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UNIVERSITY OF MAKATI
COLLEGE OF INNOVATIVE
TEACHER EDUCATION (CITE)

ACTIVITY 3

REACTION PAPER: DEPED SEEK STRONGER COLLABORATION

FOR REFORM

SUBMITTED BY:
ELTON CORTEZ
IV-SOCIAL STUDIES

SUBMITTED TO:
DR. MARY ARGIE LYN SORIANO
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INTRODUCTION

The news article discusses the efforts of the Department of Education

(DepEd) in the Philippines to improve collaboration within the country's
trifocal education system, which includes DepEd for basic education, the
Commission on Higher Education (CHED) for higher education, and the
Technical Education and Skills Development Authority (TESDA) for post-
secondary and middle-level manpower training and development.
Secretary Leonor Magtolis Briones and Senator Sherwin Gatchalian are
advocating for more active dialogues and coordination among these
agencies to address various challenges in Philippine education.

Strengthening Collaboration: The article highlights the importance of

collaboration among the three key agencies responsible for different
levels of education in the Philippines. This initiative is in line with the
mandates of each agency, and it is essential for the overall
improvement of the education system in the country. The trifocal
education system reflects a division of responsibilities, and improved
communication and coordination can enhance the quality and relevance
of education at all levels.

Teacher Curriculum and Training: Secretary Briones identifies an

educational gap concerning teacher training curriculum. This is a
critical issue as the quality of teacher education directly impacts the
quality of instruction in schools. By addressing the curriculum and
ensuring a strong link between pre-service and in-service teacher
training, DepEd aims to improve teacher quality. The reference to the
Singaporean model underscores the potential benefits of a more
integrated approach to teacher training.
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INTRODUCTION

Coordination Between CHED and DepEd: Senator Gatchalian points out

the disconnect between CHED, which is responsible for producing
teachers at the higher education level, and DepEd, which is the end-
user of these teachers. This disconnect raises issues of alignment
between teacher education programs and the needs of the basic
education system. To address this, it may be necessary to establish
clearer lines of communication and collaboration between CHED and
DepEd to ensure that teacher training programs meet the requirements
of basic education.

Continuous Teacher Training: DepEd's commitment to continuous

upskilling and reskilling of teachers through the National Educators
Academy of the Philippines (NEAP) is a positive step. Continuous
professional development is essential to keep teachers updated with
best practices and new teaching methodologies. This aligns with the
goal of improving the quality of education in the Philippines.

The efforts to enhance collaboration and address issues in the Philippine

education system are consistent with the mandates of the relevant
agencies and aim to improve the quality and alignment of education at all
levels, with a particular focus on teacher training and curriculum
development.
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MAIN POINTS

It is necessary to improve the collaboration between the Department of

Education (DepEd), the Commission on Higher Education (CHED), and the
Technical Education and Skills Development Authority (TESDA) in the
Philippines. There are several compelling reasons for this:

Alignment of Educational Goals: Collaboration among these agencies is

essential to ensure that the educational goals and objectives at various
levels of the education system are aligned. DepEd is responsible for
basic education, CHED for higher education, and TESDA for post-
secondary and middle-level manpower training. Coordinated efforts can
help create a more seamless transition for students as they progress
through the education system.

Teacher Training and Curriculum Development: As highlighted in the

news article, there is a need for better coordination between DepEd
and CHED in terms of teacher training and curriculum development.
DepEd is the primary consumer of teachers produced by higher
education institutions. Therefore, it's crucial that the curriculum and
training provided by universities and colleges align with the needs and
standards of DepEd to ensure that teachers are well-prepared for the
challenges of teaching in basic education.

Efficiency and Resource Optimization: Collaboration can lead to greater

efficiency in resource allocation. By working together, these agencies
can avoid duplicative efforts and use their resources more effectively.
This is particularly important in a country like the Philippines, where
budget constraints can be a challenge.
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MAIN POINTS

Quality Assurance: Collaborative efforts can contribute to better

quality assurance in education. When DepEd, CHED, and TESDA work
together, they can establish common quality standards, share best
practices, and monitor the quality of education across all levels. This
can lead to improvements in the overall quality of education in the
country.

Policy Consistency: Collaborative efforts can help ensure that policies

and regulations are consistent across the education system. This can
reduce confusion and create a more predictable and stable
environment for students, teachers, and educational institutions.

Holistic Approach: Education is a continuum that starts from basic

education and extends through higher education and skills
development. To address the diverse needs of learners and the
evolving demands of the job market, it's crucial to take a holistic
approach to education. Collaborative efforts can facilitate the
development of programs and pathways that cater to the full spectrum
of educational needs in the Philippines.

Improving collaboration between DepEd, CHED, and TESDA is not only

necessary but also beneficial for the Philippine education system. It can
lead to a more coherent and effective education system that better serves
the needs of students, teachers, and the country as a whole.
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LEGAL BASES AND MANDATES

In terms of legal bases and mandates, the Philippine education system

operates under various laws and regulations.

Republic Act No. 10533 (Enhanced Basic Education Act of 2013): This
law, which outlines the K-12 education system in the Philippines,
establishes the roles and responsibilities of DepEd. It emphasizes the
need for a seamless and efficient transition between basic education
and higher education. While it primarily focuses on DepEd's
responsibilities, it implicitly calls for coordination with higher education
institutions under CHED to ensure the quality and relevance of basic
education.

Republic Act No. 7722 (Higher Education Act of 1994): This law governs
higher education in the Philippines and provides CHED with the
authority to oversee and regulate higher education institutions. While it
primarily pertains to higher education, it can be interpreted as
promoting collaboration between CHED and DepEd to ensure the
alignment of educational goals and standards.

Republic Act No. 7796 (Technical Education and Skills Development Act
of 1994): This law establishes TESDA and its role in providing technical
education and skills development. Collaboration between TESDA and
DepEd is essential to create pathways for students to transition from
basic education to technical and vocational education and training
(TVET) programs. It promotes lifelong learning and career
development.
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LEGAL BASES AND MANDATES

The National Internal Revenue Code (NIRC): Funding and resource

allocation are critical components of collaboration. NIRC allocates a
portion of government revenue to education. Collaborative efforts
between DepEd, CHED, and TESDA are necessary to ensure that these
resources are allocated efficiently and effectively to support the entire
education continuum.

Executive Orders and Presidential Directives: The President of the

Philippines can issue executive orders and directives to promote inter-
agency collaboration. While these may not be legally binding, they
serve as strong directives for government agencies to work together.
The President can use executive authority to emphasize the importance
of collaboration in education.

Memoranda of Agreement (MOAs): Government agencies can enter into

MOAs or agreements to formalize collaboration efforts. While these
agreements may not be enshrined in law, they serve as practical
mechanisms for coordination and cooperation between DepEd, CHED,
and TESDA.

The existing legal and policy frameworks emphasize the need for
coordination, alignment of educational goals, and resource optimization
across the education system. These laws and regulations provide a basis
for advocating and implementing collaborative efforts to improve the
Philippine education system.
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CRITICAL THINKING QUESTIONS

Asking critical thinking questions is essential for fostering a deep

understanding of collaboration efforts within the Philippine education
system, promoting accountability, driving informed decision-making, and
ultimately enhancing the quality and effectiveness of education in the
country. It ensures that collaboration initiatives are well-planned,
purposeful, and responsive to the needs of students and society.

Here are ten critical thinking questions to consider about collaboration

efforts within the Philippine education system:

What are the key challenges and issues currently facing the Philippine
education system, and how might improved collaboration between
DepEd, CHED, and TESDA help address them?

How do the mandates and responsibilities of DepEd, CHED, and TESDA

align or intersect in the context of education in the Philippines?

What specific examples or evidence from the article illustrate the need
for better coordination between the agencies, especially regarding
teacher training and curriculum development?

Are there any potential barriers or obstacles that could hinder effective
collaboration between these agencies, and how can these be
overcome?

How does the Singaporean education system, mentioned in the article,

compare to the Philippine education system in terms of teacher training
and curriculum development, and what lessons can be learned from
Singapore's approach?
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CRITICAL THINKING QUESTIONS

What role does Senator Sherwin Gatchalian play in advocating for

improved collaboration, and how does his perspective align with or
differ from that of Secretary Briones?

What impact might improved collaboration between DepEd, CHED, and

TESDA have on students, teachers, and educational institutions in the
Philippines?

What strategies or mechanisms can be put in place to ensure that

collaboration between these agencies is sustained over the long term
and not just a short-term initiative?

Are there any legal or policy changes that could further support and
institutionalize the collaborative efforts outlined in the article?

How can the success or effectiveness of these collaboration efforts be

measured and evaluated, and what outcomes or indicators should be
monitored to assess their impact on the Philippine education system?

These questions can help us critically analyze the news article and explore
the broader implications of the collaboration efforts within the Philippine
education system.
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CONCLUSION

In conclusion, the collaboration efforts within the Philippine education

system, as discussed in the news article, are of paramount importance for
the future of education in the country. These initiatives involve the
Department of Education (DepEd), the Commission on Higher Education
(CHED), and the Technical Education and Skills Development Authority
(TESDA) coming together to address critical challenges and improve the
overall quality of education.

The legal and policy frameworks in place, such as Republic Act No. 10533,
Republic Act No. 7722, and Republic Act No. 7796, provide a basis for
advocating and implementing collaboration. However, the need for
enhanced coordination and alignment between these agencies goes
beyond legal mandates. It is driven by the imperative to create a seamless,
high-quality education system that meets the diverse needs of students
and equips them with the skills and knowledge required for success.

Critical thinking questions play a vital role in this context. They enable
stakeholders to explore the intricacies of collaboration, identify
challenges, evaluate potential solutions, and ensure that collaborative
efforts remain focused on the broader educational goals of the Philippines.
These questions promote informed decision-making, transparency, and
accountability, essential elements for meaningful and lasting
improvements in education.

In a world marked by rapid change and evolving educational needs,

collaboration among DepEd, CHED, and TESDA is not only necessary but
also an opportunity to innovate, adapt, and create a more holistic and
responsive education system. By continually asking critical questions and
engaging all stakeholders, the Philippines can work towards a future where
education empowers individuals and drives national progress.