Philippine Normal University

The National Center for Teacher Education

College of Teacher Development
FACULTY OF EDUCATION SCIENCES
Taft Avenue, Manila

CASE ANALYSIS

In partial fulfillment of the requirements in

2ProfEd01 – The Teaching Profession
3rd Term, A. Y. 2020 – 2021

Submitted by:

Kenneth Del Rosario

Submitted to:

Prof. GERRY C. ARETA

Course Professor

(June 28, 2021)

TABLE OF CONTENTS
Introduction

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Background Information

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Alternatives

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Solutions

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Recommendations

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References

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 INTRODUCTION

The Philippine education system was patterned after the American system. Schools were

classified into public (government) or private (non-government). The general pattern of formal

education follows four stages: Pre-primary level (nursery and kindergarten) offered in most

private schools; six years of primary or elementary education, followed by four years of

secondary or high school education. College education usually takes four, sometimes five and in

some cases as in medical and law schools, as long as eight years. Graduate schooling is an

additional two or more years.

The Philippines education system took a trifocalized structure in 1994/1995 that is having

three – layered system composed of basic education, vocational education and higher education

with three government agencies being responsible for each layer: Department of Education

(DepEd) for technical and vocational education, and Commission on Higher Education (CHED)

for higher education. DepEd’s mandate covers elementary, secondary and non-formal education,

including culture and sports. RA 7796 of 1994 mandates TESDA to supervise post-secondary,

middle-level manpower training and development. RA 7722 of 1944 mandates CHED to

administer tertiary education in the country (Manasan et. Al., 2008: Soliven, P. and Reyes, M.

2008)
 BACKGROUND INFORMATION

In the absence of a clear governing and administering structure for adult learning and

education, policies and implementation strategies are disaggregated into the trifocalized

education system. The Education Act of 1982 created the Ministry of Education. Culture and

Sports which later became the Department of Education. Culture and Sports (DECS) in 1987 by

virtue of Executive Order No. 117. The report of the Joint Congressional Commission on

Education (EDCOM) provided the impetus for Congress to pass Republic Act 7722 and RA

7796 in 1994 creating the Commission on Higher Education (CHED), and the Technical

Education and Skills Development Authority (TESDA). The trifocal education system refocused

DECS’ mandate to basic education which covers elementary, secondary and non-formal

education including culture and sports. TESDA administer the post-secondary, middle-level

manpower training and development while CHED supervise tertiary degree programs. In August

2002 RA 9155 otherwise called the Governance of Basic Education Act was passed transforming

the name of DECS of the Department of Education (DepEd) and redefining the role of field

offices.

On the contrary, trifocalization of education has resulted merely in weak coordination

among the three education agencies. Indeed, the tri-focalization of education in 1994 was borne

out of the recommendation of the Commission on Education (EDCOM) report in 1991.

Undoubtedly, it was aimed at improving policy making, planning and programming at the

subsector level as each of the three lead agencies was given the principal responsibility for its

“undiluted and undivided attention” on its respective areas of concern which resulted in the

establishment of the Commission on Higher Education (CHED) and the Technical Education and
Skills Development Authority (TESDA) in 1994, and allowed the Department of Education and

Sports (DECS), later renamed as the Department of Education in 2001, to concentrate on basic

education (primary and secondary education). Even the National Coordinating Council for

Education was also created, however, it has not met since its creation. Thus, there is no

mechanism to ensure that policies, programs, and projects of each subsector are dovetailed to

national development plans. Furthermore, there was an attempt to assess, plan, and monitor the

entire education sector through the creation of the Presidential Task Force for Education (PTFE)

in 2007. It was ineffective in harmonizing policies, programs, and reform initiatives of the three

co-equal education agencies given the ad-hoc nature of its creation. The PTFE was established

by a mere Executive Order (EO 632) and it officially ceased to exist in 2010 following the

change in administrations.
 ALTERNATIVES

Government: Adhering Executive Order No. 273, in order to ensure effective coordination,

planning and allocation of scarce resources among the three subsectors of education and training

Presidential Commission on Educational Reform (PCER) reiterates and adopts EDCOM’s

recommendation to put in place a National Coordinating Council for Education (NCCE). As the

need arises, the Council may invite as resource persons the Secretaries of NEDA, DBM, DOST,

and DOLE as well as the participation of representatives from the education, business and other

sectors, both public and private and non-governmental organizations, which have direct stakes in

education to ensure broad-based consultations and proper dissemination of information and

advocacy.
 SOLUTIONS

The programs and projects in the trifocalization of the Philippine Education should focus

more and align the needs of its learners. Budgets for each department should be distributed based

on the objectives and viability of the plans presented considering the availability of resources.
 RECOMMENDATIONS

The Philippines is a country that places so much value for education. In fact, it has

committed itself to achieving universal primary education and has moved to provide free access

to basic public education for all children. Moreover, management of the education sector has

been given to three different agencies since 1994, each with its own area of focus. This

trifocalization of education aimed to give proper attention to (i) basic, (ii) training and

vocational, and (iii) higher education. Hence, today, the management, the system of governance

and policy guidance over public and private basic education institutions is now under the

Department of Education (DepEd). Technical Education and Skills Development Authority

(TESDA) is in charge of technical and vocational education while higher education is entrusted

to the Commission on Higher Education (CHED). Yet, after going through the numerous

educational reforms. a thoughtful critic would perhaps wonder why up to this time, the country

continues to suffer from the "cracks" of what is considered by many as a less than "functional"

learning system.
 REFERENCES

DepEd (2020) Citizen Charter Handbook. https://www.deped.gov.ph/wp-

content/uploads/2021/05/DepEd-Citizens-Charter-Handbook-2020-1st-edition-as-of-March-31-

2021.pdf

Official Gazette PH (2000) Official Gazette of the Republic of the Philippines.

https://www.officialgazette.gov.ph/2000/08/07/executive-order-no-273-s-2000/

Press Reader (2020) Impact of Trifocalization of the Philippine Educational System.

https://www.pressreader.com/philippines/sunstar-pampanga/20200916/281616717788524

Unesco (2008) The Development of the State of the Art of Adult Learning and Education.

https://uil.unesco.org/fileadmin/multimedia/uil/confintea/pdf/National_Reports/Asia%20-

%20Pacific/Philippines.pdf

Wikipedia (2021). Education in the Philippines

https://en.wikipedia.org/wiki/Education_in_the_Philippines
---------------------------------Draft---------------------------------

Background: Ms. Yaco, a new teacher wishes to understand the kind of governance existing in

the educational system in the Philippines. She heard about the concept of “trifocalization” of

education but does not fully understand what it means. Which laws may help her? Is the structure

of governance for the education system helpful in ensuring a quality education for all, that is,

relevant to the society’s needs?

Problem: Ms. Yaco doesn't fully understand the concept of Trifocalization

Introduction: This talks about laws pertaining to Trifocalization, the effectiveness and/or

efficiency of structure of governance for the education system and relevance of that to society's

needs.

Bersales

● What is "Trifocalization"?

1. The Congressional Commission on Education (EDCOM) in 1992 recommended reforms

in our educational system. Part of the reform was the trifocalization of the education

sector into three governing bodies: the CHED for tertiary and graduate education, the

Department of Education (DepEd) for basic education and Technicam Education Skills

Development Authority (TESDA) or technical- vocational and middle- level education.

https://www.pressreader.com/philippines/sunstar-

pampanga/20200916/281616717788524

- “trifocalization” approach, the Department of Education (DepEd), the Commission on

Higher Education (CHEd), and, the Technical Education and Skills Development

Authority (TESDA) comprise the government’s education bureaucracy.

 - DepEd and CHEd are particularly responsible for at least 47,000 basic education schools,

over 2,300 higher education institutions, over a million teachers and workers, 31.3

million students (2017), and a budget of over P553 billion for 2018.

https://www.bworldonline.com/philippine-education-points-for-further-reform/

MAYO

Laws that are in connection with the trifocalization in the Philippines:

- RA10968.pdf (congress.gov.ph)

- EXECUTIVE ORDER NO. - PHILIPPINE LAWS, STATUTES AND CODES - CHAN

ROBLES VIRTUAL LAW LIBRARY

Vitug: Trifocalization started...

Background Information

Alternatives

Solution:

Sabanal

The education system in the Philippines should strengthen their programs to make sure graduates

are knowledgeable and competent for their future careers

The education sector should focus on how they can thoroughly explain the trifocalization here in

the Philippines. This system should be clear to the teachers, students and parents as well

Recommendations

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