessica Simon, the consortium caters to the interests of American students.
\n\u201cThere is a growing interest among American students to pursue academic and field-based experiences in the Philippines, particularly in marine biology, agriculture, environmental science, and other disciplines,\u201d she said.
\n\u201cThe United States remains committed to deepening our partnership with the Philippines through scholarships and exchanges to empower our people, develop our workforce, and prosper together,\u201d she added.
\nPrograms offered through the consortium range from Marine Biology and Tropical Medicine to Development Studies and Asian Politics.
\nOther specialized programs include Cetacean Survey, Mindanao Studies, Planetary Health, and History and Cultural Heritage of Manila.
\nCHED Chairperson Shirley C. Agrupis also said that the initiative ensures a seamless transition between overseas and local educational institutions.
\n\u201cGlobal education today runs on reliability,\u201d she said. \u201cPartner institutions need to know that programs are comparable, credits can be transferred, and students will be supported from admission to completion.\u201d
\nPAEF, established on March 23, 1948, is a non-profit, binational organization jointly sponsored by the US and Philippine governments. It has awarded scholarship grants to more than 3,000 Filipinos and over 1,000 Americans. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Philippine government, in partnership with the United States, said it aims to position the country as a global study hub by connecting American students to top universities nationwide.\nThis comes after the Philippine-American Educational Foundation (PAEF) or Fulbright Philippines, along with other government agencies and the US Embassy in the Philippines, launched the Consortium for Study Abroad in the Philippines (CSAP).\n\u201cCSAP is more than just a network; it is a unified national gateway,\u201d said Julio S. Amador III, executive director of Fulbright Philippines, in a news release on Monday.\n\u201cBy providing this structured pathway, we ensure that students and scholars gain not only global-standard academic knowledge but also a deeper appreciation of the cultures and communities that shape our societies,\u201d he added.\nUnder the CSAP, the country\u2019s top 15 Higher Education Institutions (HEIs) are linked to US universities to help bring American students to the Philippines for short-term courses, semester exchanges, and faculty-led programs.\nAmong the partner universities are Ateneo de Davao University, University of the Philippines (UP) Los Ba\u00f1os, UP Visayas, and Silliman University.\nAccording to the US Embassy Counselor for Public Affairs Jessica Simon, the consortium caters to the interests of American students.\n\u201cThere is a growing interest among American students to pursue academic and field-based experiences in the Philippines, particularly in marine biology, agriculture, environmental science, and other disciplines,\u201d she said.\n\u201cThe United States remains committed to deepening our partnership with the Philippines through scholarships and exchanges to empower our people, develop our workforce, and prosper together,\u201d she added.\nPrograms offered through the consortium range from Marine Biology and Tropical Medicine to Development Studies and Asian Politics.\nOther specialized programs include Cetacean Survey, Mindanao Studies, Planetary Health, and History and Cultural Heritage of Manila.\nCHED Chairperson Shirley C. Agrupis also said that the initiative ensures a seamless transition between overseas and local educational institutions.\n\u201cGlobal education today runs on reliability,\u201d she said. \u201cPartner institutions need to know that programs are comparable, credits can be transferred, and students will be supported from admission to completion.\u201d\nPAEF, established on March 23, 1948, is a non-profit, binational organization jointly sponsored by the US and Philippine governments. It has awarded scholarship grants to more than 3,000 Filipinos and over 1,000 Americans. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-30T18:30:31+08:00", "date_modified": "2026-03-30T18:30:31+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/03/UPLB.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=739704", "url": "/education/2026/03/30/739704/dost-announces-top-qualifiers-for-philippine-science-high-school-entrance-exam/", "title": "DOST announces top qualifiers for Philippine Science High School entrance exam", "content_html": "Out of the 20,342 who took the examination for the Philippine Science High School (PSHS) System, only 1,738 were announced as top qualifiers for school year 2026\u20132027, according to the Department of Science and Technology (DoST) on Monday.
\nThe National Competitive Examination (NCE) serves as the entrance test that gives Grade 6 students from both public and private schools the opportunity to enter the PSHS system, fondly known as \u201cPisay,\u201d the country\u2019s premier science high school.
\nThe number of principal qualifiers translates to roughly 8.6% of the total number of examinees, who will first fill the 1,920 available slots across 16 existing PSHS campuses, Ronnalee N. Orteza, executive director of PSHS, told reporters on the sidelines of the press conference for the NCE results announcement.
\nThe remaining 182 slots will be filled from the 3,000 applicants on the alternative list, who did not make it to the top qualifiers but obtained above-average scores compared with the national mean of all examinees.
\nThe national mean of the recent NCE is 84.50%, Ed Herpert D. Briones, chief administrative officer for the PSHS system, said, noting that this is slightly higher than in recent years since the exam\u2019s reintroduction post-pandemic.
\nThe results of the NCE for school year 2026-2027 are accessible on the PSHS website. \u2014 Edg Adrian A. Eva
\n", "content_text": "Out of the 20,342 who took the examination for the Philippine Science High School (PSHS) System, only 1,738 were announced as top qualifiers for school year 2026\u20132027, according to the Department of Science and Technology (DoST) on Monday.\nThe National Competitive Examination (NCE) serves as the entrance test that gives Grade 6 students from both public and private schools the opportunity to enter the PSHS system, fondly known as \u201cPisay,\u201d the country\u2019s premier science high school.\nThe number of principal qualifiers translates to roughly 8.6% of the total number of examinees, who will first fill the 1,920 available slots across 16 existing PSHS campuses, Ronnalee N. Orteza, executive director of PSHS, told reporters on the sidelines of the press conference for the NCE results announcement.\nThe remaining 182 slots will be filled from the 3,000 applicants on the alternative list, who did not make it to the top qualifiers but obtained above-average scores compared with the national mean of all examinees.\nThe national mean of the recent NCE is 84.50%, Ed Herpert D. Briones, chief administrative officer for the PSHS system, said, noting that this is slightly higher than in recent years since the exam\u2019s reintroduction post-pandemic.\nThe results of the NCE for school year 2026-2027 are accessible on the PSHS website. \u2014 Edg Adrian A. Eva", "date_published": "2026-03-30T17:43:51+08:00", "date_modified": "2026-03-30T17:43:51+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/03/dost-pisay.jpg", "tags": [ "Edg Adrian A. Eva", "Education" ] }, { "id": "/?p=738248", "url": "/education/2026/03/24/738248/deped-field-trip-prom-not-required-for-graduation/", "title": "DepEd: field trip, prom not required for graduation", "content_html": "The Department of Education (DepEd) said on Monday that non-academic activities should not be a requirement for graduation, following the agency\u2019s push for low-cost ceremonies due to rising fuel costs.
\n\u201cWe must ensure that this milestone remains a celebration of achievement rather than a financial ordeal for our parents, especially as we navigate the economic impact of rising fuel costs,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a news release.
\nUnder DepEd Memorandum No. 015 series of 2026, schools are reminded that participation in non-academic activities such as field trips, film showings, Junior-Senior Promenade, and other school events should not be imposed as graduation or completion requirements.
\nThe memorandum also noted that graduation and moving-up rites must commence without collecting any fees from students. Funding for the ceremonies in public schools must come from the school\u2019s Maintenance and Other Operating Expenses (MOOE) budget.
\nTo further minimize costs, schools are encouraged to host the ceremonies in simple venues such as school grounds or covered courts instead of renting.
\n\u201cOur schools must prioritize the welfare of learners by keeping these ceremonies simple, meaningful, and entirely free of unnecessary expenses,\u201d Mr. Angara said.
\nAccording to DepEd, this year\u2019s graduation theme, \u201cFilipino Graduates: Prepared to Lead with Competence and Character,\u201d highlights academically equipped youth who will serve their communities and nation.
\nAbout 3.7 million graduating students are expected for School Year (SY) 2025-2026. Of which, 1.9 million are Grade 6 learners, and 1.8 million are Grade 12 students.
\nThe end-of-school-year rites are scheduled to take place on March 30 or 31, 2026.
\nTrimester system
\nAfter receiving the approval from the Economy and Development (ED) Council on Friday, DepEd reaffirmed that the new three-term calendar is a decisive move needed to address long-standing issues in the academic sector, such as learning continuity.
\n\u201cThis reform is about making the school year work better for both learners and teachers, so that every day in school leads to deliberate and deep learning,\u201d the agency said in a statement on Monday.
\nDepEd said that the reform underwent a \u201crigorous multi-stage consultation process\u201d since January. \u201cLearners, teachers, school leaders, parents, and other stakeholders, as well as the House of Representatives and the Senate, were engaged.\u201d
\nHowever, the Alliance of Concerned Teachers (ACT) Philippines claimed that ordinary teachers had no input in the transition.
\n\u201cACT said the decision to proceed with the policy\u2014despite earlier pronouncements on the need for consultation\u2014exposes a pattern of imposing sweeping changes without meaningful participation from rank-and-file educators,\u201d the group said in a statement on Friday.
\nThe trimester system shifts the school calendar from four quarters to three terms and blocks.
\n\u201cThe shift from four quarters to three terms significantly streamlines grading cycles and reduces reporting peaks, easing administrative burden and allowing educators to concentrate on what matters most – effective instruction,\u201d DepEd said.
\n\u201cBy redesigning how time is structured in schools, the reform ensures learning,\u201d it added.
\nThe new calendar will be implemented nationwide in June, as classes open for SY 2026-2027. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Monday that non-academic activities should not be a requirement for graduation, following the agency\u2019s push for low-cost ceremonies due to rising fuel costs.\n\u201cWe must ensure that this milestone remains a celebration of achievement rather than a financial ordeal for our parents, especially as we navigate the economic impact of rising fuel costs,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a news release.\nUnder DepEd Memorandum No. 015 series of 2026, schools are reminded that participation in non-academic activities such as field trips, film showings, Junior-Senior Promenade, and other school events should not be imposed as graduation or completion requirements.\nThe memorandum also noted that graduation and moving-up rites must commence without collecting any fees from students. Funding for the ceremonies in public schools must come from the school\u2019s Maintenance and Other Operating Expenses (MOOE) budget.\nTo further minimize costs, schools are encouraged to host the ceremonies in simple venues such as school grounds or covered courts instead of renting.\n\u201cOur schools must prioritize the welfare of learners by keeping these ceremonies simple, meaningful, and entirely free of unnecessary expenses,\u201d Mr. Angara said.\nAccording to DepEd, this year\u2019s graduation theme, \u201cFilipino Graduates: Prepared to Lead with Competence and Character,\u201d highlights academically equipped youth who will serve their communities and nation.\nAbout 3.7 million graduating students are expected for School Year (SY) 2025-2026. Of which, 1.9 million are Grade 6 learners, and 1.8 million are Grade 12 students.\nThe end-of-school-year rites are scheduled to take place on March 30 or 31, 2026.\nTrimester system\nAfter receiving the approval from the Economy and Development (ED) Council on Friday, DepEd reaffirmed that the new three-term calendar is a decisive move needed to address long-standing issues in the academic sector, such as learning continuity.\n\u201cThis reform is about making the school year work better for both learners and teachers, so that every day in school leads to deliberate and deep learning,\u201d the agency said in a statement on Monday.\nDepEd said that the reform underwent a \u201crigorous multi-stage consultation process\u201d since January. \u201cLearners, teachers, school leaders, parents, and other stakeholders, as well as the House of Representatives and the Senate, were engaged.\u201d\nHowever, the Alliance of Concerned Teachers (ACT) Philippines claimed that ordinary teachers had no input in the transition.\n\u201cACT said the decision to proceed with the policy\u2014despite earlier pronouncements on the need for consultation\u2014exposes a pattern of imposing sweeping changes without meaningful participation from rank-and-file educators,\u201d the group said in a statement on Friday.\nThe trimester system shifts the school calendar from four quarters to three terms and blocks.\n\u201cThe shift from four quarters to three terms significantly streamlines grading cycles and reduces reporting peaks, easing administrative burden and allowing educators to concentrate on what matters most – effective instruction,\u201d DepEd said.\n\u201cBy redesigning how time is structured in schools, the reform ensures learning,\u201d it added.\nThe new calendar will be implemented nationwide in June, as classes open for SY 2026-2027. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-24T09:03:28+08:00", "date_modified": "2026-03-24T09:03:28+08:00", "authors": [ { "name": "大象传媒", "url": "/author/rgentribirthfurd/", "avatar": "https://secure.gravatar.com/avatar/9965230d2fd009579b4e8df9a934f6d1021b1ee67e60bcb4cad3b7249a2900ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/rgentribirthfurd/", "avatar": "https://secure.gravatar.com/avatar/9965230d2fd009579b4e8df9a934f6d1021b1ee67e60bcb4cad3b7249a2900ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/11/SF_R_deped.gov-OL.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=737750", "url": "/education/2026/03/20/737750/approved-deped-trimester-plan-lacks-preparedness-says-teachers-groups/", "title": "Approved DepEd trimester plan lacks preparedness, says teachers\u2019 groups", "content_html": "Teachers\u2019 groups on Friday criticized the preparedness and implementation of the trimester plan for the school year (SY) 2026-2027, following its approval from the Economy and Development (ED) Council.
\n\u201cIt was already mentioned that this needed consultations, but in the end, it was still approved hastily,\u201d Alliance of Concerned Teachers (ACT) Chairperson Ruby Bernardo said in Filipino in a statement on Friday.
\n“The responsibility of patching together a policy that lacks preparation should not be passed down again to those on the grounds,” she added.
\nThe ED Council, during its 8th meeting chaired by President Ferdinand R. Marcos Jr., has approved the three-term school calendar of the Department of Education (DepEd) on Thursday.
\nThis policy is seen as a \u201ccritical step towards improving the country\u2019s education outcomes\u201d, according to the Department of Economy, Planning, and Development (DEPDev).
\n\u201cOur commitment to developing a globally competitive workforce begins with providing evidence-based solutions to bridge educational gaps in our country,\u201d said DEPDev Secretary and ED Council Vice-Chair Arsenio M. Balisacan in a statement.
\n\u201cWe commend DepEd (Department of Education) for continuously pursuing initiatives that support critical development priorities,\u201d he added.
\nDEPDev noted that the policy pushes for learning continuity, mitigating class disruptions caused by natural calamities, celebrations, and observances.
\nData from the Second Congressional Commission on Education (EDCOM 2) revealed that 53 teaching days were lost in SY 2023-2024 due to calamities, holidays, non-teaching tasks, and activities.
\n\u201cBy shifting from a four-grading-period system to a three-grading-period system, students will benefit from longer, uninterrupted instructional blocks, stabilizing their learning pace and recovery each term,\u201d DEPDev said in a statement.
\nHowever, ACT called the decision a \u201crushed top-down reform\u201d.
\nThe group urged the DepEd to halt its implementation and conduct genuine consultations with teachers\u2019 unions and education stakeholders.
\nThe new policy was also compared to the K to 12, underscoring the lack of preparedness during its implementation.
\n\u201cIt will surely fail, and those of us in the schools will be left to improvise and make up for all the shortcomings,\u201d Ms. Bernardo said. \u201cAnd when it fails, we will be the ones to be blamed again.\u201d
\nFor its part, the Teachers\u2019 Dignity Coalition (TDC) underscored that pilot testing must be conducted before the nationwide rollout of the new school calendar.
\n\u201cWe are hopeful that there will be deeper and broader discussions with the stakeholders,\u201d TDC National Chairperson Benjo G. Basas said in Filipino in a video statement on Friday.
\n\u201cWe hope that before they implement it, there will be a pilot in one region, as we need to calibrate many aspects, including forms and material,\u201d he added.
\nUnder the proposed trimester system, the school year will be divided into three terms. Each term consists of an opening block, the instructional block, and the enrichment block.
\nThe opening block, or the first week of classes in the first term, will focus on orientation and assessments.
\nEach term will have an instructional block that lasts 54 to 61 days, followed by a two-week enrichment block for remediation and enrichment, grades computation, checking, and preparation of school forms, and a wellness break.
\nThe first term will run from June to September, the second from September to December, and the third from January to March. \u2014 Almira Louise S. Martinez
\n", "content_text": "Teachers\u2019 groups on Friday criticized the preparedness and implementation of the trimester plan for the school year (SY) 2026-2027, following its approval from the Economy and Development (ED) Council.\n\u201cIt was already mentioned that this needed consultations, but in the end, it was still approved hastily,\u201d Alliance of Concerned Teachers (ACT) Chairperson Ruby Bernardo said in Filipino in a statement on Friday.\n“The responsibility of patching together a policy that lacks preparation should not be passed down again to those on the grounds,” she added.\nThe ED Council, during its 8th meeting chaired by President Ferdinand R. Marcos Jr., has approved the three-term school calendar of the Department of Education (DepEd) on Thursday.\nThis policy is seen as a \u201ccritical step towards improving the country\u2019s education outcomes\u201d, according to the Department of Economy, Planning, and Development (DEPDev).\n\u201cOur commitment to developing a globally competitive workforce begins with providing evidence-based solutions to bridge educational gaps in our country,\u201d said DEPDev Secretary and ED Council Vice-Chair Arsenio M. Balisacan in a statement.\n\u201cWe commend DepEd (Department of Education) for continuously pursuing initiatives that support critical development priorities,\u201d he added.\nDEPDev noted that the policy pushes for learning continuity, mitigating class disruptions caused by natural calamities, celebrations, and observances.\nData from the Second Congressional Commission on Education (EDCOM 2) revealed that 53 teaching days were lost in SY 2023-2024 due to calamities, holidays, non-teaching tasks, and activities.\n\u201cBy shifting from a four-grading-period system to a three-grading-period system, students will benefit from longer, uninterrupted instructional blocks, stabilizing their learning pace and recovery each term,\u201d DEPDev said in a statement.\nHowever, ACT called the decision a \u201crushed top-down reform\u201d.\nThe group urged the DepEd to halt its implementation and conduct genuine consultations with teachers\u2019 unions and education stakeholders.\nThe new policy was also compared to the K to 12, underscoring the lack of preparedness during its implementation.\n\u201cIt will surely fail, and those of us in the schools will be left to improvise and make up for all the shortcomings,\u201d Ms. Bernardo said. \u201cAnd when it fails, we will be the ones to be blamed again.\u201d\nFor its part, the Teachers\u2019 Dignity Coalition (TDC) underscored that pilot testing must be conducted before the nationwide rollout of the new school calendar.\n\u201cWe are hopeful that there will be deeper and broader discussions with the stakeholders,\u201d TDC National Chairperson Benjo G. Basas said in Filipino in a video statement on Friday.\n\u201cWe hope that before they implement it, there will be a pilot in one region, as we need to calibrate many aspects, including forms and material,\u201d he added.\nUnder the proposed trimester system, the school year will be divided into three terms. Each term consists of an opening block, the instructional block, and the enrichment block.\nThe opening block, or the first week of classes in the first term, will focus on orientation and assessments.\nEach term will have an instructional block that lasts 54 to 61 days, followed by a two-week enrichment block for remediation and enrichment, grades computation, checking, and preparation of school forms, and a wellness break.\nThe first term will run from June to September, the second from September to December, and the third from January to March. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-20T16:28:05+08:00", "date_modified": "2026-03-20T16:28:05+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2022/07/teachers-computers-DEPED.GOV_.PH_.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=737735", "url": "/education/2026/03/20/737735/economy-and-development-council-oks-trimester-plan/", "title": "Economy and Development Council OKs trimester plan", "content_html": "The Department of Economy, Planning, and Development (DEPDev) said that the Economy and Development (ED) Council has approved the implementation of the three-term school calendar starting school year 2026-2027.
\nChaired by President Ferdinand R. Marcos, Jr., the council approved on Thursday the Department of Education’s (DepEd) trimester system proposal, which is eyed to improve the country\u2019s education outcomes.
\n\u201cThe policy, endorsed by the Social Development Committee-Cabinet Level, aims to maximize the length of learning time, often disrupted by bad weather as well as celebrations and observances,\u201d DEPDev said in a statement on Friday.
\nDEPDev said that the policy follows the recommendation of the Second Congressional Commission on Education to enforce a concrete plan that guarantees adequate learning time despite climate-related disruptions.
\n\u201cBy shifting from a four-grading period system to a three-grading-period system, students will benefit from longer, uninterrupted instructional blocks, stabilizing their learning pace and recovery each term,\u201d it said.
\nThe new calendar is also designed to enable teachers to pursue professional development opportunities and allow dedicated periods for catch-up initiatives.
\n\u201cOur commitment to developing a globally competitive workforce begins with providing evidence-based solutions to bridge educational gaps in our country,\u201d said DEPDev Secretary and ED Council Vice Chair Arsenio M. Balisacan.
\n\u201cWe commend DepEd for continuously pursuing initiatives that support critical development opportunities,\u201d he added.
\nMeanwhile, the council also terminated the existing Investment Coordination Committee approval of the Unified Grand Central Station (UGCS) project.
\n\u201cThis action is necessary to formally close the current project approval following the termination of the design-and-build contract and the determination that completion under the same contractual arrangement is no longer feasible,\u201d DEPdev said.
\nWith the termination, the development of the project will now continue through separate implementation arrangements.
\nThe council sees the decision to help facilitate the “orderly contract closeout, address pending obligations, and allow the transition to an alternative delivery approach.”
\nThe UGCS Project will establish a common station that will link the Light Rail Transit (LRT) Line 1, Metro Rail Transit (MRT) Line 3, and MRT Line 7. \u2014 Justine Irish D. Tabile
\n", "content_text": "The Department of Economy, Planning, and Development (DEPDev) said that the Economy and Development (ED) Council has approved the implementation of the three-term school calendar starting school year 2026-2027.\nChaired by President Ferdinand R. Marcos, Jr., the council approved on Thursday the Department of Education’s (DepEd) trimester system proposal, which is eyed to improve the country\u2019s education outcomes.\n\u201cThe policy, endorsed by the Social Development Committee-Cabinet Level, aims to maximize the length of learning time, often disrupted by bad weather as well as celebrations and observances,\u201d DEPDev said in a statement on Friday.\nDEPDev said that the policy follows the recommendation of the Second Congressional Commission on Education to enforce a concrete plan that guarantees adequate learning time despite climate-related disruptions.\n\u201cBy shifting from a four-grading period system to a three-grading-period system, students will benefit from longer, uninterrupted instructional blocks, stabilizing their learning pace and recovery each term,\u201d it said.\nThe new calendar is also designed to enable teachers to pursue professional development opportunities and allow dedicated periods for catch-up initiatives.\n\u201cOur commitment to developing a globally competitive workforce begins with providing evidence-based solutions to bridge educational gaps in our country,\u201d said DEPDev Secretary and ED Council Vice Chair Arsenio M. Balisacan.\n\u201cWe commend DepEd for continuously pursuing initiatives that support critical development opportunities,\u201d he added.\nMeanwhile, the council also terminated the existing Investment Coordination Committee approval of the Unified Grand Central Station (UGCS) project.\n\u201cThis action is necessary to formally close the current project approval following the termination of the design-and-build contract and the determination that completion under the same contractual arrangement is no longer feasible,\u201d DEPdev said.\nWith the termination, the development of the project will now continue through separate implementation arrangements.\nThe council sees the decision to help facilitate the “orderly contract closeout, address pending obligations, and allow the transition to an alternative delivery approach.”\nThe UGCS Project will establish a common station that will link the Light Rail Transit (LRT) Line 1, Metro Rail Transit (MRT) Line 3, and MRT Line 7. \u2014 Justine Irish D. Tabile", "date_published": "2026-03-20T15:10:30+08:00", "date_modified": "2026-03-20T15:11:42+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2022/05/classroom-teacher-students.jpg", "tags": [ "Justine Irish D. Tabile", "Education", "The Nation" ] }, { "id": "/?p=737726", "url": "/education/2026/03/20/737726/deped-helps-link-shs-students-with-job-opportunities/", "title": "DepEd helps link SHS students with job opportunities", "content_html": "The Department of Education (DepEd) rolled out the Bagong Pilipinas Serbisyo Fair (BPSF) in three public schools in Metro Manila on Thursday, helping students secure pre-employment requirements and jobs amid the \u201cspiraling\u201d effects of the Middle East war.
\n\u201cWe are bringing the government closer to our learners to ensure that their transition from the classroom to the workplace is seamless and cost-free, as envisioned by President Marcos,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a statement.
\nThe BPSF program, in partnership with the Department of Labor and Employment (DOLE), serves as a one-stop shop that offers free pre-employment documents under the First Time Jobseekers Assistance Act.
\nWith the BPSF program, each student can save up to P1000 in clearance fees and transportation costs, according to DepEd.
\n1,175 students across Tala National High School in Caloocan City, Makati High School in Barangay Poblacion, and Mataas na Paaralang Neptali A. Gonzales in Mandaluyong City will benefit from the program.
\n\u201cThis one-stop shop directly addresses the struggle of SHS Technical-Vocational-Livelihood (TVL) graduates and Alternative Learning System (ALS) learners who often miss job opportunities due to the high cost and complexity of securing pre-employment documents,\u201d the agency said.
\nThe BPSF program also features job matching, career guidance, and job opportunities from private sector employers to help students secure job opportunities after graduation.
\n\u201cThrough these reforms and partnerships, we are transforming our graduates into highly employable assets who are ready to contribute to our nation\u2019s growth,\u201d Mr. Angara said.
\nAbout 550,000 SHS-TVL students are expected to graduate for School Year 2025-2026.
\nAs mandated by DepEd, the End-of-School-Year (EOSY) rites are scheduled to commence on March 30 or 31, 2026. All public schools nationwide are directed to conduct simple and free graduation and moving-up ceremonies. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) rolled out the Bagong Pilipinas Serbisyo Fair (BPSF) in three public schools in Metro Manila on Thursday, helping students secure pre-employment requirements and jobs amid the \u201cspiraling\u201d effects of the Middle East war.\n\u201cWe are bringing the government closer to our learners to ensure that their transition from the classroom to the workplace is seamless and cost-free, as envisioned by President Marcos,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a statement.\nThe BPSF program, in partnership with the Department of Labor and Employment (DOLE), serves as a one-stop shop that offers free pre-employment documents under the First Time Jobseekers Assistance Act.\nWith the BPSF program, each student can save up to P1000 in clearance fees and transportation costs, according to DepEd.\n1,175 students across Tala National High School in Caloocan City, Makati High School in Barangay Poblacion, and Mataas na Paaralang Neptali A. Gonzales in Mandaluyong City will benefit from the program.\n\u201cThis one-stop shop directly addresses the struggle of SHS Technical-Vocational-Livelihood (TVL) graduates and Alternative Learning System (ALS) learners who often miss job opportunities due to the high cost and complexity of securing pre-employment documents,\u201d the agency said.\nThe BPSF program also features job matching, career guidance, and job opportunities from private sector employers to help students secure job opportunities after graduation.\n\u201cThrough these reforms and partnerships, we are transforming our graduates into highly employable assets who are ready to contribute to our nation\u2019s growth,\u201d Mr. Angara said.\nAbout 550,000 SHS-TVL students are expected to graduate for School Year 2025-2026.\nAs mandated by DepEd, the End-of-School-Year (EOSY) rites are scheduled to commence on March 30 or 31, 2026. All public schools nationwide are directed to conduct simple and free graduation and moving-up ceremonies. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-20T12:03:03+08:00", "date_modified": "2026-03-20T12:03:03+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/03/viber_image_2026-03-19_14-07-54-250.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=737332", "url": "/education/2026/03/18/737332/act-warns-against-potential-displacement-of-private-school-teachers/", "title": "ACT warns against \u2018potential displacement\u2019 of private school teachers", "content_html": "The ACT Teachers Party-list said on Tuesday that private school teachers could be displaced as the full implementation of the Strengthened Senior High School (SHS) curriculum rolls out nationwide.
\n\u201cThe lawmakers are warned of its direct threat to the job security of thousands of private school teachers who have specialized degrees and licenses that may not align with the newly combined subjects and tracks,\u201d the group said in Filipino in a statement.
\n\u201cThe precarious situation of private school teachers – who already face lack of tenure and lower wages – puts them at greater risk amid sudden policy changes,\u201d it added.
\nUnder the new SHS curriculum, the four tracks were reduced to two: Academic and Technical Professional (TechPro), while core subjects were also cut from 15 to five to decongest learning content.
\nThe five core subjects under the new curriculum are Effective Communication / Mabisang Komunikasyon, Life and Career Skills, General Mathematics, General Science; and Pag-aaral ng Kasaysayan at Lipunang Pilipino.
\nThe Department of Education (DepEd) said the reform aims to foster mastery of foundational skills and improve students\u2019 workforce readiness, both of which were criticized in the previous curriculum.
\nThe new SHS curriculum was piloted in School Year (SY) 2025-2026 for Grade 11 students across 891 schools.
\nHowever, ACT noted that some private school teachers, along with other education stakeholders, claimed that DepEd did not conduct \u201cgenuine consultations\u201d before and during the pilot implementation.
\n\u201cThey just created a week-long online survey and distributed a \u201cconsultation packet,\u201d which denied stakeholders a meaningful opportunity to be heard and to provide feedback,\u201d the group said.
\nParty-list Representative Antonio L. Tinio on Tuesday filed House Resolution No.836 urging the House Committee on Basic Education and Culture to investigate the \u201cpotential massive displacement\u201d.
\nThe full implementation of the revised SHS curriculum is scheduled in June 2026, as classes begin for SY 2026-2027. \u2014\u00a0Almira Louise S. Martinez
\n", "content_text": "The ACT Teachers Party-list said on Tuesday that private school teachers could be displaced as the full implementation of the Strengthened Senior High School (SHS) curriculum rolls out nationwide.\n\u201cThe lawmakers are warned of its direct threat to the job security of thousands of private school teachers who have specialized degrees and licenses that may not align with the newly combined subjects and tracks,\u201d the group said in Filipino in a statement.\n\u201cThe precarious situation of private school teachers – who already face lack of tenure and lower wages – puts them at greater risk amid sudden policy changes,\u201d it added.\nUnder the new SHS curriculum, the four tracks were reduced to two: Academic and Technical Professional (TechPro), while core subjects were also cut from 15 to five to decongest learning content.\nThe five core subjects under the new curriculum are Effective Communication / Mabisang Komunikasyon, Life and Career Skills, General Mathematics, General Science; and Pag-aaral ng Kasaysayan at Lipunang Pilipino.\nThe Department of Education (DepEd) said the reform aims to foster mastery of foundational skills and improve students\u2019 workforce readiness, both of which were criticized in the previous curriculum.\nThe new SHS curriculum was piloted in School Year (SY) 2025-2026 for Grade 11 students across 891 schools.\nHowever, ACT noted that some private school teachers, along with other education stakeholders, claimed that DepEd did not conduct \u201cgenuine consultations\u201d before and during the pilot implementation.\n\u201cThey just created a week-long online survey and distributed a \u201cconsultation packet,\u201d which denied stakeholders a meaningful opportunity to be heard and to provide feedback,\u201d the group said.\nParty-list Representative Antonio L. Tinio on Tuesday filed House Resolution No.836 urging the House Committee on Basic Education and Culture to investigate the \u201cpotential massive displacement\u201d.\nThe full implementation of the revised SHS curriculum is scheduled in June 2026, as classes begin for SY 2026-2027. \u2014\u00a0Almira Louise S. Martinez", "date_published": "2026-03-18T19:34:30+08:00", "date_modified": "2026-03-18T19:34:30+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2022/08/classroom.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=736573", "url": "/education/2026/03/16/736573/deped-to-construct-over-1000-climate-resilient-facilities/", "title": "DepEd to construct over 1000 climate-resilient facilities", "content_html": "The Department of Education (DepEd) said on Monday that it aims to construct 1,380 Learning Continuity Spaces (LCS) facilities units nationwide to help address damaged classrooms and learning disruptions caused by natural disasters.
\n\u201cThis project reflects the marching orders of President Marcos to ensure that no Filipino learner is left behind, even in the face of the most challenging calamities,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a statement.
\nData from DepEd showed that over 10,700 schools nationwide were damaged from June to October 2025, with a total estimated loss of P29.5 billion in school properties due to earthquakes, typhoons, and other calamities.
\nThe damage has disrupted classes for more than 1.1 million learners across the country, which pushed schools to adopt various class modalities.
\nAbout 10,448 damaged schools implemented modular distance learning, 4,319 applied blended learning, 522 utilized flexible learning options, and 414 adopted online distance learning.
\nDepEd noted that the initiative to establish climate-resilient facilities came after the 6.9 magnitude earthquake in Bogo City in September last year, which affected classes for 90 students. In the same month, Typhoon Opong disrupted classes of 270 students in Masbate.
\nTo promote continuous learning, the newly turned-over LCS facilities in Bogo City and Masbate are equipped with solar-powered setups and internet connectivity, ensuring schools can resume after the event of natural calamities.
\n\u201cBy integrating solar power and digital tools into these temporary spaces, we are not just rebuilding classrooms, but building a more resilient future for our children,\u201d Mr. Angara said.
\nEach LCS facility takes two weeks to install, allowing schools to recover swiftly.
\n\u201cThe initiative also serves as a direct response to the President\u2019s directive to slash the national classroom shortage through the use of fast-tracked, disaster-resilient infrastructure,\u201d the DepEd said.
\nThe country\u2019s current classroom backlog stands at 165,443, and could further worsen by 2028 due to aging facilities.
\nCiting data from DepEd, the Second Congressional Commission on Education (EDCOM 2) said that about 122,518 classrooms have already exceeded the standard 25-year design life, and 51,222 classrooms are expected to be condemned by 2028. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Monday that it aims to construct 1,380 Learning Continuity Spaces (LCS) facilities units nationwide to help address damaged classrooms and learning disruptions caused by natural disasters.\n\u201cThis project reflects the marching orders of President Marcos to ensure that no Filipino learner is left behind, even in the face of the most challenging calamities,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a statement.\nData from DepEd showed that over 10,700 schools nationwide were damaged from June to October 2025, with a total estimated loss of P29.5 billion in school properties due to earthquakes, typhoons, and other calamities.\nThe damage has disrupted classes for more than 1.1 million learners across the country, which pushed schools to adopt various class modalities.\nAbout 10,448 damaged schools implemented modular distance learning, 4,319 applied blended learning, 522 utilized flexible learning options, and 414 adopted online distance learning.\nDepEd noted that the initiative to establish climate-resilient facilities came after the 6.9 magnitude earthquake in Bogo City in September last year, which affected classes for 90 students. In the same month, Typhoon Opong disrupted classes of 270 students in Masbate.\nTo promote continuous learning, the newly turned-over LCS facilities in Bogo City and Masbate are equipped with solar-powered setups and internet connectivity, ensuring schools can resume after the event of natural calamities.\n\u201cBy integrating solar power and digital tools into these temporary spaces, we are not just rebuilding classrooms, but building a more resilient future for our children,\u201d Mr. Angara said.\nEach LCS facility takes two weeks to install, allowing schools to recover swiftly.\n\u201cThe initiative also serves as a direct response to the President\u2019s directive to slash the national classroom shortage through the use of fast-tracked, disaster-resilient infrastructure,\u201d the DepEd said.\nThe country\u2019s current classroom backlog stands at 165,443, and could further worsen by 2028 due to aging facilities.\nCiting data from DepEd, the Second Congressional Commission on Education (EDCOM 2) said that about 122,518 classrooms have already exceeded the standard 25-year design life, and 51,222 classrooms are expected to be condemned by 2028. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-16T17:22:19+08:00", "date_modified": "2026-03-16T17:22:19+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/03/Learning-Continuity-Spaces.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=735668", "url": "/education/2026/03/11/735668/aim-targets-expanding-transnational-programs-in-2027/", "title": "AIM targets expanding transnational programs in 2027", "content_html": "The Asian Institute of Management (AIM) said on Wednesday that it aims to expand its transnational degree program offerings next year to produce more globally competitive Filipino graduates in the era of digitalization and artificial intelligence (AI).
\n\u201cWe will have more undergrad programs and hopefully we can increase the [batch\u2019s cap] number,\u201d AIM Professor and Aboitiz School of Innovation, Technology, and Entrepreneurship Head Christopher P. Monterola told 大象传媒 in an interview.
\n\u201cThere will be a lot of things that will happen next year,\u201d he added.
\nThe first transnational undergraduate double-degree program launched by AIM in 2022 was in partnership with the University of Houston C.T. Bauer College of Business.
\nWith this collaboration, students enrolled in AIM\u2019s Bachelor of Science in Data Science and Business Administration (BSDSBA) would also earn a Bachelor of Business Administration, Major in Management Information Systems (BBA, MIS) from the University of Houston.
\n\u201cThis is a case of one plus one larger than two. Each of us has unique strengths that we provide in a transnational educational experience which neither of us can deliver alone,\u201d University of Houston C.T. Bauer College of Business Dean Xianjun Geng said in a media briefing.
\n\u201cThe student coming from this program has a very unique competitive advantage that is really unmatched,\u201d he added.
\nThe program aims to produce \u201cglobally fluent professionals\u201d equipped with skills to withstand and adapt to the constant changes brought by AI.
\n\u201cAs a business school dean, I\u2019m actually very optimistic at this moment that business school plays,\u201d Mr. Geng said. \u201cOur dual degree program is aimed to produce talent which both understand technology but possesses very critical, important soft skills.\u201d
\nIn the Philippines, about 12.7 million Filipinos are exposed to generative AI (GenAI), according to the International Labour Organization. However, only 14.9% of firms use AI tools.
\nThe report added that while only 3.6% of jobs have the \u201chighest GenAI exposure with elevated risk of job displacement\u201d nationwide, around two in five jobs in the National Capital Region (NCR) are exposed to GenAI, particularly in the IT-BPM sector, finance, and administration.
\n\u201cWe know that economies, industries, and markets are all going global, so we need a global education,\u201d Mr. Monterola said.
\n\u201cThe total number of jobs that will be lost is about 80 million or something because of AI\u2026 but the other interesting story is that there will be more jobs that will be created because of this new technology,\u201d he added. \u201cOur hope is that we will be able to go that way.\u201d
\nThe transnational undergraduate double-degree program currently has 150 students, with each batch capped at 50 students.
\nMr. Monterola noted that a possible increase in the number of students per batch is still under discussion with the partner university. \u201cNote that they also have a cap on the total number of global students that they can accommodate, and we are working on that constraint.\u201d
\nPossible additions to AIM\u2019s undergraduate courses will include business and entrepreneurship programs, among others. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Asian Institute of Management (AIM) said on Wednesday that it aims to expand its transnational degree program offerings next year to produce more globally competitive Filipino graduates in the era of digitalization and artificial intelligence (AI).\n\u201cWe will have more undergrad programs and hopefully we can increase the [batch\u2019s cap] number,\u201d AIM Professor and Aboitiz School of Innovation, Technology, and Entrepreneurship Head Christopher P. Monterola told 大象传媒 in an interview.\n\u201cThere will be a lot of things that will happen next year,\u201d he added.\nThe first transnational undergraduate double-degree program launched by AIM in 2022 was in partnership with the University of Houston C.T. Bauer College of Business.\nWith this collaboration, students enrolled in AIM\u2019s Bachelor of Science in Data Science and Business Administration (BSDSBA) would also earn a Bachelor of Business Administration, Major in Management Information Systems (BBA, MIS) from the University of Houston.\n\u201cThis is a case of one plus one larger than two. Each of us has unique strengths that we provide in a transnational educational experience which neither of us can deliver alone,\u201d University of Houston C.T. Bauer College of Business Dean Xianjun Geng said in a media briefing.\n\u201cThe student coming from this program has a very unique competitive advantage that is really unmatched,\u201d he added.\nThe program aims to produce \u201cglobally fluent professionals\u201d equipped with skills to withstand and adapt to the constant changes brought by AI.\n\u201cAs a business school dean, I\u2019m actually very optimistic at this moment that business school plays,\u201d Mr. Geng said. \u201cOur dual degree program is aimed to produce talent which both understand technology but possesses very critical, important soft skills.\u201d\nIn the Philippines, about 12.7 million Filipinos are exposed to generative AI (GenAI), according to the International Labour Organization. However, only 14.9% of firms use AI tools.\nThe report added that while only 3.6% of jobs have the \u201chighest GenAI exposure with elevated risk of job displacement\u201d nationwide, around two in five jobs in the National Capital Region (NCR) are exposed to GenAI, particularly in the IT-BPM sector, finance, and administration.\n\u201cWe know that economies, industries, and markets are all going global, so we need a global education,\u201d Mr. Monterola said.\n\u201cThe total number of jobs that will be lost is about 80 million or something because of AI\u2026 but the other interesting story is that there will be more jobs that will be created because of this new technology,\u201d he added. \u201cOur hope is that we will be able to go that way.\u201d\nThe transnational undergraduate double-degree program currently has 150 students, with each batch capped at 50 students.\nMr. Monterola noted that a possible increase in the number of students per batch is still under discussion with the partner university. \u201cNote that they also have a cap on the total number of global students that they can accommodate, and we are working on that constraint.\u201d\nPossible additions to AIM\u2019s undergraduate courses will include business and entrepreneurship programs, among others. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-11T19:04:12+08:00", "date_modified": "2026-03-11T19:04:12+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/03/AIM.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=734701", "url": "/education/2026/03/06/734701/deped-eyes-new-performance-rating-framework-for-teachers/", "title": "DepEd eyes new performance rating framework for teachers", "content_html": "The Department of Education (DepEd) said on Thursday that it is currently developing an improved framework to assess the performance of public school teachers, following concerns about the current classroom observation policy.
\n\u201cThe Department is currently working on a policy that focuses on teachers’ growth and performance,\u201d it said in a statement.
\nThe agency noted that the meeting between Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara and DepEd\u2019s National Management Committee members discussed ways to eliminate \u201cunnecessary stress\u201d among educators during classroom teaching observations.
\nDepEd said classroom observation is a \u201cuniform measure to assess teacher performance, identify needs, and provide support for professional development.\u201d It is also one of the significant factors considered for teachers\u2019 promotion.
\nIn January, the death of a public school teacher during the scheduled classroom observation caused groups to raise their concerns about the pressure teachers face during the evaluation process.
\nThe Alliance of Concerned Teachers (ACT) said that the Results-based Performance Management System (RPMS) is a \u201cburdensome\u201d process for teachers, causing additional stress.
\nMeanwhile, for the Teachers\u2019 Dignity Coalition (TDC), reinstating the Performance Appraisal System for Teachers (PAST) is a \u201csimpler and more developmental alternative\u201d to the evaluation process.
\nTo enhance the assessment procedure, the key components of the proposed policy are Learner Evidence, Professional Artifacts, Collaboration and Professional Engagement, and a Single Classroom Observation.
\nEach category has a 25% weight in the overall evaluation to ensure a proportionate rating system for teachers\u2019 performance.
\nThe framework of the policy also aims to promote professional growth, effective workload management, and improved learning outcomes.
\n“Muli, patuloy tayong magsusulong ng mga polisiya at programa para sa ikabubuti ng ating mga kaguruan\u00a0[Again, we will continue to push for policies and programs that will benefit our teachers],\u201d Mr. Angara said in a news release.
\n\u201cPresident Bongbong Marcos has emphasized time and again the need to protect the welfare of our teachers\u2014and we remain steadfast in carrying out this directive,” he added. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Thursday that it is currently developing an improved framework to assess the performance of public school teachers, following concerns about the current classroom observation policy.\n\u201cThe Department is currently working on a policy that focuses on teachers’ growth and performance,\u201d it said in a statement.\nThe agency noted that the meeting between Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara and DepEd\u2019s National Management Committee members discussed ways to eliminate \u201cunnecessary stress\u201d among educators during classroom teaching observations.\nDepEd said classroom observation is a \u201cuniform measure to assess teacher performance, identify needs, and provide support for professional development.\u201d It is also one of the significant factors considered for teachers\u2019 promotion.\nIn January, the death of a public school teacher during the scheduled classroom observation caused groups to raise their concerns about the pressure teachers face during the evaluation process.\nThe Alliance of Concerned Teachers (ACT) said that the Results-based Performance Management System (RPMS) is a \u201cburdensome\u201d process for teachers, causing additional stress.\nMeanwhile, for the Teachers\u2019 Dignity Coalition (TDC), reinstating the Performance Appraisal System for Teachers (PAST) is a \u201csimpler and more developmental alternative\u201d to the evaluation process.\nTo enhance the assessment procedure, the key components of the proposed policy are Learner Evidence, Professional Artifacts, Collaboration and Professional Engagement, and a Single Classroom Observation.\nEach category has a 25% weight in the overall evaluation to ensure a proportionate rating system for teachers\u2019 performance.\nThe framework of the policy also aims to promote professional growth, effective workload management, and improved learning outcomes.\n“Muli, patuloy tayong magsusulong ng mga polisiya at programa para sa ikabubuti ng ating mga kaguruan\u00a0[Again, we will continue to push for policies and programs that will benefit our teachers],\u201d Mr. Angara said in a news release.\n\u201cPresident Bongbong Marcos has emphasized time and again the need to protect the welfare of our teachers\u2014and we remain steadfast in carrying out this directive,” he added. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-06T19:02:00+08:00", "date_modified": "2026-03-06T19:02:00+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2022/07/teachers-computers-DEPED.GOV_.PH_.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=734267", "url": "/education/2026/03/04/734267/deped-renews-korean-language-partnership-for-public-schools/", "title": "DepEd renews Korean language partnership for public schools", "content_html": "The Department of Education (DepEd) has renewed its partnership with the Republic of Korea\u2019s (ROK) Ministry of Education to teach the Korean language in select public high schools, equipping students with international skills.
\n\u201cBy renewing this partnership, we are not just teaching a new language; we are opening doors to global opportunities for our teachers and learners,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a news release.
\nThrough the DepEd\u2019s Special Program in Foreign Language (SPFL), Filipino students learn foreign languages and cultural diversity to better prepare for future global opportunities.
\nSPFL-Korean, launched in 2017, was established through a Memorandum of Agreement (MoA) between the DepEd and the Embassy of the Republic of Korea.
\nThe Korean Cultural Center of the Philippines (KCC) served as the official training provider, offering immersive cultural experiences of Korean culture catered to the Filipino youth.
\nUnder the new Memorandum of Understanding (MOU), the program will focus on curriculum development, teacher capacity building, provision of Korean language specialists and teaching resources, and continued institutionalization of Korean as a foreign language in select high schools.
\n\u201cThe renewal of the agreement marks another milestone in Philippines-ROK bilateral relations, underscoring a shared commitment to educational innovation and cultural exchange,\u201d the DepEd said.
\nIn School Year (SY) 2024-2025, 4,810 learners and 168 teachers benefited from the SPFL-Korean, which was implemented in 69 public secondary schools across 13 regions nationwide.
\nApart from Korean, the SPFL also offers Spanish, French, Japanese, German, and Chinese languages in select secondary schools, in partnership with foreign institutions. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) has renewed its partnership with the Republic of Korea\u2019s (ROK) Ministry of Education to teach the Korean language in select public high schools, equipping students with international skills.\n\u201cBy renewing this partnership, we are not just teaching a new language; we are opening doors to global opportunities for our teachers and learners,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in a news release.\nThrough the DepEd\u2019s Special Program in Foreign Language (SPFL), Filipino students learn foreign languages and cultural diversity to better prepare for future global opportunities.\nSPFL-Korean, launched in 2017, was established through a Memorandum of Agreement (MoA) between the DepEd and the Embassy of the Republic of Korea.\nThe Korean Cultural Center of the Philippines (KCC) served as the official training provider, offering immersive cultural experiences of Korean culture catered to the Filipino youth.\nUnder the new Memorandum of Understanding (MOU), the program will focus on curriculum development, teacher capacity building, provision of Korean language specialists and teaching resources, and continued institutionalization of Korean as a foreign language in select high schools.\n\u201cThe renewal of the agreement marks another milestone in Philippines-ROK bilateral relations, underscoring a shared commitment to educational innovation and cultural exchange,\u201d the DepEd said.\nIn School Year (SY) 2024-2025, 4,810 learners and 168 teachers benefited from the SPFL-Korean, which was implemented in 69 public secondary schools across 13 regions nationwide.\nApart from Korean, the SPFL also offers Spanish, French, Japanese, German, and Chinese languages in select secondary schools, in partnership with foreign institutions. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-04T19:16:21+08:00", "date_modified": "2026-03-04T19:17:00+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/03/DepEd-Korea-1.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=733653", "url": "/education/2026/03/02/733653/deped-to-support-returning-teachers-from-the-middle-east/", "title": "DepEd to support returning teachers from the Middle East", "content_html": "The Department of Education (DepEd) said on Monday that returning Filipino teachers are welcome to join the public school system in the Philippines, as conflict in the Middle East escalates.
\n\u201cTo all the Filipino teachers in the Middle East and other parts of the world, the doors of our public schools are open for you,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in Filipino in a statement.
\n\u201cIf you decide to go back, the DepEd will be with you to start a new chapter of being in service,\u201d he added.
\nThrough the Sa Pinas, Ikaw ang Ma\u2019am at Sir (SPIMS) Program, licensed Filipino teachers working overseas will have access to a reintegration path, allowing them to transition into the public school system in the Philippines.
\nEligible applicants must be Filipino citizens or Philippine passport holders who are Licensure Examination for Teachers (LET) passers with at least one year of accumulated teaching experience within the last five years, and who have not resided in the Philippines for more than three consecutive years.
\n\u201cThe program ensures institutional coordination for a structured and orderly transition of returning Overseas Filipino Workers (OFWs) into the public education system,\u201d the DepEd said in a statement.
\nThe SPIMS Program is an initiative led by the National Reintegration Center for OFWs (DMW-NRCO) and implemented in coordination with partner agencies, including DepEd, the Commission on Higher Education (CHED), the Technical Education and Skills Development Authority (TESDA), among others.
\nThe DepEd noted that qualified applicants may be hired and appointed as Teacher I under permanent status to help address the teacher shortage. An online refresher will also be available to those who need it to better align pedagogical competencies with the current educational standards.
\n\u201cDepEd recognizes the valuable contributions of Filipino teachers abroad and remains steadfast in strengthening the country\u2019s teacher workforce while upholding support mechanisms for educators, both at home and overseas,\u201d it said in a statement.
\nData from the Department of Migrant Workers (DMW) in October 2025 found that among 52,745 OFWs who participated in its reintegration programs, 656 were OFW teachers who secured public school positions through the SPIMS program. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Monday that returning Filipino teachers are welcome to join the public school system in the Philippines, as conflict in the Middle East escalates.\n\u201cTo all the Filipino teachers in the Middle East and other parts of the world, the doors of our public schools are open for you,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in Filipino in a statement.\n\u201cIf you decide to go back, the DepEd will be with you to start a new chapter of being in service,\u201d he added.\nThrough the Sa Pinas, Ikaw ang Ma\u2019am at Sir (SPIMS) Program, licensed Filipino teachers working overseas will have access to a reintegration path, allowing them to transition into the public school system in the Philippines.\nEligible applicants must be Filipino citizens or Philippine passport holders who are Licensure Examination for Teachers (LET) passers with at least one year of accumulated teaching experience within the last five years, and who have not resided in the Philippines for more than three consecutive years.\n\u201cThe program ensures institutional coordination for a structured and orderly transition of returning Overseas Filipino Workers (OFWs) into the public education system,\u201d the DepEd said in a statement.\nThe SPIMS Program is an initiative led by the National Reintegration Center for OFWs (DMW-NRCO) and implemented in coordination with partner agencies, including DepEd, the Commission on Higher Education (CHED), the Technical Education and Skills Development Authority (TESDA), among others.\nThe DepEd noted that qualified applicants may be hired and appointed as Teacher I under permanent status to help address the teacher shortage. An online refresher will also be available to those who need it to better align pedagogical competencies with the current educational standards.\n\u201cDepEd recognizes the valuable contributions of Filipino teachers abroad and remains steadfast in strengthening the country\u2019s teacher workforce while upholding support mechanisms for educators, both at home and overseas,\u201d it said in a statement.\nData from the Department of Migrant Workers (DMW) in October 2025 found that among 52,745 OFWs who participated in its reintegration programs, 656 were OFW teachers who secured public school positions through the SPIMS program. \u2014 Almira Louise S. Martinez", "date_published": "2026-03-02T18:15:37+08:00", "date_modified": "2026-03-02T18:15:37+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2024/07/Classroom-teacher-students.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=732596", "url": "/education/2026/02/24/732596/aboitiz-infracapital-calls-for-predictability-transparency-in-ppp-classrooms/", "title": "Aboitiz InfraCapital calls for predictability, transparency in PPP classrooms", "content_html": "Aboitiz InfraCapital Inc. said that public-private partnerships (PPPs) for social infrastructures, such as classrooms, require clear guidelines and transparency to encourage greater participation from the private sector.
\n\u201cPPP provides a structure, a way for long-term performance to align with public interest, and that\u2019s the core of PPPs,\u201d Aboitiz InfraCapital President and Chief Executive Officer Cosette V. Canilao said in a forum.
\n\u201cWhat we ask for is really just predictability in the rules, transparency in the processes, and the private sector knowing exactly when the projects are going to come out,\u201d she added.
\nMs. Canilao also noted that payment modality is one of the factors that make PPP challenging.
\n\u201cWe\u2019re not into social infrastructure for now\u2026Social infrastructure is really a challenge,\u201d she said. \u201cBut then we already have a modality under the PPP code that addresses it, the availability payment mode.\u201d
\n\u201cWhich means I think more social infrastructure PPP projects will flourish under the new PPP code,\u201d she added.
\nThe availability payment mode in the PPP Code of the Philippines, or Republic Act 11966, refers to predetermined payments by the implementing agency to the private sector in exchange for an asset or service under the PPP contract.
\nAcknowledging the challenges faced by the private and public sectors, Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said the key to a successful PPP is striking a balance between the two.
\n\u201cI guess the challenge is really finding that sweet spot,\u201d he said. \u201cFor business to realize there\u2019s a lot of equity involved here, and for the public sector to realize that the rules have to be fair and the gains have to be clear.\u201d
\n\u201cThere\u2019s no prohibition in the model approved by the government for all of these big companies, listed, unlisted, to come in and build these,\u201d he added.
\nMr. Angara highlighted that companies can also offer proposals through different modalities.
\n\u201cThere are several modalities, there\u2019s a solicited proposal, which is what the government is doing,\u201d he said.
\n\u201cThere\u2019s also an unsolicited proposal, so companies are actually coming in and saying, we want to build in the Negros region, which is a thousand classrooms, because it\u2019s much faster,\u201d he added.
\nThe DepEd aims to build 106,000 classrooms by 2031 through the PPP for School Infrastructure Project (PSIP) to address the 144,758 nationwide classroom gap. \u2014 Almira Louise S. Martinez
\n", "content_text": "Aboitiz InfraCapital Inc. said that public-private partnerships (PPPs) for social infrastructures, such as classrooms, require clear guidelines and transparency to encourage greater participation from the private sector.\n\u201cPPP provides a structure, a way for long-term performance to align with public interest, and that\u2019s the core of PPPs,\u201d Aboitiz InfraCapital President and Chief Executive Officer Cosette V. Canilao said in a forum.\n\u201cWhat we ask for is really just predictability in the rules, transparency in the processes, and the private sector knowing exactly when the projects are going to come out,\u201d she added.\nMs. Canilao also noted that payment modality is one of the factors that make PPP challenging.\n\u201cWe\u2019re not into social infrastructure for now\u2026Social infrastructure is really a challenge,\u201d she said. \u201cBut then we already have a modality under the PPP code that addresses it, the availability payment mode.\u201d\n\u201cWhich means I think more social infrastructure PPP projects will flourish under the new PPP code,\u201d she added.\nThe availability payment mode in the PPP Code of the Philippines, or Republic Act 11966, refers to predetermined payments by the implementing agency to the private sector in exchange for an asset or service under the PPP contract.\nAcknowledging the challenges faced by the private and public sectors, Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said the key to a successful PPP is striking a balance between the two.\n\u201cI guess the challenge is really finding that sweet spot,\u201d he said. \u201cFor business to realize there\u2019s a lot of equity involved here, and for the public sector to realize that the rules have to be fair and the gains have to be clear.\u201d\n\u201cThere\u2019s no prohibition in the model approved by the government for all of these big companies, listed, unlisted, to come in and build these,\u201d he added.\nMr. Angara highlighted that companies can also offer proposals through different modalities.\n\u201cThere are several modalities, there\u2019s a solicited proposal, which is what the government is doing,\u201d he said.\n\u201cThere\u2019s also an unsolicited proposal, so companies are actually coming in and saying, we want to build in the Negros region, which is a thousand classrooms, because it\u2019s much faster,\u201d he added.\nThe DepEd aims to build 106,000 classrooms by 2031 through the PPP for School Infrastructure Project (PSIP) to address the 144,758 nationwide classroom gap. \u2014 Almira Louise S. Martinez", "date_published": "2026-02-24T18:59:50+08:00", "date_modified": "2026-02-24T18:59:50+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/02/LEADERS.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=731740", "url": "/education/2026/02/19/731740/deped-to-prioritize-health-interventions-for-learners-teachers/", "title": "DepEd to prioritize health interventions for learners, teachers", "content_html": "The Department of Education (DepEd) said on Thursday that it aims to address students\u2019 vision problems and teachers\u2019 high blood pressure, which hinder quality learning outcomes.
\n\u201cOverall health is important but the common illness for kids is their eyes because it affects their reading,\u201d Education Secretary Edgardo \u201cSonny\u201d M. Angara told reporters in an interview.
\n\u201cFor teachers, some of them get high blood pressure,\u201d he added.
\nYaman ng Kalusugan Program (YAKAP), under the Philippine Health Insurance Corporation (PhilHealth), supports DepEd\u2019s health initiative by providing free health services, such as consultations and laboratory tests.
\nYAKAP supports Clinics for Learners\u2019 Access to School-Health Services Plus (CLASS+), linking school clinics to local health systems.
\n\u201cThis is really a big help because some students struggle learning because they can\u2019t read,\u201d Mr. Angara said in Filipino. \u201cSome of our teachers also have headaches and body aches.\u201d
\n\u201cThey don\u2019t have enough time for check-ups, so the YAKAP program is really a big help,\u201d he added.
\nIn Minuyan Elementary School in Bulacan, about 3,000 students are expected to benefit from the YAKAP program.
\nMr. Angara also noted that there are no plans for higher health maintenance organization (HMO) coverage among teachers. \u201cP7,000 is already generous; it\u2019s only now that DepEd teachers are receiving HMO of P7,000.\u201d
\nCENTRAL LUZON TEACHERS PROMOTED
\nBeyond\u00a0physical well-being, Mr. Angara underscored his support for teachers\u2019 career development.
On Thursday, he led the oath-taking ceremony of 1,991 teachers and school personnel from Bulacan and Pampanga.
\n\u201cBy streamlining and expanding promotion, we are strengthening our teachers who are key to the quality education of each Filipino child,\u201d he said in a statement.
\n\u201cThis is a clear indication of the President\u2019s priority to strengthen our education system by supporting our teachers,\u201d he added.
\nThe promoted personnel, including Teacher II to Teacher VII, Master Teachers I to III, and Principals I to IV, are part of the nationwide implementation of Republic Act No. 12288, or Career Progression for Public School Teachers and School Leaders.
\nThe expanded career progression system has promoted over 16,000 teachers nationwide, and 40,000 applications are currently under review. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Thursday that it aims to address students\u2019 vision problems and teachers\u2019 high blood pressure, which hinder quality learning outcomes.\n\u201cOverall health is important but the common illness for kids is their eyes because it affects their reading,\u201d Education Secretary Edgardo \u201cSonny\u201d M. Angara told reporters in an interview.\n\u201cFor teachers, some of them get high blood pressure,\u201d he added.\nYaman ng Kalusugan Program (YAKAP), under the Philippine Health Insurance Corporation (PhilHealth), supports DepEd\u2019s health initiative by providing free health services, such as consultations and laboratory tests.\nYAKAP supports Clinics for Learners\u2019 Access to School-Health Services Plus (CLASS+), linking school clinics to local health systems.\n\u201cThis is really a big help because some students struggle learning because they can\u2019t read,\u201d Mr. Angara said in Filipino. \u201cSome of our teachers also have headaches and body aches.\u201d\n\u201cThey don\u2019t have enough time for check-ups, so the YAKAP program is really a big help,\u201d he added.\nIn Minuyan Elementary School in Bulacan, about 3,000 students are expected to benefit from the YAKAP program.\nMr. Angara also noted that there are no plans for higher health maintenance organization (HMO) coverage among teachers. \u201cP7,000 is already generous; it\u2019s only now that DepEd teachers are receiving HMO of P7,000.\u201d\nCENTRAL LUZON TEACHERS PROMOTED\nBeyond\u00a0physical well-being, Mr. Angara underscored his support for teachers\u2019 career development.\nOn Thursday, he led the oath-taking ceremony of 1,991 teachers and school personnel from Bulacan and Pampanga.\n\u201cBy streamlining and expanding promotion, we are strengthening our teachers who are key to the quality education of each Filipino child,\u201d he said in a statement.\n\u201cThis is a clear indication of the President\u2019s priority to strengthen our education system by supporting our teachers,\u201d he added.\nThe promoted personnel, including Teacher II to Teacher VII, Master Teachers I to III, and Principals I to IV, are part of the nationwide implementation of Republic Act No. 12288, or Career Progression for Public School Teachers and School Leaders.\nThe expanded career progression system has promoted over 16,000 teachers nationwide, and 40,000 applications are currently under review. \u2014 Almira Louise S. Martinez", "date_published": "2026-02-19T19:33:06+08:00", "date_modified": "2026-02-19T19:33:06+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2023/07/teacher-students-classroom.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=729653", "url": "/education/2026/02/10/729653/classroom-leasing-initiative-eyed-to-ease-school-congestion/", "title": "Classroom leasing initiative eyed to ease school congestion", "content_html": "The Department of Education (DepEd) on Monday said its newly launched Classroom Leasing Initiative aims to ease school congestion amid a nationwide classroom gap.
\n\u201cThis is the first time in DepEd\u2019s history that we were able to lease a private school, and this will not be the last time,\u201d Education Secretary Edgardo M. Angara told reporters in an interview.
\n\u201cI think it\u2019s a medium-term solution meaning, in the next one to five years, it can be a good solution because we can\u2019t solve the 165,000 until five to 10 years,\u201d he added.
\nThe Classroom Leasing initiative allows DepEd to occupy facilities of private schools that are not operational, including those that shut down during the COVID-19 pandemic.
\nLeased classrooms will be refurbished and repurposed within a few months to serve as functional learning spaces.
\n\u201cWe found out that about 700 to 800 private schools shut down during the pandemic,\u201d Mr. Angara said.
\n\u201cIf we can match it with the classroom shortage in public schools, we can lease it and we don\u2019t have to wait for construction to finish,\u201d he added.
\nThe program was launched in Don Manuel Rivera Memorial Integrated High School in Pila, Laguna, where senior high school students undergo scheduled shifts due to congestion.
\n\u201cCoincidentally, there\u2019s a private school nearby that was closed so we leased it instead of waiting for a year while our students are cramped up,\u201d he said.
\nThe department said Laguna is the third most congested province nationwide. Despite the province\u2019s high enrollment rate, limited expansion space is available in some public schools.
\n\u201cLeasing provides a cost-efficient option in areas where land acquisition is difficult or where immediate relief is needed to prevent learner displacement while larger projects are still in the pipeline,\u201d the department said in a statement.
\nData from the Second Congressional Commission on Education (EDCOM II) showed that about 122,000 buildings are past their intended 25-year design lifespan.
\nBy 2028, about 51,000 classrooms are expected to turn 50 years, which the commission warned could further worsen the current 165,000 classroom backlog. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) on Monday said its newly launched Classroom Leasing Initiative aims to ease school congestion amid a nationwide classroom gap.\n\u201cThis is the first time in DepEd\u2019s history that we were able to lease a private school, and this will not be the last time,\u201d Education Secretary Edgardo M. Angara told reporters in an interview.\n\u201cI think it\u2019s a medium-term solution meaning, in the next one to five years, it can be a good solution because we can\u2019t solve the 165,000 until five to 10 years,\u201d he added.\nThe Classroom Leasing initiative allows DepEd to occupy facilities of private schools that are not operational, including those that shut down during the COVID-19 pandemic.\nLeased classrooms will be refurbished and repurposed within a few months to serve as functional learning spaces.\n\u201cWe found out that about 700 to 800 private schools shut down during the pandemic,\u201d Mr. Angara said.\n\u201cIf we can match it with the classroom shortage in public schools, we can lease it and we don\u2019t have to wait for construction to finish,\u201d he added.\nThe program was launched in Don Manuel Rivera Memorial Integrated High School in Pila, Laguna, where senior high school students undergo scheduled shifts due to congestion.\n\u201cCoincidentally, there\u2019s a private school nearby that was closed so we leased it instead of waiting for a year while our students are cramped up,\u201d he said.\nThe department said Laguna is the third most congested province nationwide. Despite the province\u2019s high enrollment rate, limited expansion space is available in some public schools.\n\u201cLeasing provides a cost-efficient option in areas where land acquisition is difficult or where immediate relief is needed to prevent learner displacement while larger projects are still in the pipeline,\u201d the department said in a statement.\nData from the Second Congressional Commission on Education (EDCOM II) showed that about 122,000 buildings are past their intended 25-year design lifespan.\nBy 2028, about 51,000 classrooms are expected to turn 50 years, which the commission warned could further worsen the current 165,000 classroom backlog. \u2014 Almira Louise S. Martinez", "date_published": "2026-02-10T18:54:16+08:00", "date_modified": "2026-02-10T18:54:16+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/02/DepEd-Angara.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=728977", "url": "/education/2026/02/08/728977/deped-targets-promotion-of-100000-teachers-in-2026/", "title": "DepEd targets promotion of 100,000 teachers in 2026", "content_html": "The Department of Education (DepEd) said on Friday that about 100,000 teachers will be promoted this year through the Expanded Career Progression (ECP) system to address long-standing promotion backlogs.
\n\u201cIn 2026, because of the big budget given by the President and the Congress, we are targeting to promote 100,000,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara told reporters in an interview.
\n\u201cThe program by President Bongbong streamlines the promotion and rank of our teachers because we saw that there are teachers who have not yet been promoted from Teacher 1 for a decade,\u201d he added.
\nPresident Ferdinand R. Marcos Jr. noted that the ECP will help senior educators advance their careers through merit and competency-based approaches. Concurrently, the framework would also open opportunities for new graduates.
\n\u201cWe will expand our educators\u2019 career paths through strategic reclassification by creating more high-level positions,\u201d he said in his speech at the oath-taking ceremony for teachers and school leaders from the National Capital Region (NCR).
\n\u201cWe can have senior educators move up based on merit and open new entry positions to new graduates,\u201d he added.
\nAmong the 2,915 newly promoted personnel in NCR, 2,186 advanced through natural vacancies, while 729 were promoted through ECP reclassification.
\nOne of the promotees, Eloisa Reyes Cruz, 64, said that the ECP system helped her be promoted from Teacher I to a Teacher III post after 10 years of service at Eusebio High School in Pasig City.
\n\u201cI\u2019m very grateful because before I couldn\u2019t be promoted because I still lacked schooling,\u201d she told reporters in Filipino. \u201cI missed the chance to study because of family matters.\u201d
\nUnlike the previous promotion system, Ms. Cruz underscored that the ECP has a faster process and less paperwork.
\n\u201cYou have to process a lot of things with the normal thing, but right now, they are asking us for only a few requirements, and it\u2019s fast,\u201d she said.
\n\u201cI don\u2019t know what would happen on the second batch, but this time it took us two to three months to process,\u201d she added.
\nAlong with a higher position, she also had a salary increase from P26,000 to P32,000.
\nP50,000 ENTRY-LEVEL SALARY FOR TEACHERS
\nThe Alliance of Concerned Teachers Philippines (ACT) reiterated its call for a P50,000 entry-level salary for public school teachers, following DepEd\u2019s discussion with Bangko Sentral ng Pilipinas (BSP) on a flexible long-term loan arrangement.
\u201cWhile we recognize DepEd\u2019s effort to respond to the financial distress of teachers, more loans – even with longer terms – are not the solution,\u201d ACT Philippines Chairperson Ruby Bernardo said in a Facebook post on Thursday.
\nThe group added that framing the debt crisis as a matter of \u201cloan restructuring\u201d risks normalizing loans as part of teachers\u2019 lives.
\n\u201cTeachers need a P50,000 starting salary to support their families and stop depending on loans just to survive,\u201d she added.
\nAlthough Mr. Angara has expressed his support for the proposal from the teachers\u2019 group, he said the decision ultimately depends on Congress\u2019 approval.
\n\u201cOf course, we support that but it depends on the Congress because we know the budget given is already big. Whatever the Congress says we can give, we have to respect it,\u201d he told reporters in Filipino.
\nIn 2025, a Teacher I position in public schools has a Salary Grade (SG) 11, or approximately P30,024. Meanwhile, Teachers II and III fall under SG 12 and 13 or P32,245 and P34,421, respectively. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Friday that about 100,000 teachers will be promoted this year through the Expanded Career Progression (ECP) system to address long-standing promotion backlogs.\n\u201cIn 2026, because of the big budget given by the President and the Congress, we are targeting to promote 100,000,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara told reporters in an interview.\n\u201cThe program by President Bongbong streamlines the promotion and rank of our teachers because we saw that there are teachers who have not yet been promoted from Teacher 1 for a decade,\u201d he added.\nPresident Ferdinand R. Marcos Jr. noted that the ECP will help senior educators advance their careers through merit and competency-based approaches. Concurrently, the framework would also open opportunities for new graduates.\n\u201cWe will expand our educators\u2019 career paths through strategic reclassification by creating more high-level positions,\u201d he said in his speech at the oath-taking ceremony for teachers and school leaders from the National Capital Region (NCR).\n\u201cWe can have senior educators move up based on merit and open new entry positions to new graduates,\u201d he added.\nAmong the 2,915 newly promoted personnel in NCR, 2,186 advanced through natural vacancies, while 729 were promoted through ECP reclassification.\nOne of the promotees, Eloisa Reyes Cruz, 64, said that the ECP system helped her be promoted from Teacher I to a Teacher III post after 10 years of service at Eusebio High School in Pasig City.\n\u201cI\u2019m very grateful because before I couldn\u2019t be promoted because I still lacked schooling,\u201d she told reporters in Filipino. \u201cI missed the chance to study because of family matters.\u201d\nUnlike the previous promotion system, Ms. Cruz underscored that the ECP has a faster process and less paperwork.\n\u201cYou have to process a lot of things with the normal thing, but right now, they are asking us for only a few requirements, and it\u2019s fast,\u201d she said.\n\u201cI don\u2019t know what would happen on the second batch, but this time it took us two to three months to process,\u201d she added.\nAlong with a higher position, she also had a salary increase from P26,000 to P32,000.\nP50,000 ENTRY-LEVEL SALARY FOR TEACHERS\nThe Alliance of Concerned Teachers Philippines (ACT) reiterated its call for a P50,000 entry-level salary for public school teachers, following DepEd\u2019s discussion with Bangko Sentral ng Pilipinas (BSP) on a flexible long-term loan arrangement.\n\u201cWhile we recognize DepEd\u2019s effort to respond to the financial distress of teachers, more loans – even with longer terms – are not the solution,\u201d ACT Philippines Chairperson Ruby Bernardo said in a Facebook post on Thursday.\nThe group added that framing the debt crisis as a matter of \u201cloan restructuring\u201d risks normalizing loans as part of teachers\u2019 lives.\n\u201cTeachers need a P50,000 starting salary to support their families and stop depending on loans just to survive,\u201d she added.\nAlthough Mr. Angara has expressed his support for the proposal from the teachers\u2019 group, he said the decision ultimately depends on Congress\u2019 approval.\n\u201cOf course, we support that but it depends on the Congress because we know the budget given is already big. Whatever the Congress says we can give, we have to respect it,\u201d he told reporters in Filipino.\nIn 2025, a Teacher I position in public schools has a Salary Grade (SG) 11, or approximately P30,024. Meanwhile, Teachers II and III fall under SG 12 and 13 or P32,245 and P34,421, respectively. \u2014 Almira Louise S. Martinez", "date_published": "2026-02-08T14:11:37+08:00", "date_modified": "2026-02-08T14:11:37+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/02/DepEd-teachers.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=727239", "url": "/education/2026/01/29/727239/edcom-2-only-200k-students-retained-despite-declining-proficiency-rates/", "title": "EDCOM 2: Only 200k students retained despite declining proficiency rates", "content_html": "Only 200,000 of the 24 million learners nationwide are being retained in their grade levels despite plummeting proficiency rates, according to the Second Congressional Commission on Education (EDCOM 2) on Tuesday.
\n\u201cThere are only about 200,000 students who get retained. This means that there are students who get retained, but a very slim proportion of the 24 million students that we have,\u201d EDCOM 2 Executive Director Karol Mark R. Yee told\u00a0大象传媒\u00a0in an interview.
\n\u201cWe really need to understand better if this is a figure that we can trust? Is this a credible figure that is representative of all those who are really struggling?\u201d he added.
\nIn its Final Report, the commission found that separate assessment tests showed “non-proficient” students grew from 30% in Grade 3 up to 74% in Grade 12.
\n\u201cThe steep decline is from Grade 3, Grade 6, Grade 10, and Grade 12,\u201d Mr. Yee said.
\n\u201cPeople may be progressing by grade level, they keep getting promoted without really having the knowledge or ensuring that the competencies are really there,” he added.
\nIn terms of reading proficiency, 88% of students struggle to read according to their grade level at the beginning of the school year.
\nFor junior high school students, 40% to 52% are at least two grade levels behind in reading, based on the Philippine Informal Reading Inventory (Phil-IRI) assessment.
\n\u201cThese evince the urgency of addressing mass promotion and the rolling out of well-designed interventions to address literacy gaps at the secondary level,\u201d EDCOM 2 said in its report.
\n\u201cLiteracy is the gateway to learning numeracy, and other competencies across subjects,\u201d it added.
\n‘Mass promotion culture’
\nA key issue underscored in EDCOM 2’s report is the country\u2019s mass promotion culture and its correlation with other problems existing within the education system.
\u201cFor us, mass promotion is many things. There is no real policy of DepEd (Department of Education) to promote students automatically, but it is a confluence of multiple factors,\u201d Mr. Yee said.
\n\u201cIt is really more about looking at the system as a whole and addressing all of these barriers that stop our teachers from being able to support their students well,\u201d he added.
\nTeachers’ professional autonomy in deciding learners’ promotion is heavily influenced by the pressure from higher authorities in the school.
\n“We’ve also heard from many stories of teachers that they usually get castigated by principals or other colleagues,” Mr. Yee said. “If they fail any student they have to justify to the principal, to the division office, why a student had to fail.”
\n“It seems like they have to prove that they did everything and exhausted all supports available, when in fact no support or very little support was given to them themselves as teachers,” he added.
\nThe DepEd’s policy on grade transmutation also amplifies the demand to pass all students despite not meeting the expected skills and knowledge.
\nIn the Transmutation Table from DepEd Order No. 8 s. 2015, the initial grade of 60 to 61.59 is transmuted to 75, or about a 15-point increase.
\n“We have constantly been repeating and advocating that it is time to review that policy, maybe phase it out at the soonest possible time,” he said. “It is giving us a semblance of normality, or that everything is okay when in fact it is not.”
\nEDCOM 2 proposes reconfigurations of the Results-Based Performance Management System (RPMS) and Office Performance Commitment and Review Form (OPCRF) to ensure that no incentives are given related to learners’ promotion.
\n\u201cThe performance of the school is tied to completion rate, passing rates, zero dropout rates, and therefore, it is all connected,\u201d Mr. Yee said.
\n\u201cAs long as we keep doing that, we are really unintentionally reinforcing mass promotion,\u00a0which is why our position is we need to revise our targets,” he added.
\nIn January, the Alliance of Concerned Teachers Philippines called for the review of RPMS following the death of a public school teacher during her scheduled classroom observation. \u2014 Almira Louise S. Martinez
\n", "content_text": "Only 200,000 of the 24 million learners nationwide are being retained in their grade levels despite plummeting proficiency rates, according to the Second Congressional Commission on Education (EDCOM 2) on Tuesday.\n\u201cThere are only about 200,000 students who get retained. This means that there are students who get retained, but a very slim proportion of the 24 million students that we have,\u201d EDCOM 2 Executive Director Karol Mark R. Yee told\u00a0大象传媒\u00a0in an interview.\n\u201cWe really need to understand better if this is a figure that we can trust? Is this a credible figure that is representative of all those who are really struggling?\u201d he added.\nIn its Final Report, the commission found that separate assessment tests showed “non-proficient” students grew from 30% in Grade 3 up to 74% in Grade 12.\n\u201cThe steep decline is from Grade 3, Grade 6, Grade 10, and Grade 12,\u201d Mr. Yee said.\n\u201cPeople may be progressing by grade level, they keep getting promoted without really having the knowledge or ensuring that the competencies are really there,” he added.\nIn terms of reading proficiency, 88% of students struggle to read according to their grade level at the beginning of the school year.\nFor junior high school students, 40% to 52% are at least two grade levels behind in reading, based on the Philippine Informal Reading Inventory (Phil-IRI) assessment.\n\u201cThese evince the urgency of addressing mass promotion and the rolling out of well-designed interventions to address literacy gaps at the secondary level,\u201d EDCOM 2 said in its report.\n\u201cLiteracy is the gateway to learning numeracy, and other competencies across subjects,\u201d it added.\n‘Mass promotion culture’\nA key issue underscored in EDCOM 2’s report is the country\u2019s mass promotion culture and its correlation with other problems existing within the education system.\n\u201cFor us, mass promotion is many things. There is no real policy of DepEd (Department of Education) to promote students automatically, but it is a confluence of multiple factors,\u201d Mr. Yee said.\n\u201cIt is really more about looking at the system as a whole and addressing all of these barriers that stop our teachers from being able to support their students well,\u201d he added.\nTeachers’ professional autonomy in deciding learners’ promotion is heavily influenced by the pressure from higher authorities in the school.\n“We’ve also heard from many stories of teachers that they usually get castigated by principals or other colleagues,” Mr. Yee said. “If they fail any student they have to justify to the principal, to the division office, why a student had to fail.”\n“It seems like they have to prove that they did everything and exhausted all supports available, when in fact no support or very little support was given to them themselves as teachers,” he added.\nThe DepEd’s policy on grade transmutation also amplifies the demand to pass all students despite not meeting the expected skills and knowledge.\nIn the Transmutation Table from DepEd Order No. 8 s. 2015, the initial grade of 60 to 61.59 is transmuted to 75, or about a 15-point increase.\n“We have constantly been repeating and advocating that it is time to review that policy, maybe phase it out at the soonest possible time,” he said. “It is giving us a semblance of normality, or that everything is okay when in fact it is not.”\nEDCOM 2 proposes reconfigurations of the Results-Based Performance Management System (RPMS) and Office Performance Commitment and Review Form (OPCRF) to ensure that no incentives are given related to learners’ promotion.\n\u201cThe performance of the school is tied to completion rate, passing rates, zero dropout rates, and therefore, it is all connected,\u201d Mr. Yee said.\n\u201cAs long as we keep doing that, we are really unintentionally reinforcing mass promotion,\u00a0which is why our position is we need to revise our targets,” he added.\nIn January, the Alliance of Concerned Teachers Philippines called for the review of RPMS following the death of a public school teacher during her scheduled classroom observation. \u2014 Almira Louise S. Martinez", "date_published": "2026-01-29T11:02:18+08:00", "date_modified": "2026-01-29T11:02:18+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/01/image.jpeg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=726079", "url": "/education/2026/01/23/726079/poor-student-literacy-rates-seen-weighing-on-phl-economic-growth/", "title": "Poor student literacy rates seen weighing on PHL economic growth", "content_html": "By\u00a0Almira Louise S. Martinez,\u00a0Reporter
\nThe Philippines may experience an economic slowdown fueled by the low proficiency levels of students, as literacy rates in both local and international assessments decline.
\n\u201cA decline in literacy weakens human capital, lowers workers\u2019 ability to adapt to technology, and limits movement into higher-value jobs,\u201d John Paolo R. Rivera, senior research fellow at the Philippine Institute for Development Studies (PIDS), told 大象传媒 in a Viber message.
\n\u201cIf this trend is not reversed, the Philippines risks slower long-term growth, weaker competitiveness, and deeper inequality, as more Filipinos remain trapped in low-skill, low-pay work while other countries move up the value chain,\u201d he added.
\nThe foundational learning crisis has been a long-term problem for the country for at least 30 years, according to the Second Congressional Commission on Education (EDCOM 2).
\n\u201cIf you see our curriculum for the past three decades, it’s very ambitious, it’s very aspirational. You go from so many types of literary texts, you study poems, short stories, extended essays,\u201d EDCOM 2 Executive Director Karol Mark R. Yee told 大象传媒 in an interview.
\n\u201cBut (it) turns out our challenge was illiteracy and the lack of ability to comprehend complex texts,\u201d he added. \u201cWe need a curriculum that adapts to the learner, and we need to strategize and prioritize because we can’t expect them to learn everything.\u201d
\nFunctionally illiterate Filipinos on the rise
\nData from the agency showed that about 24.8 million Filipinos were functionally illiterate in 2025, nearly doubling from the 14.5 million in 1993.
The same concern was evident in the 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS) report by the Philippine Statistics Authority (PSA), which showed 18.9 million Filipinos aged 10 to 64 were considered functionally illiterate.
\nFunctional illiteracy, as defined by the local statistics agency, is the ability to read, write, and compute, but lacks comprehension skills.
\nOne of the most alarming markers flagged by Mr. Yee is the poor performance of elementary students, specifically in grades 1 to 3, where 85% are struggling to read, and only 15% can read according to their grade level.
\n\u201cWe need to focus on the foundation,\u201d he said. \u201cWe really need literacy until grade 3 because without that, you cannot keep moving them up to further grade levels to learn the other complex tasks.\u201d
\nThe SEA-PLM 2024 report
\nIn the 2024 Southeast Asia Primary Learning Metrics (SEA-PLM), Filipino grade 5 students were lagging in reading and mathematics within the region.
The study revealed that only 13% of learners were considered to have reached the minimum reading proficiency, while 14% have reached the minimum proficiency in mathematics.
\n\u201cIf you look at the global data, it is really declining, which is why we’re not the only ones saying there’s a crisis – almost all are facing their own crisis,\u201d Mr. Yee said.
\n\u201cExcept that for us, because this is perhaps the first time that we are confronting this\u2026 It is clear to us that we are not alone. There\u2019s a lot of us, and many have already succeeded,\u201d he added.
\nEconomic effects of the learning crisis
\nThe decades-long learning crisis will have lasting implications for the country\u2019s future workforce, Federation of Free Workers President Jose Sonny G. Matula said. \u201cIf literacy rates keep falling, the long-term risk is that the economy becomes locked into low value-added work.\u201d
\u201cThat means slower productivity growth, weaker ability to absorb technology, reduced competitiveness in higher-skill manufacturing and services, and greater inequality because fewer workers can move up the skills ladder,\u201d he added in a Viber message.
\nMr. Matula noted that the industries that could be affected by workers lacking foundational literacy skills include manufacturing and production lines, construction, and OSH-sensitive work, logistics and inventory systems, customer handling and documentation services, and gig work where workers must navigate apps, terms, ratings, and digital pay systems.
\n\u201cAt the macro level, declining literacy undermines human capital – so GDP growth becomes harder to sustain, more fragile, and less inclusive because productivity improvements stall,\u201d he said.
\n\u201cA major gap is the tendency to treat literacy as a ‘school issue only\u2019 when it is also a labor, economic, and social protection issue,\u201d he added.
\nLeonardo A. Lanzona, an economics professor at Ateneo De Manila University, said that roughly one year of schooling can lead to a 7% increase in wages. \u201cWe can perhaps infer that illiteracy is close to losing 7% of wages per year.\u201d
\nAnalysts underscored that persistent low learning outcomes could lead to significant economic losses.
\n\u201cGlobal studies suggest learning losses can cost countries several percentage points of GDP (Gross Domestic Product) over the long run through lower lifetime earnings, weaker productivity, and reduced tax revenues,\u201d Mr. Rivera said.
\n\u201cFor the Philippines, persistent poor literacy could mean billions of pesos in foregone income annually, especially as the economy becomes more digital and skills intensive.\u201d
\nCiting the data from the World Literacy Foundation in 2023, Ateneo Center for Economic Research and Development Director Ser Percival K. Pe\u00f1a-Reyes echoed similar worries, stating that lost earnings, reduced productivity, and limited employability caused by illiteracy could cost $4.72 billion or P277 billion annually.
\nHe added that the United Nations Children’s Fund (UNICEF) also warned of a potential $17 trillion in lost lifetime earnings for the current generation globally without intervention.
\n\u201cThese numbers highlight the severe learning crisis in the Philippines, especially post-pandemic,\u201d he told 大象传媒 in a Viber message.
\nBy 2028, Mr. Yee said EDCOM 2 is seeking around 30% improvement in the reading proficiency of grade 3 students, raising the grade-level readers from 43% to 75% within three years.
\nReforms underway
\n\u201cOur proposal is that by 2028, we hope that 75% of all of our grade 3 students are reading at their grade level,\u201d he said. \u201cThat will be a very good start because it means that we have seriously undertaken the reforms needed.\u201d
The Department of Education (DepEd) aims to address learning gaps through different education reforms and initiatives, such as the ARAL (Academic Recovery and Accessible Learning) program.
\nThe ARAL program, launched on Sept. 13, is mandated under Republic Act No. 12028 and aims to provide tutorial support for kindergarten to grade 10 learners in reading, mathematics, and science.
\nIn the 2026 budget for education, P8.93 billion will be allocated to the ARAL program to ensure learning gaps are addressed by “adequately trained and fairly compensated” tutors.
\n", "content_text": "By\u00a0Almira Louise S. Martinez,\u00a0Reporter\nThe Philippines may experience an economic slowdown fueled by the low proficiency levels of students, as literacy rates in both local and international assessments decline.\n\u201cA decline in literacy weakens human capital, lowers workers\u2019 ability to adapt to technology, and limits movement into higher-value jobs,\u201d John Paolo R. Rivera, senior research fellow at the Philippine Institute for Development Studies (PIDS), told 大象传媒 in a Viber message.\n\u201cIf this trend is not reversed, the Philippines risks slower long-term growth, weaker competitiveness, and deeper inequality, as more Filipinos remain trapped in low-skill, low-pay work while other countries move up the value chain,\u201d he added.\nThe foundational learning crisis has been a long-term problem for the country for at least 30 years, according to the Second Congressional Commission on Education (EDCOM 2).\n\u201cIf you see our curriculum for the past three decades, it’s very ambitious, it’s very aspirational. You go from so many types of literary texts, you study poems, short stories, extended essays,\u201d EDCOM 2 Executive Director Karol Mark R. Yee told 大象传媒 in an interview.\n\u201cBut (it) turns out our challenge was illiteracy and the lack of ability to comprehend complex texts,\u201d he added. \u201cWe need a curriculum that adapts to the learner, and we need to strategize and prioritize because we can’t expect them to learn everything.\u201d\nFunctionally illiterate Filipinos on the rise\nData from the agency showed that about 24.8 million Filipinos were functionally illiterate in 2025, nearly doubling from the 14.5 million in 1993.\nThe same concern was evident in the 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS) report by the Philippine Statistics Authority (PSA), which showed 18.9 million Filipinos aged 10 to 64 were considered functionally illiterate.\nFunctional illiteracy, as defined by the local statistics agency, is the ability to read, write, and compute, but lacks comprehension skills.\nOne of the most alarming markers flagged by Mr. Yee is the poor performance of elementary students, specifically in grades 1 to 3, where 85% are struggling to read, and only 15% can read according to their grade level.\n\u201cWe need to focus on the foundation,\u201d he said. \u201cWe really need literacy until grade 3 because without that, you cannot keep moving them up to further grade levels to learn the other complex tasks.\u201d\nThe SEA-PLM 2024 report\nIn the 2024 Southeast Asia Primary Learning Metrics (SEA-PLM), Filipino grade 5 students were lagging in reading and mathematics within the region.\nThe study revealed that only 13% of learners were considered to have reached the minimum reading proficiency, while 14% have reached the minimum proficiency in mathematics.\n\u201cIf you look at the global data, it is really declining, which is why we’re not the only ones saying there’s a crisis – almost all are facing their own crisis,\u201d Mr. Yee said.\n\u201cExcept that for us, because this is perhaps the first time that we are confronting this\u2026 It is clear to us that we are not alone. There\u2019s a lot of us, and many have already succeeded,\u201d he added.\nEconomic effects of the learning crisis\nThe decades-long learning crisis will have lasting implications for the country\u2019s future workforce, Federation of Free Workers President Jose Sonny G. Matula said. \u201cIf literacy rates keep falling, the long-term risk is that the economy becomes locked into low value-added work.\u201d\n\u201cThat means slower productivity growth, weaker ability to absorb technology, reduced competitiveness in higher-skill manufacturing and services, and greater inequality because fewer workers can move up the skills ladder,\u201d he added in a Viber message.\nMr. Matula noted that the industries that could be affected by workers lacking foundational literacy skills include manufacturing and production lines, construction, and OSH-sensitive work, logistics and inventory systems, customer handling and documentation services, and gig work where workers must navigate apps, terms, ratings, and digital pay systems.\n\u201cAt the macro level, declining literacy undermines human capital – so GDP growth becomes harder to sustain, more fragile, and less inclusive because productivity improvements stall,\u201d he said.\n\u201cA major gap is the tendency to treat literacy as a ‘school issue only\u2019 when it is also a labor, economic, and social protection issue,\u201d he added.\nLeonardo A. Lanzona, an economics professor at Ateneo De Manila University, said that roughly one year of schooling can lead to a 7% increase in wages. \u201cWe can perhaps infer that illiteracy is close to losing 7% of wages per year.\u201d\nAnalysts underscored that persistent low learning outcomes could lead to significant economic losses.\n\u201cGlobal studies suggest learning losses can cost countries several percentage points of GDP (Gross Domestic Product) over the long run through lower lifetime earnings, weaker productivity, and reduced tax revenues,\u201d Mr. Rivera said.\n\u201cFor the Philippines, persistent poor literacy could mean billions of pesos in foregone income annually, especially as the economy becomes more digital and skills intensive.\u201d\nCiting the data from the World Literacy Foundation in 2023, Ateneo Center for Economic Research and Development Director Ser Percival K. Pe\u00f1a-Reyes echoed similar worries, stating that lost earnings, reduced productivity, and limited employability caused by illiteracy could cost $4.72 billion or P277 billion annually.\nHe added that the United Nations Children’s Fund (UNICEF) also warned of a potential $17 trillion in lost lifetime earnings for the current generation globally without intervention.\n\u201cThese numbers highlight the severe learning crisis in the Philippines, especially post-pandemic,\u201d he told 大象传媒 in a Viber message.\nBy 2028, Mr. Yee said EDCOM 2 is seeking around 30% improvement in the reading proficiency of grade 3 students, raising the grade-level readers from 43% to 75% within three years.\nReforms underway\n\u201cOur proposal is that by 2028, we hope that 75% of all of our grade 3 students are reading at their grade level,\u201d he said. \u201cThat will be a very good start because it means that we have seriously undertaken the reforms needed.\u201d\nThe Department of Education (DepEd) aims to address learning gaps through different education reforms and initiatives, such as the ARAL (Academic Recovery and Accessible Learning) program.\nThe ARAL program, launched on Sept. 13, is mandated under Republic Act No. 12028 and aims to provide tutorial support for kindergarten to grade 10 learners in reading, mathematics, and science.\nIn the 2026 budget for education, P8.93 billion will be allocated to the ARAL program to ensure learning gaps are addressed by “adequately trained and fairly compensated” tutors.", "date_published": "2026-01-23T13:03:55+08:00", "date_modified": "2026-01-23T16:28:01+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/11/ad_S_Students-graduates-wc-OL.jpg", "tags": [ "Louise S. Martinez", "Education", "大象传媒" ] }, { "id": "/?p=725268", "url": "/education/2026/01/20/725268/edcom-2-calls-for-curriculum-reform-stronger-foundational-skills-as-proficiency-declines/", "title": "EDCOM 2 calls for curriculum reform, stronger foundational skills as proficiency declines", "content_html": "The Second Congressional Commission on Education (EDCOM 2) on Monday called for curriculum decongestion and mastery of foundational skills in early grades, following its report on declining student proficiency.
\n\u201cEDCOM has long called for the decongestion of the curriculum, especially from Grades 1 to 3, to focus on foundational skills, especially literacy,\u201d said EDCOM 2 Executive Director Karol Mark R. Yee in a news release.
\nThe commission said that the study by the Philippine Institute for Development Studies (PIDS) on the first-year pilot implementation of the MATATAG K-to-10 Curriculum highlighted the importance of curriculum reform as it showed significant improvements among Grade 2 students across all subjects.
\n\u201cThe significant learning gains we are seeing in Grade 2 students validate EDCOM 2\u2019s core advocacy: that by decongesting the curriculum and prioritizing foundational mastery, we give our learners a real fighting chance\u201d, EDCOM 2 Co-Chairperson Rep. Roman T. Romulo added.
\nThe lack of mastery in foundational competencies during the early years of schooling is one of the root causes of the declining proficiency level among Filipino students as they progress in school, according to a separate report by the commission last Friday.
\nCiting the 2024 Early Language, Literacy, and Numeracy Assessment (ELLNA) data, EDCOM 2 said only 30.52% of Grade 3 learners were considered \u201cproficient\u201d or \u201chighly proficient\u201d.
\nMoving towards Grade 6, the 2024 National Achievement Test (NAT) shows that the proficiency rate drops to 19.56%, and drastically declines to only 1.36% in Grade 10, and 0.4% in Grade 12.
\n\u201cOnly about 14 in every 1,000 students at Grade 10, and 4 in every 1,000 at Grade 12, can demonstrate skills such as problem solving, managing and communicating information, and analyzing and evaluating data to create or formulate ideas,\u201d the commission said.
\nAlong with curriculum decongestion, the commission noted that adequate support for teachers must be available to help them keep up with the reforms. Other studies by PIDS reported that although teachers have improved flexibility in lesson delivery, it has also increased the time spent on lesson planning and preparation.
\n\u201cWe cannot expect our teachers to carry the weight of reform through sheer grit alone,\u201d Mr. Romulo said.
\n\u201cFor these gains to be sustainable and scalable, we must match curriculum changes with robust instructional support, timely learning materials, and genuine concern for teacher wellbeing,\u201d he added. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Second Congressional Commission on Education (EDCOM 2) on Monday called for curriculum decongestion and mastery of foundational skills in early grades, following its report on declining student proficiency.\n\u201cEDCOM has long called for the decongestion of the curriculum, especially from Grades 1 to 3, to focus on foundational skills, especially literacy,\u201d said EDCOM 2 Executive Director Karol Mark R. Yee in a news release.\nThe commission said that the study by the Philippine Institute for Development Studies (PIDS) on the first-year pilot implementation of the MATATAG K-to-10 Curriculum highlighted the importance of curriculum reform as it showed significant improvements among Grade 2 students across all subjects.\n\u201cThe significant learning gains we are seeing in Grade 2 students validate EDCOM 2\u2019s core advocacy: that by decongesting the curriculum and prioritizing foundational mastery, we give our learners a real fighting chance\u201d, EDCOM 2 Co-Chairperson Rep. Roman T. Romulo added.\nThe lack of mastery in foundational competencies during the early years of schooling is one of the root causes of the declining proficiency level among Filipino students as they progress in school, according to a separate report by the commission last Friday.\nCiting the 2024 Early Language, Literacy, and Numeracy Assessment (ELLNA) data, EDCOM 2 said only 30.52% of Grade 3 learners were considered \u201cproficient\u201d or \u201chighly proficient\u201d.\nMoving towards Grade 6, the 2024 National Achievement Test (NAT) shows that the proficiency rate drops to 19.56%, and drastically declines to only 1.36% in Grade 10, and 0.4% in Grade 12.\n\u201cOnly about 14 in every 1,000 students at Grade 10, and 4 in every 1,000 at Grade 12, can demonstrate skills such as problem solving, managing and communicating information, and analyzing and evaluating data to create or formulate ideas,\u201d the commission said.\nAlong with curriculum decongestion, the commission noted that adequate support for teachers must be available to help them keep up with the reforms. Other studies by PIDS reported that although teachers have improved flexibility in lesson delivery, it has also increased the time spent on lesson planning and preparation.\n\u201cWe cannot expect our teachers to carry the weight of reform through sheer grit alone,\u201d Mr. Romulo said.\n\u201cFor these gains to be sustainable and scalable, we must match curriculum changes with robust instructional support, timely learning materials, and genuine concern for teacher wellbeing,\u201d he added. \u2014 Almira Louise S. Martinez", "date_published": "2026-01-20T14:31:23+08:00", "date_modified": "2026-01-20T14:31:23+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/12/DepEd-EDCOM.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=724743", "url": "/education/2026/01/18/724743/deped-reports-substantial-gains-after-pilot-run-of-reading-program/", "title": "DepEd reports substantial gains after pilot run of reading program", "content_html": "The Department of Education (DepEd) reported on Friday a \u2018substantial\u2019 literacy improvement among learners in Zamboanga Peninsula, following the pilot implementation of the Bawat Bata Makababasa Program (BBMP).
\n\u201cThe lesson here clearly shows that when you focus on a child, give them time, and provide the right support, they learn,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in Filipino in a news release.
\n\u201cThis is not a miracle\u2014it is the result of hard work carried out collectively by teachers and the community,\u201d he added.
\nThe nationwide literacy crisis is one of the key factors that fueled the launch of the BBMP program. Data from the Second Congressional Commission on Education (EDCOM 2) in December 2025 showed that only 15% of students in grades 1 to 3 are grade-level readers, while 85% are considered \u201cstruggling readers.\u201d
\nThe BBMP program is an initiative that aims to help struggling readers reach grade-level proficiency through a multi-sectoral approach involving teachers, volunteer tutors, parents, barangay officials, medical professionals, and private sector partners.
\nThe program was piloted in elementary schools across Region 9 as part of the agency\u2019s 2025 Summer Program and is soon to be rolled out nationwide under the Academic Recovery and Accessible Learning (ARAL) Program.
\n\u201cWithout the program, data showed that many learners would have experienced learning losses during school breaks instead of gains,\u201d the DepEd said.
\nThe post-program report, which was a collaboration between the World Bank and DepEd, showed that learning gains under the BBMP were estimated to be four to five times faster than those typically achieved through regular classroom instruction over a comparable timeframe.
\nThe report also underscored that among grade 2 students in Filipino, grade-level readers increased from 2.23% to 26.22%, about 24% increase after completion of the program.
\nMeanwhile, the reading proficiency levels of learners also rose from 1.28 to 2.40.
\nThe DepEd noted that observations from the field, such as improved confidence and class participation among struggling readers, were aligned with the quantitative results of the report. \u201cTeachers reported that struggling readers became more willing to read aloud and engage in class within days of targeted instruction.\u201d
\nOne of the field implementers, however, raised concerns about the impacts of parents on children\u2019s literacy rates.
\n\u201cWe are gradually working to establish reading corners in the students\u2019 homes by providing localized learning materials\u2026so that students can continue practicing and engaging with the lessons outside school,\u201d the report said, citing the field implementer.
\n\u201cIssues on parents\u2019 literacy levels persist and affect learner engagement,\u201d it added. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) reported on Friday a \u2018substantial\u2019 literacy improvement among learners in Zamboanga Peninsula, following the pilot implementation of the Bawat Bata Makababasa Program (BBMP).\n\u201cThe lesson here clearly shows that when you focus on a child, give them time, and provide the right support, they learn,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in Filipino in a news release.\n\u201cThis is not a miracle\u2014it is the result of hard work carried out collectively by teachers and the community,\u201d he added.\nThe nationwide literacy crisis is one of the key factors that fueled the launch of the BBMP program. Data from the Second Congressional Commission on Education (EDCOM 2) in December 2025 showed that only 15% of students in grades 1 to 3 are grade-level readers, while 85% are considered \u201cstruggling readers.\u201d\nThe BBMP program is an initiative that aims to help struggling readers reach grade-level proficiency through a multi-sectoral approach involving teachers, volunteer tutors, parents, barangay officials, medical professionals, and private sector partners.\nThe program was piloted in elementary schools across Region 9 as part of the agency\u2019s 2025 Summer Program and is soon to be rolled out nationwide under the Academic Recovery and Accessible Learning (ARAL) Program.\n\u201cWithout the program, data showed that many learners would have experienced learning losses during school breaks instead of gains,\u201d the DepEd said.\nThe post-program report, which was a collaboration between the World Bank and DepEd, showed that learning gains under the BBMP were estimated to be four to five times faster than those typically achieved through regular classroom instruction over a comparable timeframe.\nThe report also underscored that among grade 2 students in Filipino, grade-level readers increased from 2.23% to 26.22%, about 24% increase after completion of the program.\nMeanwhile, the reading proficiency levels of learners also rose from 1.28 to 2.40.\nThe DepEd noted that observations from the field, such as improved confidence and class participation among struggling readers, were aligned with the quantitative results of the report. \u201cTeachers reported that struggling readers became more willing to read aloud and engage in class within days of targeted instruction.\u201d\nOne of the field implementers, however, raised concerns about the impacts of parents on children\u2019s literacy rates.\n\u201cWe are gradually working to establish reading corners in the students\u2019 homes by providing localized learning materials\u2026so that students can continue practicing and engaging with the lessons outside school,\u201d the report said, citing the field implementer.\n\u201cIssues on parents\u2019 literacy levels persist and affect learner engagement,\u201d it added. \u2014 Almira Louise S. Martinez", "date_published": "2026-01-18T12:30:53+08:00", "date_modified": "2026-01-18T12:30:53+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/11/SF_M_deped.gov-OL.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=724448", "url": "/education/2026/01/15/724448/group-warns-of-possible-teacher-burden-as-sports-administration-returns-to-deped/", "title": "Group warns of possible teacher burden as sports administration returns to DepEd", "content_html": "The Alliance of Concerned Teachers (ACT) Philippines said on Thursday that the return of sports administration to the Department of Education (DepEd) could burden teachers if not reintegrated properly.
\n\u201cWe are challenging Secretary Angara; while we want more youth engaging and loving our sports, let\u2019s also give consideration to our teachers,\u201d ACT Chairperson Ruby Bernardo told\u00a0大象传媒\u00a0in an interview.
\n\u201cWe are closely monitoring so that no teachers will be at a disadvantage in terms of overtime pay and additional compensation,\u201d she added.
\nMs. Bernardo noted that although public schools have produced award-winning athletes, the realities on the ground require improvement.
\n\u201cOur athletes, like Hidilyn Diaz, who came from a public school, were encouraged and trained by our teachers. More teachers will be encouraged to train students if there is good compensation,\u201d she said.
\n\u201cI think our schools are not ready to facilitate the training of the kids, and our teachers also require compensation,\u201d she added.
\nThe shortage of sports facilities and the lack of proper funding are among the concerns flagged by the group.
\n\u201cOur teachers, who are also coaches, are complaining about overtime pay for the training,\u201d Ms. Bernardo said. \u201cThey also have to sometimes pay for the travel allowance, clothes, and other sports gear during the children\u2019s contests.\u201d
\nThe government is gradually reincorporating sports into the Education department to instill discipline, camaraderie, and sportsmanship among students, according to President Ferdinand R. Marcos Jr. earlier this month.
\n\u201cDepEd was previously called DECS – Department of Education, Culture and Sports. Sports were then removed from schools,\u201d he said in Filipino during a speech at the Cagayan Provincial Athletic Association (CPAA) Meet.
\n\u201cWe are slowly restoring sports into schools so that all our youth can experience sports, build physical strength, and learn how to work with a team and interact with others,\u201d he added.
\nFrom 1984 to 2001, the Education department covered elementary, secondary, and nonformal education, including culture and sports. In 2001, under Republic Act 9155, known as the Governance of Basic Education Act, the department shifted its focus to basic education, removing sports and culture from its scope. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Alliance of Concerned Teachers (ACT) Philippines said on Thursday that the return of sports administration to the Department of Education (DepEd) could burden teachers if not reintegrated properly.\n\u201cWe are challenging Secretary Angara; while we want more youth engaging and loving our sports, let\u2019s also give consideration to our teachers,\u201d ACT Chairperson Ruby Bernardo told\u00a0大象传媒\u00a0in an interview.\n\u201cWe are closely monitoring so that no teachers will be at a disadvantage in terms of overtime pay and additional compensation,\u201d she added.\nMs. Bernardo noted that although public schools have produced award-winning athletes, the realities on the ground require improvement.\n\u201cOur athletes, like Hidilyn Diaz, who came from a public school, were encouraged and trained by our teachers. More teachers will be encouraged to train students if there is good compensation,\u201d she said.\n\u201cI think our schools are not ready to facilitate the training of the kids, and our teachers also require compensation,\u201d she added.\nThe shortage of sports facilities and the lack of proper funding are among the concerns flagged by the group.\n\u201cOur teachers, who are also coaches, are complaining about overtime pay for the training,\u201d Ms. Bernardo said. \u201cThey also have to sometimes pay for the travel allowance, clothes, and other sports gear during the children\u2019s contests.\u201d\nThe government is gradually reincorporating sports into the Education department to instill discipline, camaraderie, and sportsmanship among students, according to President Ferdinand R. Marcos Jr. earlier this month.\n\u201cDepEd was previously called DECS – Department of Education, Culture and Sports. Sports were then removed from schools,\u201d he said in Filipino during a speech at the Cagayan Provincial Athletic Association (CPAA) Meet.\n\u201cWe are slowly restoring sports into schools so that all our youth can experience sports, build physical strength, and learn how to work with a team and interact with others,\u201d he added.\nFrom 1984 to 2001, the Education department covered elementary, secondary, and nonformal education, including culture and sports. In 2001, under Republic Act 9155, known as the Governance of Basic Education Act, the department shifted its focus to basic education, removing sports and culture from its scope. \u2014 Almira Louise S. Martinez", "date_published": "2026-01-15T17:31:53+08:00", "date_modified": "2026-01-15T17:31:53+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/05/Hidilyn-Diaz-Naranjo.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=723865", "url": "/education/2026/01/13/723865/deped-expands-anti-bullying-mental-health-programs/", "title": "DepEd expands anti-bullying, mental health programs", "content_html": "The Department of Education (DepEd) said on Monday that it aims to expand its school-based mental health and anti-bullying program by involving parents in strengthening learners\u2019 well-being and protection.
\n\u201cAs a parent myself, I know how heavy the responsibility of caring for and guiding a child can be,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in Filipino in a statement.
\n\u201cWhen families and schools work together in shaping values and creating a better understanding of what children are going through, learners are better supported, and the work of teachers becomes lighter,\u201d he added.
\nThe Kaagapay program, which aims to align the values taught in schools with parental upbringing, will be implemented through parent engagement sessions and advocacy campaigns.
\n\u201cThe sessions are structured to help parents situate their role within DepEd\u2019s curriculum and learner development priorities before moving into learning discussions on socio-emotional and values support, positive discipline, bullying awareness, and home\u2013school\u2013community partnership,\u201d the DepEd said.
\nAlthough participation is voluntary, the agency underscored that all parents and caregivers of public school students are encouraged to participate in the sessions to prevent stigma and ensure proper representation of different family structures and socioeconomic backgrounds.
\nSessions may be conducted face-to-face, modular, and asynchronous to cater to parents\u2019 different schedules and circumstances.
\nThe DepEd added that the rollout of the Kaagapay program, which has a P100 million budget allocation, complements the P2.9-billion allocation for the School-Based Mental Health Program, which includes suicide prevention in schools.
\nIn 2025, several school-based violence were reported, prompting the government to strengthen mechanisms for reporting and addressing incidents involving child abuse, bullying, violence, exploitation, discrimination plus gang-related activities on campus.
\nA lawmaker has also pushed for the designation of mental health counselors in all public schools, including state universities and colleges, to reverse the \u201cdisturbingly increasing rates\u201d of depression, anxiety, and even self-harm or suicidal ideation among young Filipinos.
\nUnder House Bill 163, or \u201cMental Health and Digital Wellbeing for Youth Act of 2025\u201d by Camarines Sur 2nd district Rep. Vincenzo Renato Luigi R. Villafuerte, it mandates annual mental health screenings, the establishment of safe spaces for emotional processing, and training programs for teachers in trauma-informed and empathy-based approaches.\u2014\u00a0Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Monday that it aims to expand its school-based mental health and anti-bullying program by involving parents in strengthening learners\u2019 well-being and protection.\n\u201cAs a parent myself, I know how heavy the responsibility of caring for and guiding a child can be,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara said in Filipino in a statement.\n\u201cWhen families and schools work together in shaping values and creating a better understanding of what children are going through, learners are better supported, and the work of teachers becomes lighter,\u201d he added.\nThe Kaagapay program, which aims to align the values taught in schools with parental upbringing, will be implemented through parent engagement sessions and advocacy campaigns.\n\u201cThe sessions are structured to help parents situate their role within DepEd\u2019s curriculum and learner development priorities before moving into learning discussions on socio-emotional and values support, positive discipline, bullying awareness, and home\u2013school\u2013community partnership,\u201d the DepEd said.\nAlthough participation is voluntary, the agency underscored that all parents and caregivers of public school students are encouraged to participate in the sessions to prevent stigma and ensure proper representation of different family structures and socioeconomic backgrounds.\nSessions may be conducted face-to-face, modular, and asynchronous to cater to parents\u2019 different schedules and circumstances.\nThe DepEd added that the rollout of the Kaagapay program, which has a P100 million budget allocation, complements the P2.9-billion allocation for the School-Based Mental Health Program, which includes suicide prevention in schools.\nIn 2025, several school-based violence were reported, prompting the government to strengthen mechanisms for reporting and addressing incidents involving child abuse, bullying, violence, exploitation, discrimination plus gang-related activities on campus.\nA lawmaker has also pushed for the designation of mental health counselors in all public schools, including state universities and colleges, to reverse the \u201cdisturbingly increasing rates\u201d of depression, anxiety, and even self-harm or suicidal ideation among young Filipinos.\nUnder House Bill 163, or \u201cMental Health and Digital Wellbeing for Youth Act of 2025\u201d by Camarines Sur 2nd district Rep. Vincenzo Renato Luigi R. Villafuerte, it mandates annual mental health screenings, the establishment of safe spaces for emotional processing, and training programs for teachers in trauma-informed and empathy-based approaches.\u2014\u00a0Almira Louise S. Martinez", "date_published": "2026-01-13T10:28:18+08:00", "date_modified": "2026-01-13T10:28:18+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/03/original-B51CACF6-4800-48E2-938B-9E4D7048A16F.jpeg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=723423", "url": "/education/2026/01/11/723423/classroom-observation-policies-under-review-says-deped/", "title": "Classroom observation policies under review, says DepEd", "content_html": "The Department of Education (DepEd) said on Friday that it is currently reviewing classroom observation policies, following the death of a public school teacher during the scheduled evaluation process.
\n\u201cWe\u2019re ordering a review of the policy. Actually, that\u2019s under review because that\u2019s the complaint of the teachers that sometimes the environment has too much pressure,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara told reporters in an interview.
\n\u201cThat\u2019s why we didn\u2019t make it a sole basis. Before, it was the sole basis, and the visits were a surprise. We made it scheduled so the monitor, reviewer, and teacher can discuss their availability,\u201d he added.
\nClassroom observation is one of the factors considered in teachers\u2019 promotion.
\n\u201cIt\u2019s a long-standing traditional way of reviewing teachers. Before, it was the only thing used in reviewing. We have changed it now, it\u2019s only one of many factors considered,\u201d said Mr. Angara.
\n\u201cIt\u2019s a bit relaxed in the sense that it\u2019s not too pressure-packed,\u201d he added, citing review and feedback from the community as other considerations.
\nThe death of Agnes Buenaflor, a teacher from Pedro E. Diaz High School in Muntinlupa City, on Wednesday has sparked calls for policy review and suspension among several groups.
\nThe Teachers\u2019 Dignity Coalition (TDC) on Friday urged the agency to suspend classroom observations and reinstate the Performance Appraisal System for Teachers (PAST), which the group claims is a \u201csimpler and more developmental alternative.\u201d
\n\u201cClassroom observations must remain a supportive and formative process aimed at improving pedagogy and professional growth, and should never function as a punitive or judgmental mechanism,\u201d TDC Chairperson Benjo G. Basas said in a statement on Friday.
\n\u201cTeachers, particularly seasoned ones, are trained professionals who deserve policies that uphold professional trust, well-being, and dignity,\u201d he added.
\nThe Alliance of Concerned Teachers (ACT) echoed the same concern, highlighting the \u201cburdensome\u201d Results-based Performance Management System (RPMS).
\nMr. Angara said, however, that the evaluation had no relation to the death of Ms. Buenaflor, linking it to medical concerns. \u201cBased on our investigation, there was no coercion or intimidation. Teacher Agnes had a medical condition that day.\u201d \u2014\u00a0Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Friday that it is currently reviewing classroom observation policies, following the death of a public school teacher during the scheduled evaluation process.\n\u201cWe\u2019re ordering a review of the policy. Actually, that\u2019s under review because that\u2019s the complaint of the teachers that sometimes the environment has too much pressure,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara told reporters in an interview.\n\u201cThat\u2019s why we didn\u2019t make it a sole basis. Before, it was the sole basis, and the visits were a surprise. We made it scheduled so the monitor, reviewer, and teacher can discuss their availability,\u201d he added.\nClassroom observation is one of the factors considered in teachers\u2019 promotion.\n\u201cIt\u2019s a long-standing traditional way of reviewing teachers. Before, it was the only thing used in reviewing. We have changed it now, it\u2019s only one of many factors considered,\u201d said Mr. Angara.\n\u201cIt\u2019s a bit relaxed in the sense that it\u2019s not too pressure-packed,\u201d he added, citing review and feedback from the community as other considerations.\nThe death of Agnes Buenaflor, a teacher from Pedro E. Diaz High School in Muntinlupa City, on Wednesday has sparked calls for policy review and suspension among several groups.\nThe Teachers\u2019 Dignity Coalition (TDC) on Friday urged the agency to suspend classroom observations and reinstate the Performance Appraisal System for Teachers (PAST), which the group claims is a \u201csimpler and more developmental alternative.\u201d\n\u201cClassroom observations must remain a supportive and formative process aimed at improving pedagogy and professional growth, and should never function as a punitive or judgmental mechanism,\u201d TDC Chairperson Benjo G. Basas said in a statement on Friday.\n\u201cTeachers, particularly seasoned ones, are trained professionals who deserve policies that uphold professional trust, well-being, and dignity,\u201d he added.\nThe Alliance of Concerned Teachers (ACT) echoed the same concern, highlighting the \u201cburdensome\u201d Results-based Performance Management System (RPMS).\nMr. Angara said, however, that the evaluation had no relation to the death of Ms. Buenaflor, linking it to medical concerns. \u201cBased on our investigation, there was no coercion or intimidation. Teacher Agnes had a medical condition that day.\u201d \u2014\u00a0Almira Louise S. Martinez", "date_published": "2026-01-11T12:38:19+08:00", "date_modified": "2026-01-11T12:38:19+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/12/210525_deped-summer-school01-scaled.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=723422", "url": "/education/2026/01/11/723422/deped-targets-ai-literacy-training-for-1-5-million-filipinos-in-2026/", "title": "DepEd targets AI literacy, training for 1.5 million Filipinos in 2026", "content_html": "The Department of Education (DepEd) said on Friday that 1.5 million learners, teachers, and parents will benefit from its newly launched artificial intelligence (AI) program this year, which aims to educate and train Filipinos on the emerging technology.
\n\u201cRight now, only 1.5 million are affected,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara\u00a0told reporters in an interview.
\n\u201cOnce we finish our curriculum, hopefully by the second quarter\u2026it will be released nationwide because it\u2019s a national curriculum everyone will benefit from it,\u201d he added.
\nThe Project Accelerating Governance and Adaptive Pedagogy through Artificial Intelligence (Project AGAP.AI) is a large-scale capacity-building program for AI initiatives in basic education, funded by the ASEAN Foundation and powered by Google.org.
\nUnder the program, a nationwide AI training, branded as AI Ready ASEAN Philippines, is expected to introduce AI in plain language by teaching fundamentals, practical classroom usage, ethics, data privacy, and addressing risks such as misinformation.
\nThe reform to integrate the AI concept into the curriculum and teacher training is also supported by the Massachusetts Institute of Technology\u2019s (MIT) Responsible AI for Social Empowerment & Education (RAISE) initiative and the Day of AI Initiative.
\nTo complement classroom implementation, the AI-focused training modules for teachers will be rolled out in the second quarter of 2026.
\n\u201cFor teachers, [we are going to train them] how they can maximize, how can we make them more efficient and how to teach it,\u201d Mr. Angara said.
\n\u201cFor students, how to research, and then, it\u2019s gamified, as you can see, that\u2019s why it\u2019s attractive to students. It\u2019s like they\u2019re just playing,\u201d he added.
\nEmerging AI-powered tools developed by the Education Center for AI Research (ECAIR) will also be piloted this year to support teaching, assessment, and school management. The DepEd said utilizing the new platforms will help strengthen data-driven and evidence-based decision-making within the education system.
\n\u201cAI should not be a replacement for, as the President said in his speech, it\u2019s not a replacement for hard work, for actual studying, for actual reading,\u201d Mr. Angara said.
\n\u201cEthical use of AI is part of our training. What does that mean? We need to have rules. It\u2019s not because it\u2019s there that we\u2019re going to use it to replace traditional thinking,\u201d he added.
\nAccording to the National AI Strategy (NAIS PH) project of the Department of Science and Technology (DoST), the Philippines has set its goal to become an AI-powered country by 2028. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Department of Education (DepEd) said on Friday that 1.5 million learners, teachers, and parents will benefit from its newly launched artificial intelligence (AI) program this year, which aims to educate and train Filipinos on the emerging technology.\n\u201cRight now, only 1.5 million are affected,\u201d Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara\u00a0told reporters in an interview.\n\u201cOnce we finish our curriculum, hopefully by the second quarter\u2026it will be released nationwide because it\u2019s a national curriculum everyone will benefit from it,\u201d he added.\nThe Project Accelerating Governance and Adaptive Pedagogy through Artificial Intelligence (Project AGAP.AI) is a large-scale capacity-building program for AI initiatives in basic education, funded by the ASEAN Foundation and powered by Google.org.\nUnder the program, a nationwide AI training, branded as AI Ready ASEAN Philippines, is expected to introduce AI in plain language by teaching fundamentals, practical classroom usage, ethics, data privacy, and addressing risks such as misinformation.\nThe reform to integrate the AI concept into the curriculum and teacher training is also supported by the Massachusetts Institute of Technology\u2019s (MIT) Responsible AI for Social Empowerment & Education (RAISE) initiative and the Day of AI Initiative.\nTo complement classroom implementation, the AI-focused training modules for teachers will be rolled out in the second quarter of 2026.\n\u201cFor teachers, [we are going to train them] how they can maximize, how can we make them more efficient and how to teach it,\u201d Mr. Angara said.\n\u201cFor students, how to research, and then, it\u2019s gamified, as you can see, that\u2019s why it\u2019s attractive to students. It\u2019s like they\u2019re just playing,\u201d he added.\nEmerging AI-powered tools developed by the Education Center for AI Research (ECAIR) will also be piloted this year to support teaching, assessment, and school management. The DepEd said utilizing the new platforms will help strengthen data-driven and evidence-based decision-making within the education system.\n\u201cAI should not be a replacement for, as the President said in his speech, it\u2019s not a replacement for hard work, for actual studying, for actual reading,\u201d Mr. Angara said.\n\u201cEthical use of AI is part of our training. What does that mean? We need to have rules. It\u2019s not because it\u2019s there that we\u2019re going to use it to replace traditional thinking,\u201d he added.\nAccording to the National AI Strategy (NAIS PH) project of the Department of Science and Technology (DoST), the Philippines has set its goal to become an AI-powered country by 2028. \u2014 Almira Louise S. Martinez", "date_published": "2026-01-11T12:36:58+08:00", "date_modified": "2026-01-11T12:36:58+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/01/PH-STAR_01092026_PBBM-AGAP-AI_Noel-B-Pabalate-16.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=722862", "url": "/education/2026/01/07/722862/dlsu-launches-philosophy-and-ai-degree-program/", "title": "DLSU launches philosophy and AI degree program", "content_html": "De La Salle University said on Wednesday that it aims to produce critical, ethical, and normative thinking leaders in the artificial intelligence (AI) industry through its newly launched program, the Bachelor of Arts in Philosophy and Artificial Intelligence (BA-PAI).\u00a0
\n“The AB-PAI is our commitment to developing human-centered AI leaders who can ensure these powerful tools are used for social good and global welfare,\u201d Benito L. Teehankee, one of the course designers, said in a statement.\u00a0
\nThe transdisciplinary degree, which bridges humanities and technology, is a collaboration between the university\u2019s College of Liberal Arts, the College of Computer Studies, and the Ramon V. del Rosario College of Business.\u00a0
\nTopics to be discussed in the program include ethics, governance, and regulatory considerations in the development and deployment of AI.\u00a0
\nMr. Teehankee noted that one of the drivers of the new program is the rising demand for AI-skilled workers. \u201cThe rapid advancement of Artificial Intelligence demands professionals who can not only build new technologies but also critically assess their impact on society.\u201d\u00a0
\nAs the emerging technology continues to expand across different industries, online learning platform Coursera underscored that Filipino learners are striving to meet the demands that come with the\u00a0new technology.\u00a0
\nData from the platform\u2019s year-end report showed that the Philippines recorded around 125,000 generative AI enrollments in 2025,\u00a0mainly in\u00a0courses offered by Google, IBM, and\u00a0DeepLearning.AI.\u00a0
\nAccording to the 2025 Future of Jobs report by the World Economic Forum (WEF), AI, big data, networks, cybersecurity, and technological literacy are among the most in-demand skills by 2030.\u00a0
\nThe report added that AI and other technologies are expected to displace nine million jobs within the next five years. However, it would also create about 11 million new positions by 2030.\u00a0
\nDepEd\u2019s AI Center
\nTo help more Filipino learners prepare and adapt to the ever-changing digital landscape, the Department of Education (DepEd) vowed to\u00a0allocate\u00a0P100 million to\u00a0establish\u00a0an AI center for Filipino learners and educators.\u00a0
Education Secretary Juan Edgardo \u201cSonny\u201d M. Angara, in a Palace briefing on Tuesday, said that the agency has also partnered with the Massachusetts Institute of Technology (MIT) to review the new AI curriculum, which is scheduled to be completed by the first quarter or early second quarter of 2026.\u00a0
\n“We put up an AI center, and together with the MIT, we are finalizing the AI curriculum of the Philippines,” Mr. Angara said in Filipino. \u201cThe help from MIT is\u00a0free,\u00a0they offered it to us to review our curriculum.\u201d\u2014\u00a0Almira Louise S. Martinez\u00a0
\n", "content_text": "De La Salle University said on Wednesday that it aims to produce critical, ethical, and normative thinking leaders in the artificial intelligence (AI) industry through its newly launched program, the Bachelor of Arts in Philosophy and Artificial Intelligence (BA-PAI).\u00a0\n“The AB-PAI is our commitment to developing human-centered AI leaders who can ensure these powerful tools are used for social good and global welfare,\u201d Benito L. Teehankee, one of the course designers, said in a statement.\u00a0\nThe transdisciplinary degree, which bridges humanities and technology, is a collaboration between the university\u2019s College of Liberal Arts, the College of Computer Studies, and the Ramon V. del Rosario College of Business.\u00a0\nTopics to be discussed in the program include ethics, governance, and regulatory considerations in the development and deployment of AI.\u00a0\nMr. Teehankee noted that one of the drivers of the new program is the rising demand for AI-skilled workers. \u201cThe rapid advancement of Artificial Intelligence demands professionals who can not only build new technologies but also critically assess their impact on society.\u201d\u00a0\nAs the emerging technology continues to expand across different industries, online learning platform Coursera underscored that Filipino learners are striving to meet the demands that come with the\u00a0new technology.\u00a0\nData from the platform\u2019s year-end report showed that the Philippines recorded around 125,000 generative AI enrollments in 2025,\u00a0mainly in\u00a0courses offered by Google, IBM, and\u00a0DeepLearning.AI.\u00a0\nAccording to the 2025 Future of Jobs report by the World Economic Forum (WEF), AI, big data, networks, cybersecurity, and technological literacy are among the most in-demand skills by 2030.\u00a0\nThe report added that AI and other technologies are expected to displace nine million jobs within the next five years. However, it would also create about 11 million new positions by 2030.\u00a0\nDepEd\u2019s AI Center\nTo help more Filipino learners prepare and adapt to the ever-changing digital landscape, the Department of Education (DepEd) vowed to\u00a0allocate\u00a0P100 million to\u00a0establish\u00a0an AI center for Filipino learners and educators.\u00a0\nEducation Secretary Juan Edgardo \u201cSonny\u201d M. Angara, in a Palace briefing on Tuesday, said that the agency has also partnered with the Massachusetts Institute of Technology (MIT) to review the new AI curriculum, which is scheduled to be completed by the first quarter or early second quarter of 2026.\u00a0\n“We put up an AI center, and together with the MIT, we are finalizing the AI curriculum of the Philippines,” Mr. Angara said in Filipino. \u201cThe help from MIT is\u00a0free,\u00a0they offered it to us to review our curriculum.\u201d\u2014\u00a0Almira Louise S. Martinez\u00a0", "date_published": "2026-01-07T18:25:16+08:00", "date_modified": "2026-01-07T18:25:16+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2026/01/2025-12-17T091019Z_1246146340_RC2LICAQV1S8_RTRMADP_3_INDIA-AI-scaled.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=721749", "url": "/education/2025/12/30/721749/filipino-teacher-earns-royal-recognition-from-king-charles-iii/", "title": "Filipino teacher earns\u00a0royal\u00a0recognition from King Charles III\u00a0\u00a0", "content_html": "A London-based Filipino teacher was named Member of the Most Excellent Order of the British Empire (MBE) by His Majesty King Charles III for his contributions to the education sector in the United Kingdom (UK).\u00a0\u00a0
\nEdison David, an executive headteacher in the London Borough of Lambeth, and a lead inspector for Ofsted, the UK\u2019s national education body, was part of the 2025 New Year Honors List, published in the Gazette, the official newspaper of the Crown.\u00a0\u00a0
\n\u201cI wasn\u2019t doing my job, thinking that I would get an MBE one day; not even in my dreams, that I think that I\u2019m going to get an MBE because this is such an ultimate accolade,\u201d Mr. David told\u00a0大象传媒\u00a0in an interview on Tuesday.\u00a0\u00a0\u00a0
\n\u201cI make sure that I work hard on a daily basis, I always give my best to everything that I do because if I don\u2019t start anything at the point of excellence, there\u2019s no point in doing it,\u201d he added.\u00a0\u00a0\u00a0
\nBefore moving abroad, Mr. David began his teaching career in a public school in Tarlac City in 1994.\u00a0\u00a0\u00a0
\n\u201cI think my experience is a testament that anything and everything is possible if you work hard,\u201d he said. \u201cIt\u2019s not one thing that happens\u00a0overnight,\u00a0you really have to work hard for it; the accolades come as a consequence of your hard work.\u201d\u00a0\u00a0\u00a0
\n\u201cNever in my wildest dreams have I thought that first and foremost I\u2019m going to be a school leader in the United Kingdom, but also that I will be given a membership to the most excellent order of the British Empire,\u201d he added. \u00a0
\nThe MBE is the third-highest ranking Order of the British Empire level, excluding a knighthood/damehood, trailing behind Commander of the Order of the British Empire (CBE) and Officer of the Most Excellent Order of the British Empire (OBE).\u00a0\u00a0
\nAn individual is recognized as an MBE for their \u201coutstanding achievement, or service to the community that has had a long-term, significant impact.\u201d\u00a0\u00a0\u00a0
\nAmong the known personalities appointed an MBE are English singer-songwriter Adele and professional football manager and former player Steven Gerrard.\u00a0\u00a0
\nIn 2023, Filipino nurse Brenda Deocampo was also awarded the MBE medal for her excellence in managing the admitting ward during the COVID-19 pandemic at Charing Cross Hospital.\u00a0\u00a0
\nRECOMMENDATIONS TO PHL\u2019S EDUCATION LEADERS\u00a0
\nBefore receiving his recognition from the UK, Mr. David said he had already reached out to different government officials in the Philippines, including Senator Paolo Benigno \u201cBam\u201d Aquino IV, who heads the Senate education committee, to help improve the country\u2019s education system.\u00a0\u00a0\u00a0
\u201cI think what\u00a0is most important as well for the Philippines itself is\u00a0probably a\u00a0recognition that there are Filipinos out there who have earned a lot of knowledge and wisdom that they can share within the Philippine education system,\u201d he said.\u00a0\u00a0\u00a0
\n\u201cThe recommendations I gave are actually very\u00a0clear,\u00a0they\u2019re quite precise,\u201d he added. \u201cIf they have time to read them, they will find the wisdom and the knowledge in it because it\u2019s actually backed by evidence.\u201d\u00a0\u00a0\u00a0
\nOne of the key recommendations made by Mr. David tackled the importance of synthetic phonics and the systemized approach to its implementation nationwide.\u00a0\u00a0\u00a0
\n\u201cI think every single school in the country, in the Philippines, should be able to teach synthetic phonics as a way,\u201d he said. \u201cThere should be a comprehensive reading program that, first and foremost, relies on synthetic phonics.\u201d\u00a0\u00a0\u00a0
\n\u201cThe ability to discern and really\u00a0understand\u00a0what\u00a0the text is actually telling you involves the improvement of skills around inference and deduction, and most basically, the ability to decode as fluently as possible,\u201d he added.\u00a0\u00a0
\nData from the Second Congressional Commission on Education (EDCOM 2) found that about 24.8 million Filipinos are functionally illiterate or those who struggle to comprehend and use written information in daily tasks. \u2014\u00a0Almira Louise S. Martinez\u00a0\u00a0
\n", "content_text": "A London-based Filipino teacher was named Member of the Most Excellent Order of the British Empire (MBE) by His Majesty King Charles III for his contributions to the education sector in the United Kingdom (UK).\u00a0\u00a0\nEdison David, an executive headteacher in the London Borough of Lambeth, and a lead inspector for Ofsted, the UK\u2019s national education body, was part of the 2025 New Year Honors List, published in the Gazette, the official newspaper of the Crown.\u00a0\u00a0\n\u201cI wasn\u2019t doing my job, thinking that I would get an MBE one day; not even in my dreams, that I think that I\u2019m going to get an MBE because this is such an ultimate accolade,\u201d Mr. David told\u00a0大象传媒\u00a0in an interview on Tuesday.\u00a0\u00a0\u00a0\n\u201cI make sure that I work hard on a daily basis, I always give my best to everything that I do because if I don\u2019t start anything at the point of excellence, there\u2019s no point in doing it,\u201d he added.\u00a0\u00a0\u00a0\nBefore moving abroad, Mr. David began his teaching career in a public school in Tarlac City in 1994.\u00a0\u00a0\u00a0\n\u201cI think my experience is a testament that anything and everything is possible if you work hard,\u201d he said. \u201cIt\u2019s not one thing that happens\u00a0overnight,\u00a0you really have to work hard for it; the accolades come as a consequence of your hard work.\u201d\u00a0\u00a0\u00a0\n\u201cNever in my wildest dreams have I thought that first and foremost I\u2019m going to be a school leader in the United Kingdom, but also that I will be given a membership to the most excellent order of the British Empire,\u201d he added. \u00a0\nThe MBE is the third-highest ranking Order of the British Empire level, excluding a knighthood/damehood, trailing behind Commander of the Order of the British Empire (CBE) and Officer of the Most Excellent Order of the British Empire (OBE).\u00a0\u00a0\nAn individual is recognized as an MBE for their \u201coutstanding achievement, or service to the community that has had a long-term, significant impact.\u201d\u00a0\u00a0\u00a0\nAmong the known personalities appointed an MBE are English singer-songwriter Adele and professional football manager and former player Steven Gerrard.\u00a0\u00a0\nIn 2023, Filipino nurse Brenda Deocampo was also awarded the MBE medal for her excellence in managing the admitting ward during the COVID-19 pandemic at Charing Cross Hospital.\u00a0\u00a0\nRECOMMENDATIONS TO PHL\u2019S EDUCATION LEADERS\u00a0\nBefore receiving his recognition from the UK, Mr. David said he had already reached out to different government officials in the Philippines, including Senator Paolo Benigno \u201cBam\u201d Aquino IV, who heads the Senate education committee, to help improve the country\u2019s education system.\u00a0\u00a0\u00a0\n\u201cI think what\u00a0is most important as well for the Philippines itself is\u00a0probably a\u00a0recognition that there are Filipinos out there who have earned a lot of knowledge and wisdom that they can share within the Philippine education system,\u201d he said.\u00a0\u00a0\u00a0\n\u201cThe recommendations I gave are actually very\u00a0clear,\u00a0they\u2019re quite precise,\u201d he added. \u201cIf they have time to read them, they will find the wisdom and the knowledge in it because it\u2019s actually backed by evidence.\u201d\u00a0\u00a0\u00a0\nOne of the key recommendations made by Mr. David tackled the importance of synthetic phonics and the systemized approach to its implementation nationwide.\u00a0\u00a0\u00a0\n\u201cI think every single school in the country, in the Philippines, should be able to teach synthetic phonics as a way,\u201d he said. \u201cThere should be a comprehensive reading program that, first and foremost, relies on synthetic phonics.\u201d\u00a0\u00a0\u00a0\n\u201cThe ability to discern and really\u00a0understand\u00a0what\u00a0the text is actually telling you involves the improvement of skills around inference and deduction, and most basically, the ability to decode as fluently as possible,\u201d he added.\u00a0\u00a0\nData from the Second Congressional Commission on Education (EDCOM 2) found that about 24.8 million Filipinos are functionally illiterate or those who struggle to comprehend and use written information in daily tasks. \u2014\u00a0Almira Louise S. Martinez\u00a0\u00a0", "date_published": "2025-12-30T17:31:58+08:00", "date_modified": "2025-12-30T17:31:58+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/12/edison-david.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=721431", "url": "/education/2025/12/29/721431/deped-dbm-urged-to-release-p20k-incentive-before-2026/", "title": "DepEd, DBM urged to release P20k incentive before 2026", "content_html": "A teachers\u2019 group on Saturday urged the Department of Education (DepEd) and the Department of Budget and Management (DBM) to release the full Service Recognition Incentive (SRI), citing concerns over possible delays in payouts.
\n\u201cReports from the ground indicate continued uncertainty and uneven implementation regarding the release of the SRI, with concerns that only partial amounts may be disbursed or that release may be delayed beyond the year,\u201d Alliance of Concerned Teachers Philippines Chairman Ruby Bernardo said in a statement.
\n\u201cAny delay or reduction of the SRI would severely undermine its intended purpose and further demoralize education workers who have already sacrificed much,\u201d she added.
\nUnder Administrative Order No. 40, eligible DepEd personnel with regular, contractual, and co-terminus appointments nationwide are expected to receive a P20,000 incentive, to be released in two tranches and directly credited to the employees\u2019 ATM payroll.
\nThe first release will amount to P10,000 to P14,500, while the remaining balance will be released after the approval of the request for modification of allotments.
\nThe DepEd said on Dec. 20 that it will begin releasing year-end incentives to its employees, which include the SRI, Productivity Enhancement Incentive (PEI), the Collective Negotiation Agreement (CNA) incentive for eligible personnel, and gratuity pay for contract-based workers.
\nAlthough the last banking day for the year is on Dec. 29, Ms. Bernardo said the group is still hopeful that all the agencies involved will \u201cact decisively\u201d and release the entire incentive before the year ends in honor of the \u201cindispensable role\u201d of teachers in public education and service.
\n\u201cThe SRI has become an important form of relief amid persistent inflation, delayed benefits, and mounting household expenses, especially during the holiday season,\u201d Ms. Bernardo said.
\n\u201cTimely and full compliance will demonstrate the government\u2019s commitment to honoring its obligation to teachers and education workers, not merely in words but in action,\u201d she added.
\nAbout one million teaching and non-teaching DepEd staff are set to receive the SRI, PEI, gratuity pay, and CNA incentives. \u2014 Almira Louise S. Martinez
\n", "content_text": "A teachers\u2019 group on Saturday urged the Department of Education (DepEd) and the Department of Budget and Management (DBM) to release the full Service Recognition Incentive (SRI), citing concerns over possible delays in payouts.\n\u201cReports from the ground indicate continued uncertainty and uneven implementation regarding the release of the SRI, with concerns that only partial amounts may be disbursed or that release may be delayed beyond the year,\u201d Alliance of Concerned Teachers Philippines Chairman Ruby Bernardo said in a statement.\n\u201cAny delay or reduction of the SRI would severely undermine its intended purpose and further demoralize education workers who have already sacrificed much,\u201d she added.\nUnder Administrative Order No. 40, eligible DepEd personnel with regular, contractual, and co-terminus appointments nationwide are expected to receive a P20,000 incentive, to be released in two tranches and directly credited to the employees\u2019 ATM payroll.\nThe first release will amount to P10,000 to P14,500, while the remaining balance will be released after the approval of the request for modification of allotments.\nThe DepEd said on Dec. 20 that it will begin releasing year-end incentives to its employees, which include the SRI, Productivity Enhancement Incentive (PEI), the Collective Negotiation Agreement (CNA) incentive for eligible personnel, and gratuity pay for contract-based workers.\nAlthough the last banking day for the year is on Dec. 29, Ms. Bernardo said the group is still hopeful that all the agencies involved will \u201cact decisively\u201d and release the entire incentive before the year ends in honor of the \u201cindispensable role\u201d of teachers in public education and service.\n\u201cThe SRI has become an important form of relief amid persistent inflation, delayed benefits, and mounting household expenses, especially during the holiday season,\u201d Ms. Bernardo said.\n\u201cTimely and full compliance will demonstrate the government\u2019s commitment to honoring its obligation to teachers and education workers, not merely in words but in action,\u201d she added.\nAbout one million teaching and non-teaching DepEd staff are set to receive the SRI, PEI, gratuity pay, and CNA incentives. \u2014 Almira Louise S. Martinez", "date_published": "2025-12-29T16:27:50+08:00", "date_modified": "2025-12-29T16:27:50+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/12/teacher-student-classroom.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=721403", "url": "/education/2025/12/29/721403/group-flags-abusive-loan-sharks-targeting-education-workers/", "title": "Group flags \u2018abusive loan sharks\u2019 targeting education workers", "content_html": "Some teachers and workers in the education sector are facing \u201cabusive\u201d and \u201cpredatory\u201d loan sharks amid the holiday season, according to a teachers\u2019 group.
\n\u201cWe had a discussion with teachers who are worried about their ATM (Automated Teller Machine) payroll that was garnished by atrocious lending companies operating as loan sharks,\u201d Teachers Dignity Coalition National Chairman Benjo G. Basas said in Filipino in a video statement on Wednesday.
\n\u201cWe are not dismissing the liability of our fellow teachers who were not careful or vigilant,\u201d he added. \u201cHowever, they should not be squeezed dry financially or have all of the money that goes into their ATM be taken because of garnishment.\u201d
\nTeaching professionals often take loans from private lending institutions (PLI) due to insufficiency fueled by economic challenges, said Mr. Basas.
\n\u201cThis propensity to borrow is not because of the teachers\u2019 personal interest or desire to take on debt. This is caused by insufficiency. This is because of the economic challenges our teachers face every day,\u201d he said.
\nIn the written appeal to the Department of Education (DepEd), TDC noted that financially struggling teachers have been lured by private lending institutions (PLI) into loan agreements that have \u201cdeceptive terms, excessive penalties, unconscionable fees, and compounded interest.\u201d
\n\u201cThis appeal is made for teachers and DepEd employees who\u2014after already being victimized, harassed, and financially penalized\u2014are now facing yet another devastating blow: the inability to provide for and celebrate the holiday season with their families,\u201d the group said.
\n\u201cWhen borrowers inevitably fall behind, these institutions resort to legal maneuvers designed to secure court orders of garnishment, effectively stripping teachers of their salaries and leaving them financially incapacitated,\u201d it added.
\nThe group also raised concerns about reports on certain personnel from the Schools Division Offices (SDO) who have directly and indirectly accommodated the said PLIs that placed teachers in financial jeopardy.
\n\u201cThis appeal is made for teachers and DepEd employees who\u2014after already being victimized, harassed, and financially penalized\u2014are now facing yet another devastating blow: the inability to provide for and celebrate the holiday season with their families,\u201d it added.
\nAlong with the matter raised by the group, TDC has appealed that the year-end incentives of teachers be given in cash or check upon request.
\n\u201cGranting this request would help spare them from an extremely difficult and distressing situation\u2014so severe that some have felt compelled to personally go to Malaca\u00f1ang to seek the President\u2019s mercy,\u201d it said.
\nOn Dec. 20, the Education department announced that it would begin releasing year-end incentives to approximately one million eligible DepEd employees nationwide.
\nTeachers and non-teaching personnel are set to receive P20,000 Service Recognition Incentive (SRI) and P5,000 Productivity Enhancement Incentive (PEI).
\nMeanwhile, non-teaching staff would receive an additional P10,000 Collective Negotiation Agreement (CNA) incentives, and contractual and job order workers could receive up to P7,000 gratuity pay, depending on their length of service.\u2014 Almira Louise Martinez
\n", "content_text": "Some teachers and workers in the education sector are facing \u201cabusive\u201d and \u201cpredatory\u201d loan sharks amid the holiday season, according to a teachers\u2019 group.\n\u201cWe had a discussion with teachers who are worried about their ATM (Automated Teller Machine) payroll that was garnished by atrocious lending companies operating as loan sharks,\u201d Teachers Dignity Coalition National Chairman Benjo G. Basas said in Filipino in a video statement on Wednesday.\n\u201cWe are not dismissing the liability of our fellow teachers who were not careful or vigilant,\u201d he added. \u201cHowever, they should not be squeezed dry financially or have all of the money that goes into their ATM be taken because of garnishment.\u201d\nTeaching professionals often take loans from private lending institutions (PLI) due to insufficiency fueled by economic challenges, said Mr. Basas.\n\u201cThis propensity to borrow is not because of the teachers\u2019 personal interest or desire to take on debt. This is caused by insufficiency. This is because of the economic challenges our teachers face every day,\u201d he said.\nIn the written appeal to the Department of Education (DepEd), TDC noted that financially struggling teachers have been lured by private lending institutions (PLI) into loan agreements that have \u201cdeceptive terms, excessive penalties, unconscionable fees, and compounded interest.\u201d\n\u201cThis appeal is made for teachers and DepEd employees who\u2014after already being victimized, harassed, and financially penalized\u2014are now facing yet another devastating blow: the inability to provide for and celebrate the holiday season with their families,\u201d the group said.\n\u201cWhen borrowers inevitably fall behind, these institutions resort to legal maneuvers designed to secure court orders of garnishment, effectively stripping teachers of their salaries and leaving them financially incapacitated,\u201d it added.\nThe group also raised concerns about reports on certain personnel from the Schools Division Offices (SDO) who have directly and indirectly accommodated the said PLIs that placed teachers in financial jeopardy.\n\u201cThis appeal is made for teachers and DepEd employees who\u2014after already being victimized, harassed, and financially penalized\u2014are now facing yet another devastating blow: the inability to provide for and celebrate the holiday season with their families,\u201d it added.\nAlong with the matter raised by the group, TDC has appealed that the year-end incentives of teachers be given in cash or check upon request.\n\u201cGranting this request would help spare them from an extremely difficult and distressing situation\u2014so severe that some have felt compelled to personally go to Malaca\u00f1ang to seek the President\u2019s mercy,\u201d it said.\nOn Dec. 20, the Education department announced that it would begin releasing year-end incentives to approximately one million eligible DepEd employees nationwide.\nTeachers and non-teaching personnel are set to receive P20,000 Service Recognition Incentive (SRI) and P5,000 Productivity Enhancement Incentive (PEI).\nMeanwhile, non-teaching staff would receive an additional P10,000 Collective Negotiation Agreement (CNA) incentives, and contractual and job order workers could receive up to P7,000 gratuity pay, depending on their length of service.\u2014 Almira Louise Martinez", "date_published": "2025-12-29T11:09:15+08:00", "date_modified": "2025-12-29T11:09:15+08:00", "authors": [ { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/agarwalekwensi/", "avatar": "https://secure.gravatar.com/avatar/63a6222a994ecdcd0783bb257b7c4e6d18b49dfa789dd168af5420ab8a45082c?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/12/210525_deped-summer-school01-scaled.jpg", "tags": [ "Almira Louise Martinez", "Education" ] }, { "id": "/?p=717816", "url": "/education/2025/12/10/717816/62-of-high-school-teachers-teach-outside-their-specialization-says-edcom-2/", "title": "62% of high school teachers teach outside their specialization says EDCOM 2", "content_html": "The Second Congressional Commission (EDCOM 2) said that more than half of high school teachers in the Philippines are handling subjects beyond their specialization as schools grapple with a nationwide shortage of educators.
\n\u201cMost of our teachers were teaching a subject they did not study or learn from themselves,\u201d EDCOM 2 Executive Director Karol Mark R. Yee said during his presentation at an event.
\n\u201cThe fields that we are truly lacking are STEM (science, technology, engineering, and mathematics) teachers, teachers of GMRC (good moral and right conduct) or Edukasyon sa Pagpapakatao (EsP), and teachers of MAPEH (music, arts, physical education, and health),\u201d he added.
\nData from the commission found that 62% of secondary education teachers are teaching without a proper educational background for the subject.
\nPhysical science had the highest subject-teacher mismatch at 98%, followed by EsP at 94% and biological sciences at 80%.
\nAgriculture and fisheries, along with MAPEH are at 70%, while technology and livelihood education (TLE) is at 69%.
\nOther subjects affected by the mismatch are araling panlipunan (56%), science (51%), Filipino (45%), English (34%), and math (18%).
\n\u201cWe had a lot of questions from teachers. They are asking \u201cSir, how can I teach science well? I finished English. How can I teach math well? I finished TLE\u201d,\u201d the EDCOM 2 official said.
\nMr. Yee noted that the specialization mismatch stems from improper scholarship allocations in teacher education.
\n\u201cWe have not done supply and demand mapping and strategic allocations of scholarships, in a way that resolves our own problems as a country and even just specifically public schools,\u201d he said.
\n\u201cIf you look at all programs of higher education today, most of them are either elementary education or English education; teaching English in secondary,\u201d he added.
\nA study by the EDCOM 2 and the Philippine Institute for Development Studies (PIDS) in November also underscored the same concern, linking it to teacher shortage.
\nUnder Department Order (DO) No. 13, series of 1994, teachers must be assigned to subjects aligned with their academic background. However, the study said the policy\u2019s implementation is hindered by \u201csystemic limitations,\u201d including limited professional deployment opportunities.
\nThe Department of Education (DepEd) said earlier this month that it aims to hire more than 32,000 Teacher I in 2026 to address the nationwide teacher shortage while 20,000 teaching positions are slated for hiring and deployment for FY 2025. \u2014 Almira Louise S. Martinez
\n", "content_text": "The Second Congressional Commission (EDCOM 2) said that more than half of high school teachers in the Philippines are handling subjects beyond their specialization as schools grapple with a nationwide shortage of educators.\n\u201cMost of our teachers were teaching a subject they did not study or learn from themselves,\u201d EDCOM 2 Executive Director Karol Mark R. Yee said during his presentation at an event.\n\u201cThe fields that we are truly lacking are STEM (science, technology, engineering, and mathematics) teachers, teachers of GMRC (good moral and right conduct) or Edukasyon sa Pagpapakatao (EsP), and teachers of MAPEH (music, arts, physical education, and health),\u201d he added.\nData from the commission found that 62% of secondary education teachers are teaching without a proper educational background for the subject.\nPhysical science had the highest subject-teacher mismatch at 98%, followed by EsP at 94% and biological sciences at 80%.\nAgriculture and fisheries, along with MAPEH are at 70%, while technology and livelihood education (TLE) is at 69%.\nOther subjects affected by the mismatch are araling panlipunan (56%), science (51%), Filipino (45%), English (34%), and math (18%).\n\u201cWe had a lot of questions from teachers. They are asking \u201cSir, how can I teach science well? I finished English. How can I teach math well? I finished TLE\u201d,\u201d the EDCOM 2 official said.\nMr. Yee noted that the specialization mismatch stems from improper scholarship allocations in teacher education.\n\u201cWe have not done supply and demand mapping and strategic allocations of scholarships, in a way that resolves our own problems as a country and even just specifically public schools,\u201d he said.\n\u201cIf you look at all programs of higher education today, most of them are either elementary education or English education; teaching English in secondary,\u201d he added.\nA study by the EDCOM 2 and the Philippine Institute for Development Studies (PIDS) in November also underscored the same concern, linking it to teacher shortage.\nUnder Department Order (DO) No. 13, series of 1994, teachers must be assigned to subjects aligned with their academic background. However, the study said the policy\u2019s implementation is hindered by \u201csystemic limitations,\u201d including limited professional deployment opportunities.\nThe Department of Education (DepEd) said earlier this month that it aims to hire more than 32,000 Teacher I in 2026 to address the nationwide teacher shortage while 20,000 teaching positions are slated for hiring and deployment for FY 2025. \u2014 Almira Louise S. Martinez", "date_published": "2025-12-10T19:50:44+08:00", "date_modified": "2025-12-10T19:50:44+08:00", "authors": [ { "name": "大象传媒", "url": "/author/rgentribirthfurd/", "avatar": "https://secure.gravatar.com/avatar/9965230d2fd009579b4e8df9a934f6d1021b1ee67e60bcb4cad3b7249a2900ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/rgentribirthfurd/", "avatar": "https://secure.gravatar.com/avatar/9965230d2fd009579b4e8df9a934f6d1021b1ee67e60bcb4cad3b7249a2900ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/12/EDCOM-2.jpg", "tags": [ "almira louise s. martinez", "Education" ] }, { "id": "/?p=717448", "url": "/education/2025/12/09/717448/samsung-innovation-contest-awards-top-prize-to-cavite-high-school-students-for-mangrove-monitoring-solution/", "title": "Samsung innovation contest awards top prize to Cavite high school students for mangrove-monitoring solution\u00a0", "content_html": "A group of high school students from Cavite was hailed on Tuesday as the grand prize winner of the 2025 Samsung Philippines \u201cSolve for Tomorrow\u201d innovation contest for their solar-powered device that helps prevent mangrove degradation.\u00a0
\nOut of over 350 entries and 10 finalists from science high schools across the country, the young\u00a0Cavite\u00f1o\u00a0innovators from Cavite Science Integrated School prevailed in the third iteration of the competition, AA M.\u00a0Abjelina, head of public relations and corporate social responsibility (CSR) for Samsung Philippines, told\u00a0大象传媒.\u00a0
\nProject leader Harly P. Bautista said their winning entry, called “Mangrove Health Monitor (MaHeMo),” is a low-cost, solar-powered floating device that provides communities with early-warning monitoring of mangrove health.\u00a0
\nIt uses sensors to\u00a0monitor\u00a0the mangrove’s water salinity, pH, and temperature, which can help\u00a0indicate\u00a0if the mangroves are at risk of damage.\u00a0
\n“If it detects that the mangroves are slowly declining, it can send early warning signs to a dashboard through LoRa (Long Range) and notify communities and local government units, so they can take action and prevent damage,” Ms. Bautista said.\u00a0
\nShe added that the project was inspired by her desire to protect mangroves, which are facing decline, as her family personally\u00a0benefits\u00a0from the resources they provide. The mangroves support her family and community by serving as a habitat for various fish species and as a natural barrier against flooding caused by storms.\u00a0
\nA report from the Climate Change Commission said that the Philippines has lost\u00a0a significant portion\u00a0of its mangrove forest over the past century. From an estimated 450,000 hectares in 1920, coverage declined to 317,500 hectares by\u00a01990 and\u00a0further decreased to 311,400 hectares in the most recent statistics.\u00a0
\nThe team has already created a model of\u00a0MaHeMo\u00a0and will conduct its first field testing in the project leader\u2019s hometown.\u00a0
\nFollowing their win, the\u00a0team\u2019s school\u00a0will receive P500,000 worth of Samsung devices, while four team members and their\u00a0adviser\u00a0will receive P250,000 worth of Samsung devices. The team members will also receive P100,000 in cash, and their adviser will receive P30,000 in cash.\u00a0
\nThe second-prize winner, also from Cavite Science Integrated School, will receive P300,000 worth of Samsung devices for their school, P250,000 worth of Samsung devices for the team and their teacher, and a cash prize of P70,000 for the team members and P25,000 for the teacher adviser.\u00a0
\nThe third-prize winner, from Tuguegarao City Science High School, will also receive a similar set of prizes\u00a0which\u00a0include\u00a0gadgets and cash.\u00a0
\nMeanwhile, Ms.\u00a0Abjelina\u00a0said Samsung\u2019s science, technology, engineering, and mathematics (STEM)-based competition encourages students to\u00a0participate\u00a0in solving community challenges by creating tech solutions.\u00a0
\n“We don’t develop technology for the sake of it. We want our technology to really make people’s lives better. That is why in this contest, we also encourage students to do the same,” Ms.\u00a0Abjelina\u00a0said.\u00a0
\nThe \u201cSolve for Tomorrow 2025\u201d competition is fully funded by Samsung Electronics, Ms. Abjelina added, and the company plans to continue the annual contest next year, again engaging public science high schools across the country. \u2014\u00a0Edg\u00a0Adrian A. Eva\u00a0
\n", "content_text": "A group of high school students from Cavite was hailed on Tuesday as the grand prize winner of the 2025 Samsung Philippines \u201cSolve for Tomorrow\u201d innovation contest for their solar-powered device that helps prevent mangrove degradation.\u00a0\nOut of over 350 entries and 10 finalists from science high schools across the country, the young\u00a0Cavite\u00f1o\u00a0innovators from Cavite Science Integrated School prevailed in the third iteration of the competition, AA M.\u00a0Abjelina, head of public relations and corporate social responsibility (CSR) for Samsung Philippines, told\u00a0大象传媒.\u00a0\nProject leader Harly P. Bautista said their winning entry, called “Mangrove Health Monitor (MaHeMo),” is a low-cost, solar-powered floating device that provides communities with early-warning monitoring of mangrove health.\u00a0\nIt uses sensors to\u00a0monitor\u00a0the mangrove’s water salinity, pH, and temperature, which can help\u00a0indicate\u00a0if the mangroves are at risk of damage.\u00a0\n“If it detects that the mangroves are slowly declining, it can send early warning signs to a dashboard through LoRa (Long Range) and notify communities and local government units, so they can take action and prevent damage,” Ms. Bautista said.\u00a0\nShe added that the project was inspired by her desire to protect mangroves, which are facing decline, as her family personally\u00a0benefits\u00a0from the resources they provide. The mangroves support her family and community by serving as a habitat for various fish species and as a natural barrier against flooding caused by storms.\u00a0\nA report from the Climate Change Commission said that the Philippines has lost\u00a0a significant portion\u00a0of its mangrove forest over the past century. From an estimated 450,000 hectares in 1920, coverage declined to 317,500 hectares by\u00a01990 and\u00a0further decreased to 311,400 hectares in the most recent statistics.\u00a0\nThe team has already created a model of\u00a0MaHeMo\u00a0and will conduct its first field testing in the project leader\u2019s hometown.\u00a0\nFollowing their win, the\u00a0team\u2019s school\u00a0will receive P500,000 worth of Samsung devices, while four team members and their\u00a0adviser\u00a0will receive P250,000 worth of Samsung devices. The team members will also receive P100,000 in cash, and their adviser will receive P30,000 in cash.\u00a0\nThe second-prize winner, also from Cavite Science Integrated School, will receive P300,000 worth of Samsung devices for their school, P250,000 worth of Samsung devices for the team and their teacher, and a cash prize of P70,000 for the team members and P25,000 for the teacher adviser.\u00a0\nThe third-prize winner, from Tuguegarao City Science High School, will also receive a similar set of prizes\u00a0which\u00a0include\u00a0gadgets and cash.\u00a0\nMeanwhile, Ms.\u00a0Abjelina\u00a0said Samsung\u2019s science, technology, engineering, and mathematics (STEM)-based competition encourages students to\u00a0participate\u00a0in solving community challenges by creating tech solutions.\u00a0\n“We don’t develop technology for the sake of it. We want our technology to really make people’s lives better. That is why in this contest, we also encourage students to do the same,” Ms.\u00a0Abjelina\u00a0said.\u00a0\nThe \u201cSolve for Tomorrow 2025\u201d competition is fully funded by Samsung Electronics, Ms. Abjelina added, and the company plans to continue the annual contest next year, again engaging public science high schools across the country. \u2014\u00a0Edg\u00a0Adrian A. Eva\u00a0", "date_published": "2025-12-09T18:30:53+08:00", "date_modified": "2025-12-09T18:30:53+08:00", "authors": [ { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" } ], "author": { "name": "大象传媒", "url": "/author/cedadiantityclea/", "avatar": "https://secure.gravatar.com/avatar/fc38d2668fdee8f1e2b22df5e72ae6f4ad265ab7814de4aa60060edd377a70ce?s=512&d=mm&r=g" }, "image": "/wp-content/uploads/2025/12/samsung-cavite-high-school.jpg", "tags": [ "Edg Adrian A. Eva", "Education" ] } ] }