Philippine education should be solved right away.Back to reformation of Philippine education, the three lecturers have saidfew more reform or changes happened. One of these is the spanning of the educationspectrum by having neighbourhood day care centers, alternative schools for specialchildren and farmer-scientist programs. The Congressional Commission on Educationor EDCOM proposed a comprehensive set of reforms on issues ranging from access andquality to language of instruction. It restructured the educational system intoDepEd, CHED, and TESDA.The three lecturers had also said that there are reform projects that arestill operating now through the help of the community and sprouted wonderfullywhere they were implemented. Project IMPACT or the Project on InstructionalManagement by Parents, Community, and Teachers is an example. It was initiated asa practical intervention to address overcrowding in Philippine public schools. Ithas many notable features that are beneficial to students. The fact that the threelecturers puzzled at this time is why the effective IMPACT technology of the 1970swas not uses to address Metro Manila’s overcrowded public schools.Another reform projects told by our lecturers are the BEAM or BasicEducation Assistance for Mindanao and TEEP or Third Elementary Education Project.Both TEEP and BEAM implemented the School-Based Management (SBM), a framework thatintegrates school governance with various school level inputs for achievingequitable access to quality education and this includes changes in perspectives onlearning, pedagogy, and community participation.BEAM and TEEP differed in many respects but they had remarkable outcomes.BEAM aims to improve the access and education quality in three regions in Mindanaoand it asserts higher order thinking skills develop in flexible and cooperativelearning classroom environments rather than in classroom characterized by a oneway transmission of knowledge to passive learners. TEEP, on the other hand, morefocuses on its decentralization objective and research-identified determinants ofdesirable student outcomes rather than specific learning theories. Reflecting onthese two reform projects, the three lecturers believed that combining thefeatures of these projects is the fastest way to implement SBM nationwide. Theyalso said that it could be effective since BEAM and TEEP are both successfulreform projects.After discussing the reformation underwent by the Philippine education andthe reform projects that successfully bloomed, the three lecturers discussed whyreforms don’t transform when it comes to the educational system of our countrysince we can see that the DepEd is doing some reform projects and they are doingtheir job. What are these problems that became hindrances for reform to transform?First, the education sector is a highly centralized system that does notgive teachers and principals the freedom and responsibility to design the bestschool for their children and community. Second, DepEd has developed a “project”approach to reform where key reform thrusts are externally initiated and thendropped once the project is over. Third, attempts at reform have focused oninstitutional inputs such as school building, textbooks, and training teachers.The wrong assumption in this case is that when such institutional elements arepresent, they will automatically result in learning. Fourth, learning has simplybeen assumed and has actually been taken for granted in the reform process.DepEd is truly doing its job to make a solution but then this solution isonly applicable for a short period of time and thus, resulting in the repetitionof the problem. The lecturers said that the other countries that successfullyreformed their educational system used a long-term transformational approach. Thetransformation of their educational system was designed carefully and so that theycould meet long-term national development goals. The three lecturers were justsaying that the DepEd should also use long-term solution rather than short-termsolution to the underlying problems.In the Philippine, there are initiatives that aim to improve studentachievement levels but the question of what and how our students should belearning has not been a central concern in discussions of education reform.