Senate holds hearing on governance of basic education act — June 2, 2026

[0:00] to Executive Director, Dr. Carl Markey. From the Teacher Education Council, joining us virtually, [0:07] we have Executive Director, Dr. Jenny V. Hoxson. From the Early Childhood Care and Development [0:14] Council, Planning Officer 3, Mr. Carl Jeffrey Sabalza. From the Commission on Higher Education, [0:21] Chief of Quality Assurance Division, Dr. Mildred Libot. From the Technical Education and Skills [0:27] Development Authority, Director General, Secretary Jose Francisco Kiko B. Benitez. [0:31] From the Professional Regulation Commission, Vice Chairperson, Professional Regulatory Board for [0:38] Professional Teachers, Dr. Paz Lucido. From the Department of Health, Undersecretary of Health, [0:44] Yusek Gloria Balboa. From the Department of Social Welfare and Development, Undersecretary for [0:50] Legislative and Intergovernmental Affairs, Yusek Alia Di Maporo. From the Department of Budget and [0:57] Management, joining us virtually, Yusek Janet V. Abuel. From the Department of Interior and Local [1:04] Government, Attorney Maria Carmela Villasper. From the Department of Finance, Ms. Angel Joy Flores, [1:13] Development Manager of Management Officer 3. From the Bureau of Internal Revenue, Attorney Edgar Alan [1:21] Reyes. From the Bureau of Customs, we have Assistant Commissioner and Spokesperson, Attorney Vincent [1:29] Philip Maronilla. From the Department of Information and Communications Technology, Undersecretary for [1:36] E-Government, Yusek David Lopez Almiral Jr. From Department of Labor and Employment, Yusek Carmela [1:44] Illustre Torres. From the Department of Trade and Industry, ASEC Dominic Tolentino. From the Department of Science and [1:54] Technology, Yusek Maridon Sahagun. From the Department of Finance, Director Maria Carla Espinosa. We also have from the [2:04] Depart, from DepDev, Yusek Rosemary Edelion. From Knowledge Channel Foundation, joining us virtually, the President and CEO, [2:13] Ms. Elvira Rina Lopez Bautista. From the Teachers Dignity Coalition, National Chairperson, Mr. Benjo Basas. From the [2:27] Philippine Business for Education, we have Executive Director, Mr. Hannibal Camwa. We will be joined by other [2:35] resource persons at a later time. That is all, Madam Chair. I will read the four bills, the four measures, the [3:03] importance, and I will hear the presentations from EDCOM and the Department of Education. Our hearing will last until [3:14] maximum 1130 this morning, and we will break, may break, into technical working groups. But first, [3:26] we deal with the creation and rationalization of schools division offices. What are these bills? [3:41] They seek to amend Republic Act 9155 by rationalizing the creation, organization, and the staffing of [3:51] schools division offices, SDOs. They guarantee at least one SDO for every province and city, while allowing [4:00] additional division in areas with large learner populations, high school density, difficult geography, [4:08] or heavy workload. Through this bill, the Secretary of Education, in coordination with DBM, is authorized to [4:16] reorganize, merge, realign, or subdivide divisions and districts based on objective criteria. Each SDO must [4:26] have a schools division superintendent, at least one assistant schools division superintendent, and [4:34] staffing proportionate to its schools, learners, personnel, and fiscal responsibilities. The bills aim to [4:42] strengthen field level education governance by reducing workload disparities and bringing [4:48] administrative and supervisory support closer to schools. What I'd like to hear later from both EDCOM and [4:55] DepEd and the others is, why did it take so long for this bill to be heard today? I am told that this is the first time it's being heard in four years. [5:07] What happened? Was it never filed? And if it was never filed, why did the DepEd not give it or EDCOM not [5:17] propose it to both houses of Congress? If it is urgent, then please explain to us how we'll be able [5:26] to fill up to fill up all the staffing needed in the schools division offices. And once it's enacted into law, what kind of [5:36] what positive impact will it have to basic education in our country? Now, we proceed to adopt a school. That was 1998 yet. On my first year as Senator, [5:51] I am an author of DEPD at the ADCOM. [6:11] Hindi ba nagmumungkahi ang DepEd or kami ba ang may problema? [6:17] Masa file lang file, hindi napapasa. [6:20] Okay. [6:21] So there are many authors here. [6:23] Senator Gatchalian, Senator Bam Aquino, Senator Piaquietano, Senator Joe Villanueva, and this representation. [6:30] The bill seeks to modernize and expand a Adopt the School Act by broadening the eligible beneficiaries [6:38] to include the ECCD or Early Childhood Care and Development, Alternative Learning System, [6:47] TVET, Basic Education, and Higher Education. [6:50] The bill will establish a one-stop shop and integrate an online portal to process applications, [6:57] coordinate donor participation, and streamline transactions with concerned agencies. [7:02] As to the tax incentives, I believe that's why the BIR, is it BIR here? [7:09] Yes. [7:10] And the customs as well? [7:11] You're here for this bill, right? [7:14] Okay. [7:15] Yes. [7:17] So the bill retains the 50% additional deduction for qualified adoption expenses and provides [7:25] incentives for hiring senior high school graduates. [7:29] They also provide tax and customs-related exemptions for qualified donations subject to safeguards, [7:37] non-resale conditions, and implementing rules. [7:40] The measures strengthen the Adopt a School Coordinating Council, formalize adoption through [7:46] MOAS, aim to make private support for education more accessible, attractive, and accountable. [7:54] K-3, I mentioned it earlier. [7:56] Let me just put into the record some points on the K-3 Foundational Learning and Nurturing [8:01] Care Act. [8:03] I would be happy if my colleagues could co-sponsor or co-author this measure as well. [8:09] So it establishes a national K-3 Foundational Learning and Nurturing Care Program focused on [8:16] early language, on literacy, numeracy, social and emotional learning, and values formation [8:23] from kindergarten to grade three. [8:25] I believe that Rina Lopez is online. [8:29] Perhaps she could also make a very brief presentation and explain to us the importance of this measure [8:36] through Knowledge Channel, through the research and preparation she has done in Knowledge Channel. [8:42] It provides protected instructional time, clear learning standards, localized and accessible [8:48] learning materials, and mechanisms for early identification and intervention. [8:53] The bill adopts a whole-child approach by linking foundational learning with health, nutrition, [9:00] attendance, responsive, caregiving, child protection, and learner well-being. [9:06] It strengthens teacher specialization, professional development, coaching, mentoring for early-grade [9:13] teachers. [9:13] It establishes a national K-3 dashboard. [9:18] It provides for budget tagging and progressive prioritization of K-3 investments. [9:24] I'd also like to know, perhaps, from EDCOM, your views on this. [9:29] And was this your recommendation? [9:32] Do you support it? [9:33] Because it was the Knowledge Channel team that proposed this measure to this representation. [9:42] Then we have the Coordinating Council for Education. [9:47] So this is a bill by Senator Sherwin Gachalian and authored by this representation as well. [9:52] It seeks to create a high-level education governance body under the Office of the President [9:58] to Strength and Coordination across the Education Sector, the National Guard of Councils. [10:06] Because since 1998, we've been creating commissions, councils, ang pinapadala ng mga cabinet, [10:14] because there's so many councils, our representatives, who sometimes are competent, but oftentimes also [10:21] are just there to represent, to listen, but don't have the authority to decide. [10:27] However, it's also important to put the education institutions in one council. [10:34] So I simply, even if I'm an author, I want to listen to DepEd and to the other institutions present here. [10:43] Would you support this? [10:45] So it proposes this council, and the council will develop a national education agenda, [10:55] setting long-term education goals, priorities, strategies, and investment direction across DepEd, [11:03] CHED, and TESDA. [11:05] And it proposes to create the National Coordinating Council for Education, NCCE, [11:12] as the primary interagency body for directing, coordinating, and monitoring education [11:18] and workforce development reforms. [11:20] I guess the reason also for this measure is because sometimes, I'm not saying all the time, [11:27] and it will depend on the cabinet, hindi nag-uusap minsan ang heads ng mga ahensya, [11:33] parang nag-uusap lang pag may budget hearing magkakatabi. [11:36] I'm not certain that's all the time. [11:39] Perhaps it's not under your leadership, but we have, it sometimes happens. [11:45] So this will align the agency policies, plans, programs, and budgets with the National Education [11:51] and Workforce Development Plan. [11:54] The measure addresses the fragmentation in the trifocalized education system through a permanent [12:01] coordination, planning, monitoring, accountability, data systems, labor market alignment, and reporting. [12:08] So I've talked too much. [12:11] I will listen first to the Department of Education, and second to EDCOM for your presentations. [12:22] And I would like to hear from the Commission on Higher Education and TESDA as well. [12:28] So we will see all the others in the private sector, of course. [12:35] Please just raise your hand, and those online can also give us a sign when I can't see you. [12:44] If you would like to please give your comments on the measures. [12:51] So may we start. [12:52] Marami kayong depth dito. [12:54] No, USEC for Learning, Dr. Carmela Orashon. [12:57] I would assume po that you are representing Secretary Angara, and it would be USEC Wilfredo Cabral [13:05] who will make the presentation. [13:07] So will you give your comments on the four measures, or only selected measures where you're [13:13] ready to present? [13:18] I'll move on the first regarding the proposed measure on the classificate of SDOs, [13:31] an amendment to RA 9155. [13:34] When I call the agencies of government and the private sector, are they here? [13:40] Yes. [13:41] We have the professional teachers. [13:43] Of course, we have the PRC. [13:45] We have the Teachers Dignity Coalition. [13:51] Yes. [13:52] Yeah. [13:56] Yeah. [13:58] Could you also, we'll check. [14:00] You should have invited also the ACT teachers party list. [14:04] Next time, we invite them. [14:06] Okay. [14:08] Please proceed. [14:09] USEC Cabral, you are referring to the first on the rationalization of the schools division [14:16] offices. [14:17] Yes, Madam Chair. [14:18] Are you not ready to comment on the other measures? [14:20] I think we focus first on the first measure, Madam Chair. [14:27] So just to present the profile of the department in relation to Republic Act 9155, currently, [14:36] the organizational structure of the Department of Education follows this reporting structure. [14:42] And this is so designed so that we ensure strong leadership and accountability and efficient [14:50] coordination, aligning key functions under the office of the secretary, and organizing [14:56] services into clear operational clusters as strategic punishment, governance, learning [15:03] systems, and reducing duplication and strengthening oversight. [15:08] On the next slide, the regional offices under the rationalization plan structure is also [15:17] governed through a clear and functional framework under the leadership of the regional [15:24] director and assisted by an ARD or assistant regional director with support advisory units [15:33] such as legal, ICT, and public affairs. [15:36] So it's also organized its functions and operations in some special... [15:40] Could you kindly bring us back to the first slide? [15:43] Yes, ma'am. [15:44] Yeah, okay. [15:45] Kasi maliit. [15:47] Okay. [15:47] Sorry, it's a PDF format. [15:49] No, I know. [15:50] Yeah. [15:53] Thank you. [15:53] May heart. [15:55] Yes, ma'am. [15:55] Thank you. [15:57] Sige. [15:58] Please proceed. [16:00] Yes, Madam Chair. [16:01] Thank you. [16:01] On the regional office, there are several divisions like the Curriculum and Learning Management [16:11] Division, the Education Support Services Division, Field Technical Assistance, the Quality [16:18] Assurance Policy Planning and Research Divisions, the HRDD and Admin and Finance. [16:25] So all of these are functioning so that it addresses critical areas such as learning resources, school [16:34] health facilities, program support, personal development. [16:38] Overall, the structure strengthens the coordination, technical support, and accountability at the [16:45] regional level, thus enabling responsive data-driven and well-supported education service delivery. [16:52] As to the classification of the region, there are four regions, region 3, 4A, NCR, NRR, [17:05] with the corresponding number of schools division offices, and a medium region composed of 1, [17:14] 5, 8, 9, Caraga, and 8. [17:16] And the rest are seven regions with small divisions of 7, and the highest is 11. [17:28] This current reclassification of regional offices into large, medium, and small categories is based [17:35] on the number of SDOs. [17:36] They oversee reflecting the varying scope and complexity of regional operations. [17:42] This size-based classification provides a practical basis for aligning staffing, resources, and [17:49] operational support with workload requirements, thereby promoting efficient management, equitable [17:56] distribution, and response delivery across regions. [18:00] If we enact this into law, how many would you have a proposal, or do you have a slide, SDOs will [18:10] you have in the large or medium regions? [18:13] You would break it out into how many additional, or are you going to that in the forthcoming pages? [18:19] In India, our proposal is to focus more on super provinces like Cebu, Iloilo, counting on the [18:27] number of schools. [18:28] You'll get to that later. [18:30] I wanted to understand, if this is enacted into law, the large number of SDOs in the 1, [18:38] 2, 3, 4 regions you mentioned, ilan ang dadagdag na SDOs, if it will be the SDOs? [18:44] So there will be around 30. [18:48] But if you're going to that in your next presentation, I'll wait. [18:51] I'll touch that in a while for the school's division rough plan on the next slide, which [18:59] is really the focus of the amendment of IRA 921-55, currently we have on the next slide, [19:07] please. [19:08] The SDO profile provides that there are 49 small divisions, 140 medium, 27 large, and [19:16] 4 very large. [19:17] And these are the divisions I am mentioning of Cebu, Iloilo, Quezon, and Camarines Sur. [19:26] Okay. [19:26] There are, yeah. [19:29] Cebu, Region 7, Camsur, Region 5. [19:32] Region 5. [19:33] Quezon, for 8. [19:35] What's the other one? [19:36] Leyte, Region 8. [19:39] Those are the very large, is that what you said? [19:41] Yes, yes. [19:42] But I'm sure. [19:43] Ilan ang division in those provinces? [19:49] They are managed by one superintendent, one division for all of these provinces. [19:55] One division, one superintendent. [19:58] And how would the enactment of this law affect those super large or very large divisions? [20:08] This will be, yes, these very large divisions will be split into two divisions, so the four [20:16] will become eight, and there will be a company creation of plantilla positions for all of those. [20:23] Example, Quezon, Region 4A. [20:30] Right now, that's part of what you call the very large in-schools division. [20:34] Yes, ma'am. [20:34] So, you are not allowed to create a school division in that very large area? [20:42] Currently, under the law, it should be enacted by the Congress for the establishment. [20:48] Correct. That's why we're doing this. [20:48] Yes, po. [20:49] Yes. [20:49] So, para maliwanag po, ang Quezon isa, the school division. [20:53] Ilu-ilu isa. [20:54] I'm sorry? [20:55] Ilu-ilu isa din lang po. [20:57] Isang division din lang siya. [20:59] Yung apat lang, ang sabi niyo, Leyte, Quezon, Kamsur, and Cebu. [21:06] Yeah. [21:06] You did not mention Ilu-ilu. [21:07] Oh, but Ilu-ilu isa also one of the large, yeah. [21:10] Oh, but it's actually five. [21:11] Yes, ma'am. [21:11] Oh, bakit ganun? [21:12] No, no. [21:13] Sorry. [21:14] I'm curious. [21:15] I'm asking. [21:16] You said Leyte, Region 8, Kamsur, Region 5, and Cebu, Region 7. [21:23] So, well, I'll go to that slide, yeah. [21:27] No, before you go there, hinihimay ko po itong sitwasyon ngayon. [21:33] Walang batas na ito. [21:34] What's stopping you from creating? [21:36] So, you said, when it's enacted into law, higinhawa, makakakreate po kayo. [21:42] Sa apat pong yun. [21:43] So, I just wanted like a proof of concept. [21:46] Just one province first. [21:48] Quezon, Region 4A. [21:50] But then you mentioned also Ilu-ilo. [21:52] So, are we there for amending this slide and making it five very large to include Ilu-ilo province? [21:59] Or are you referring to Ilu-ilo city, sir? [22:02] Yes, madam chair. [22:03] In the proposal, we consider the number of schools, the topographical and archipelagic situation, [22:11] so that the administrative zones could be very well addressed on that note. [22:17] So, you may want to revise or amend the very large areas, but let's focus on one so that we understand. [22:27] The present very large in the province of Quezon, there's one SDO. [22:33] Yes, madam chair. [22:34] And if this is enacted into law, convince me that the bill that I'm hearing, authored by several senators, [22:47] giginhawa po, will positively impact on schools division, superintendents, the workload, administrative, and otherwise of our teachers, principals, [22:57] and will eventually impact positively on our learners. [23:00] Yes, madam chair. [23:02] Convince me on my bill that I'm hearing. [23:04] Yes, madam chair. [23:05] Can I just proceed to the next? [23:08] It's important I understand. [23:10] So, Quezon, one SDO. [23:13] Pag nasa batas na po ito, ilan po ang pwedeng italaga na division, offices, at superintendents? [23:22] For example, demographic, there will be two divisions in Quezon. [23:26] We will split that into two. [23:28] So, mag-a-sang dalawa. [23:29] Dalawa na po sila. [23:30] And right now, you are disallowed to do that unless a law is enacted. [23:35] Yes, unless the BEPED is allowed to do so and split the divisions into manageable administrative zones. [23:44] So, two SDOs for the province of Quezon? [23:46] Yes, madam chair. [23:47] Okay. [23:48] And after it's just a matter of splitting two SDOs, then it will go down the line. [23:54] Superintendents, yung kaninang graph na pinatisyo, all the functions and designations, positions, and the commensurate budgets. [24:05] Yes, madam chair. [24:06] So, the Secretary of Education is not allowed to solve this problem regardless of how brilliant or hardworking or disciplined the BEPED Secretary is [24:21] because a law has not been passed all these years. [24:25] Sino man siyang secretarying well-meaning because his or her hands are tied because this law was never enacted. [24:36] That's correct, madam chair. [24:37] Bigla na lang, ang dami, ang hirap ng trabaho. [24:41] Ah, sige, hatiin ko. [24:43] Kailangan gakreate ng plantilya positions, hihingi sa senators, dagdag budget. [24:48] Mas kinaanong budget ang bigay namin sa inyo kung wala ang batas na ito. [24:54] Yung, hindi yung congestion ba tawag doon? [24:56] Yung dami ng trabaho, yeah, congestion, ang work, at kulang ang personnel, qualified competent personnel should be allowed by law. [25:11] Okay. [25:12] Ganong katagal na po kayo, Yusek Cabral, sa DepEd? [25:15] I started as a classroom teacher, 34 years na po ako. [25:20] At saan po kayo? [25:22] Tagamindoro ako, ma'am. [25:24] Oriental Mindoro. [25:25] O, pastal. [25:26] O, napakaganda. [25:27] So, 4B. [25:28] Okay. [25:28] So, isang SDO is allocated per city and per province. [25:35] In your presentation earlier, kasi maliliit, lahat ba ng probinsya at ng syudad may isang SDO o hindi na natin na fill up lahat yan? [25:45] All of the cities component ay meron po. [25:49] At lahat ng probinsya meron. [25:50] Lahat ng probinsya ay meron. [25:52] Okay. [25:52] So, this bill empowers the secretary to create more SDOs. [26:02] Yun lang pala ang problema. [26:04] Bakit? [26:05] Why did it take so long? [26:07] Bakit ngayon lang, June 2, 2026? [26:12] Okay. [26:12] Sir, kailan po nyo, when did you realize that this was needed? [26:20] This bill to create more SDOs, para hindi lang po per province and per city, whether component or otherwise, ang kailangan. [26:33] That because for big provinces, we really needed, when was this needed? [26:37] Last year? [26:38] That's why ngayon lang gumagalawong kongreso? [26:41] Kailan po? [26:42] Well, I'm not sure how to chair ng basic education since 1998, so I'm asking this question. [26:47] I'd like to know, because if it's the inaction of Congress, let it say it. [26:54] Kung kongreso kami ang hindi nagtrabaho, hiningi ba ninyo? [26:59] Alam ba ng mga chair ng basic ed ng both houses? [27:02] At bakit hindi na ipasa? [27:05] There was actually an effort back in 2015 on the rationalization plan. [27:10] 15 pa po? [27:11] Yes po, and there was a promise that there will be a move to the second rationalization. [27:17] So maski sinong death ed, secretary, from Brother Armin Luistro, mahihirapan. [27:23] Kasi growing population, at maski anong sakripisyo po ng ating mga superintendents and death ed teachers, etc., [27:35] ang hirap talaga, palaki ng palaki. [27:37] So there was an attempt in 2015, 11 years ago, pero hindi na ipasa. [27:43] Anyway, come sec, later, give me the history of this bill. [27:50] 1998, 1992, 1987. [27:55] Bakit hindi maipasa-pasa? [27:56] I cannot imagine something so important and urgent has not passed. [28:04] And you're saying this is the first time it's being heard? [28:06] But hindi naman siguro. [28:09] Oh, it's the first time? [28:11] May hearing tungkol dito? [28:13] Imposible. [28:14] Ano nangyari yun kung mahalagang ganyan? [28:17] We filed the bill, ma'am, only after we had the charter hearing of DepEd, [28:21] where we studied the distribution of school division offices across the country. [28:26] Maybe the realization came only recently? [28:29] Yes, ma'am. [28:30] Last year, when we did the study. [28:32] Okay, so there was a rationalization plan in 2015. [28:41] So we cannot say we only realized it was needed last year when you did the study [28:45] because there was an attempt at rationalization in 2015. [28:49] Yes, ma'am, but not yet in the form of legislation. [28:51] It was fixing it within the DepEd's prendelia positions, but not to amend 9155. [28:59] Internal. [29:00] But it's actually simple. [29:03] Internally, if you know it's growing and there's so much density and there's a need, [29:09] then we amend the law. [29:10] Then we just give the secretary the power. [29:13] Okay, one hearing, one TWG, we should pass this. [29:17] Anong status sa house? [29:19] This is so important. [29:20] Huh? [29:20] Pasado na po. [29:21] Ah, lo-hanging fruit. [29:22] When did they pass it? [29:25] Last week. [29:26] Yes, four days ago po. [29:27] Okay, good. [29:30] So whether I stay as your chair or not, everything is in flux. [29:38] Yes, no. [29:39] But let it be known that this is the first time this bill has been heard. [29:47] Yes. [29:48] Because it took me time to read everything and to see what is the most important. [29:53] And this is a low-hanging fruit because it's been passed. [29:56] And no matter how well-meaning or brilliant or hard-working your secretary is, [30:01] if you do not give the secretary the power to create more positions [30:05] and therefore decongest the work of our hard-working Depth Ed officers and personnel, [30:11] mahihirapan talaga. [30:13] Yes. [30:13] So I want to gift this to the Depth Ed sector. [30:19] Okay. [30:20] Sige. [30:20] You don't even have to read this na yun. [30:23] Nakonvince na po ako na tama yung ginagawa ko eh. [30:25] Diba? [30:26] O sige, proceed lang po. [30:27] Yes. [30:27] Thank you. [30:28] Just to provide a context on what we're doing here on the next slide, [30:33] I mentioned about four very large divisions. [30:37] And we consider in terms of the number of teachers, enrollment schools, [30:41] and the number of districts. [30:43] And as you can see, large divisions like this four manages between 1,165 to 1,472 schools [30:55] and around 400,000 learners in 55 districts. [31:00] So there is an even burden for the same schools division superintendent to as much as with the medium ones or large ones. [31:12] And this is actually facing, these are actually facing significantly greater administrative and operational demands. [31:21] So... [31:22] So na po tayong Leyte? [31:23] Kanina po, Kamsur, Quezon, Cebu, and Leyte. [31:26] Now it's Iloilo. [31:27] The reason why I was mentioning Leyte is that there is a very rigid classification because in terms of 1,000, Leyte is also as big as this. [31:39] But the number of schools based on the clustering, umalo na lang siya dun sa large. [31:46] But considering the geographical dispersion, the wide dispersion of schools, technically, nearly parehas na lang din po yung kanilang characteristics and typologies. [32:06] So that's why I'm mentioning that with the introduction of this amendment to the law, it allows, uh, beyond an addressed concern on distance of schools from the division, uh, the accessibility of schools, uh, the lack of footprints to, uh, uh, manage the schools in island or mountainous areas. [32:33] So the, uh, the amendment is a welcome move because it will allow the Department of Education to provide more, uh, foot soldiers and even address the chalk points. [32:48] Kasi kahit malaki ang division, iisa din ang kanyang legal officer, iisa din yung kanyang HRA mo, uh, dealing with this number of, uh, personnel. [32:57] I understand it fully. Gusto ko po makilala ang mga SDO na mga probinsyang to. [33:03] Not today, uh, sa TWG, I'd like to talk to yung mga bayani. Ang hirap naman nun. [33:09] Yes, po. [33:09] Yes. Isaman nyo yung Leyte kasi sabi nyo, Kamsur, Quezon, Iloilo, Cebu. [33:13] When we talk about Cebu, this is city or province? [33:16] Yeah. [33:17] Yes, po. [33:17] Province. [33:18] Province. [33:18] And Iloilo, that's province, right? [33:20] Yes, po. [33:20] So we have 18 priority provinces for under this, uh, initial rollout because we cannot do it one time, given the fiscal sustainability, it will strain, uh, completely the fiscal space, but at least if we have the blueprint of how we do it, then at least the next administration, the next secretary would have a full glance of, uh, what, what's really happening down the line. [33:47] If we pass this into law this year, DBM, are you present? They better be ready with the funding requirements. So we must put it in the GAA 2027. Okay. And, uh, are you able to recruit the personnel, the teachers, uh, everyone who will populate the, uh, designated newly created, um, positions? [34:16] Yes, ma'am. Uh, we have the capacity to deploy, uh, third-level officials, uh, and even add more superintendent, assistant superintendent. [34:25] Patahas, pangalawa, kailangan ponduhan yung patahas, pangatlo, nandiyan na ang mga kwalifikadong, uh, tao, personnel, na matagal na nagaantay, na higit na 10 taon. [34:36] Oh, sige. [34:39] Thank you, Madam Chair. [34:40] Bakit ngayong ka lang? [34:43] Ganun. [34:43] I just would like also to highlight, ma'am, that because this is within the operate, the framework of optimize, align, and embed, which means we are going to optimize the capacity in terms of workforce of each of the division, uh, address the shock points, align in, in respect to, uh, personnel as well at the function. [35:06] And, uh, and, uh, again, uh, e-embed natin kung ano po yung mga kakailangan. [35:12] So we will be operating on that and we will determine the threshold of how many schools should there be in one division for a manageable, uh, uh, supervision of those schools. [35:26] So we are looking at 740 as a baseline, past 740 that you have to, uh, uh, address that, uh, separately. [35:36] So, ngayon, there are 228 SDOs, right, nationwide? [35:42] Yeah. [35:43] 84 provincial, 142 city-based. [35:47] Yes. [35:47] Pero may municipal kayo sa Pangasinan, Linggayan at Binalonan. [35:52] So may SDO ang LGU municipality, hindi city. [35:56] Pang 1 and Pangasinan 1 and Pangasinan 2 were, uh, divided. [36:00] But that was also enabled by legislation. [36:05] It wasn't a national law. [36:08] It was the initiative of the representative. [36:11] Okay, that's good. [36:12] And there was a proposal of, uh, separating one, one municipality into a division. [36:17] But of course, we, we, we say that that's not possible. [36:21] So when this is enacted into law, the 228 SDOs will be how many? [36:27] You mentioned 700. [36:29] Is that the number of SDOs? [36:31] Uh, well, the, the 700 is the number of schools, 700 for, we, in a, in a division. [36:36] So how many SDOs? [36:37] Do you already have that? [36:40] Wala pa. [36:40] Wala pa. [36:41] For the DWG, please prepare. [36:43] Yeah. [36:44] Um, if it's enacted into law, how many SDOs, which provinces or cities will you, uh, divide? [36:52] And under the SDOs, um, it goes down the line and the budget's needed, unless you're ready [36:58] to answer that now, but proceed with that. [37:00] Uh, the, the initial computation for, at least for the four is, has something to do with about [37:06] 3.4 billion. [37:08] I'm not referring only to the four. [37:09] I'm talking about the enactment of this bill into law. [37:13] So we're addressing the national problem. [37:17] We're saying this, ma'am, as a sample, so that we can, uh, we can, uh, uh, do the iteration [37:23] should the 18 provinces be, uh, considered initially, uh, considering the four, uh, dimensions [37:30] that we are looking, the teachers, the enrollment, the schools, and the district. [37:34] Uh, because we would like as much as possible to take this opportunity to really address, [37:39] uh, yung mga nakalimutan under the rigid classification of SDO. [37:44] So, but, but initially, uh, uh, we set the 740 as the threshold for the number of schools, [37:53] regardless of the, of the learners. [37:56] And, uh, we have a computation 740. [38:02] Yeah, because if we reduce that 740 to, uh, about 600 or 500, that will, uh, cost a lot [38:13] in terms of putting the entire staffing complement for the division, its infrastructure, and so [38:20] on. [38:20] I think, uh, well, can I proceed, madam, on, on the, on the, on the creation of the schools [38:33] division, uh, on the next slide, uh, let us skip that. [38:41] Next slide, please. [38:42] And, uh, we create, uh, the, uh, interim divisions under the department order, which was issued [38:52] sometime in 2002, and it was amended by DO, uh, 58th of 2002. [39:00] So, uh, all of this, uh, uh, uh, are, are the governing enabling, uh, mechanisms, uh, in the [39:11] establishment, uh, it is specifies that the schools division may be created in each city [39:17] with at least 750 teachers, including agencies and principals. [39:23] And there are several conditions on that. [39:25] Some exceptions on the creating is on the interim divisions is once there is a newly created [39:33] city, uh, the charters provide for a division, but, uh, but do not meet the 750 minimum and [39:41] the existing city, no charter, but propose a separate division for better supervision. [39:47] And, uh, next, so it's just a process of how we do the establishment of the division in the absence [39:57] of, uh, this, uh, amended, uh, law. [40:00] So there would be next slide, please. [40:03] So the LGU to initiate the, uh, the, uh, establishment of interim schools division. [40:09] And then, uh, we do have the coordination between LGU and, uh, the regional office and, uh, the [40:17] the Moa signing, the approval of the office, uh, uh, office of the secretary and the designation [40:24] of, uh, an officer in charge to do that. [40:27] So we have, uh, these, uh, challenges under 9155 because as I, we mentioned, the depth has [40:37] no authority to create schools division and there is a structural misalignment, centralized [40:43] leadership and management and supervision among those challenges. [40:48] So this slide. [40:50] Uh, and, uh, I think this is actually the, uh, summary of the challenges unilaterally, we [41:00] don't have the authority to create divisions. [41:04] And as I mentioned, these are the challenges where there's parties and supervision, uh, support [41:10] depend more on geographic boundaries rather than actual needs, uh, centralized leadership [41:17] and, uh, management and supervision gaps. [41:20] So these are all contributory to the uneven service delivery, coordination difficulties and, [41:27] uh, inequitable support for schools as highlighted as well by the Edcom findings. [41:33] Uh, uh, I've had to mention earlier that while there was a two 2015 rationalization plan, only [41:40] upon, uh, study of the Edcom, these, these, uh, stories, uh, came about. [41:47] We are also, uh, hindered by the fact that the 2015 rationalization plan says that it should [41:55] go over the 2005 plantilla positions that there was, that was, uh, the restriction at that time. [42:04] How can there be rationalization tapos naglagay ng cap naman parang inaral na kailangan, pero [42:10] bawal. [42:11] That's why we, we would like to use the optimization, Madam Chair, rather than rationalization, uh, which [42:19] is also, we, we are also given the timeline to submit the blueprint for the government optimization [42:27] act and the PED should also be looking at that if we really need to provide, uh, better service [42:33] to our learners. [42:34] That's my last slide, Madam Chair. [42:36] Thank you very much. [42:40] Balik lang isa, yung interim, or maybe you can just answer. [42:43] Ano, what, uh, law, or it was a memorandum order, no, that allowed the interim? [42:50] Yes. [42:51] Kailang LGU, mag-request, all of that. [42:54] So, yung mga bakante, no, how many interim school divisions did it create? [43:00] And what will happen to the interim school divisions once this is enacted into law? [43:06] Uh, our last, last interim division, how many we have the recently established Carmona, [43:15] Carmona, Carmona City, uh, and then we have also Bayawan, yeah. [43:25] This is based on request of LGU, right? [43:28] And, um, the authority to create, uh, a interim, an interim school division is based on a memorandum [43:37] only of the department order. [43:41] And what will happen to the interim school divisions once this is enacted into law? [43:46] Will they be abolished? [43:48] Will they be made permanent, be part of the organization? [43:51] They will subsequently, consequently be established as an SDO, uh, because some of the cities in [43:59] the charter does not, do not mention about a separate division and, but, but since there [44:07] is a, a, uh, a local school board for that city, particularly most of the component cities. [44:15] So, in the long run, na-establish naman po siya into a permanent school institution. [44:19] Okay. [44:20] Yes. [44:21] Thank you. [44:24] This is very clear and, um, it's been passed on third reading in the House. [44:30] Is there anyone, uh, DBM you'd like to comment, um, who'd like to comment on this bill? [44:38] Um, I believe it's, uh, not just timely, but long overdue, and we just have to study it [44:47] further, do some tweaks, um, for the, for TWG. [44:53] Do you have any presentation, Edcom, or you would just agree with this because you did a [44:59] study last year. [45:00] Is there anything different from the presentation of DepEd, Dr. [45:05] Caron? [45:05] Um, ma'am, just to support the presentation of DepEd, but just to say also that, as was [45:11] mentioned in passing by Yusek Wili, that we should consider various factors in the creation [45:17] of the divisions, which include the number of schools, but also student population. [45:21] If we can go to slide six, just to show that there are some regions, some divisions, for [45:27] example, you see the, in the presentation of Yusek Wili, Cebu, Quezon, Camarinesur, and [45:31] Iloilo, those in the magenda box, but on the left-hand side, you would see that despite [45:38] having fewer schools, they have similar number of students that are extremely high, Quezon [45:44] City, Rizal, Pulacan, Cavite, and Davao City. [45:46] And so these need to be considered in the joint policy that would hopefully, based on the [45:51] amendatory bill, will be developed both by DepEd and DBM so that we don't need to legislate [45:57] and that there is a policy that is rational in terms of setting a formula for the creation [46:02] of responsive divisions. [46:05] If we can show also slide nine, we just wanted to highlight, for example, that Rizal has 362,000 [46:12] students, Bataan has 85,000 students. [46:17] But as was mentioned by Yusek Wili, next slide, yung sinasabi po nating kukakulangan ng classrooms, [46:24] lahat po ng divisions may isang engineer. Pag nasira po ang isang classroom sa isang [46:29] division tulad ng Quezon, pagsabay-sabay nasira, itong iisang division engineer kailangan [46:33] pumunta, tingnan, mag-coordinate, hindi po talagang magagawa. So despite all of our efforts [46:39] to resource, without the manpower on the ground, DepEd will really have a difficult time to [46:43] address this. And the same goes for librarian, nurses, medical officers, which are all division-level [46:49] services. And so just to say that we support this measure, and we thank the Chair for putting [46:54] forward this measure as the first agenda in the Committee on Basic Education, because this [46:59] is extremely a low-hanging fruit. And it will be passed in the House on third reading today, [47:04] hopefully. And we look forward to the passage of this measure because this would really [47:08] relieve a lot of our schools on the ground to get the support that they actually need, [47:13] as was envisioned in RA 9155 in year 2001. Thank you, Madam Chair. [47:18] Thank you. Since you have the floor, can you please give EDCOM's comments on the four measures? [47:23] I believe you have a presentation. Will do, ma'am. Can we please go to [47:27] slide 14 on adopt the school? Ma'am, this was actually a bill filed in the year two of EDCOM. [47:34] This was filed by both Senator Nguyen, who was then Chair of the Senate Committee on Basic Education, [47:40] and Senator Angara as his last bill before he left the Senate to be DepEd Secretary. [47:45] We noted in the study of EDCOM in the second year that despite the Adopt a School Act being in place [47:52] since 1998, in fact, napakababa po nang na-generate niyang resources compared to other countries and [47:59] compared to Brigada Escuela of DepEd, which is able to gather billions of support for schools, [48:06] yung funding po natin for adopt a school na nag-generate has ranged from 200 million to 400 million [48:13] only, despite the existence of very generous incentives. Next slide. We know that since 1998, [48:21] most of the supports has gone towards provision of equipment and supplies, construction of facilities, [48:27] as well as repair and renovation works. Next slide. We wanted to highlight that the law is quite ironic, [48:34] because in 1998, it envisioned that the policy will support philanthropy towards DepEd, [48:41] CHED, and TESDA. So naisip po niya na dapat yung private entities makasuporta sa public school, [48:46] elementary, secondary, or tertiary. Pero naglagay siya ng polisiya na pag may memorandum of agreement [48:53] na ang mag-a-approve si superintendent ng DepEd. So kunyari po may nag-donate sa isang SUC, [48:58] may nag-donate sa isang public TVI, at least based on the law, si SDO, nakokonti na nga ang tao, [49:04] siya pa rin ang mag-a-approve ng MOA for adopt a school. Next slide. The proposed measure that was [49:11] filed envisions to expand the coverage of adopt a school to be more responsive to what we see our needs [49:17] today, including support for teacher training, support for the alternative learning system students, [49:23] donation of real estate property, kasi po ngayon kahit may pondo, kung wala namang lupang tatayuan, [49:28] hindi rin magawa yung mga school buildings. Pwede nga rin pong pati lease ng facilities [49:32] maisama dito. Health and nutrition packages, because as we realize now, nutrition and health [49:38] are very critical needs of our students. Assistive learning devices and equipment for learners with [49:43] disabilities, scholarships for tertiary education underprivileged students, and also labor training [49:50] expenses for the enterprise-based education and training. So this brings forward the Adopt a School [49:56] Act from 1998 to 2026 in light of the recent legislation in the education sector. Critically, [50:03] it is also important that it establish a one-stop shop of DEP, ECHED, TESDA, [50:08] para mapabilis po ang pag-apply ng incentives. Kung sino man pong tanongin nating private entities, [50:13] kahit may Adopt a School Act, para kang dadaan sa butas ng karayong para makakuha ng incentives. [50:18] After po ng isang taon, dalawang taon, gumigive up na lang po sila, kaya po marami nagbibigay, [50:23] hindi na nag-a-avail ng incentives, kaya marami pa rin pong gustong magbigay, hindi [50:27] natin na-enggan yung makapagbigay. We also would like to highlight that currently there are no dedicated [50:32] personnel to man-adopt a school. Designation lamang po ito of already overburdened personnel [50:38] of DEP, ECHED, TESDA. So wala pong full-time na gumagawa nito kahit na napakalaki ng potential [50:44] to also generate resources to support education because funding naman cannot just come from the [50:50] national government. Ipo sir, there is one-stop shop online portal now in DepEd. [50:56] No, ma'am. Oh, but nothing would stop you from implementing this provision of the amendment to [51:04] the Adopt a School while we're still hearing it. Yes, ma'am. Yeah, DEP, ECHED, TESDA, [51:11] si Kiko. Bakit wala? Ongoing po yung... Kasi maaari naman kayo mag-create ng programs eh, hindi [51:19] ma kailangan batas ng batas lahat eh. Yes po. So for the creation of the one-stop shop by DEP, ECHED, [51:23] and TESDA. Actually, DEP, ECHED has started the work on putting it together. Hindi pa lang natatapos, [51:29] so hindi pa technically nala-launch. Because it needs to combine the policies and guidelines of [51:36] all three agencies. So right now, that's an ongoing effort. But yes, ma'am, we do not need the law [51:42] for this. But this would be a good institutional background. I would encourage the three agencies. [51:47] Please, san ba ang CHED? Nandito pa ho kayo? Apo. Yes. While I commit to finish all of these [51:56] within the year, hopefully, if I continue to be your chair, and I'm sure whoever is a chair after me [52:03] would agree. So we commit to have this. But while this is being enacted, the one-stop shop in the [52:11] online portal, I think, is the ICT helping you? Yeah. Okay. Sigeat. Proceed, please. [52:20] Next slide. Just to highlight the final two critical features. In the current law of adopt a school, [52:27] ang ini-envision lang pong makapagbibigay ay corporate entities. Pero high net worth individuals, [52:32] for example, there is no way that they can give and then can get benefits from the adopt a school, [52:36] which we feel is an untapped possible partner to engage. And then finally, the bill proposes an [52:44] additional deduction of 20% of salaries, wages, and benefits paid during the first year of employment, [52:50] if companies hire senior high school graduates, at least for a time period to engage and encourage our [52:58] industries to enroll or to hire senior high school graduates. That is the end of our presentation for [53:05] the adopt a school. Next slide is the Senate bill. Yes ma'am. Just go back to that. Yes. Yes ma'am. [53:11] Hiring senior high school graduates, that can be done already now. [53:17] Pwede na po. But the incentive po of 20% deduction. Para po at least for several years, for example, [53:27] they can be encouraged because it is not yet in our culture to hire senior high school graduates [53:32] because of the, I guess, inclination to wait for college graduates. [53:36] So just a transitory period that makes us used to doing this. Yeah. Thank you. [53:44] Next slide is our comments on the K23 Foundational Learning and Nurturing Care Act that was proposed [53:49] and championed by Ms. Rina Lopez and Knowledge Channel Foundation. Next slide. In year two of EDCOM, [53:56] the title of our report was really fixing the foundations. [53:59] Kasi po ito talaga ang pondasyon ng lahat ng pagkatuto. At ang foundations, ibig sabihin [54:04] para magawa siya, hindi pwedeng si ECCD Council lang, hindi pwedeng si DepEd lang para siyang relay. [54:09] Kailangan po nilang magpasahan ng maayos at kailangan nag-uusap po sila. Next slide. [54:15] Just a few data points to highlight the need for this measure. We see that currently across our grades [54:22] one to three students, 48% are now grade ready. But at the start of the school year, [54:28] almost half of them start without readiness for formal schooling at grades one to three. This can [54:33] be routed to different efforts or issues such as nutrition, access to pre-kinder or early childhood [54:41] education and also the robustness of our kindergarten curriculum to really support them for grades one [54:47] to three. Next slide. We see from data in the different international assessments na hanggang grade [54:54] five, hanggang grade 10, hanggang senior high, nagkahabol yung mga studyante natin dahil sa weakness [55:00] ng foundational literacy, which is why it is very critical that we start them strong. Next slide. This is [55:08] also clear in the national achievement test results of DepEd from 2024 and 2023 that grade three, ang [55:16] proficient lang po talaga ay 31%. Pagdating po ng grade 12, ang natitira na lang 0.4% ang proficient, [55:24] which is why giving them a robust foundation to really start learning and to learn on their own [55:30] is extremely critical that by grade three, no one should move forward to grade four without being [55:37] basically literate. Next slide. Next slide. There are many reforms that are ongoing in DepEd and we [55:44] would like to highlight how this bill actually packages all of that in one program that really [55:49] ensures that it is delivered in an integrated way for all of our students. Yung pinakauna po, yung [55:55] pagpapalakas ng literacy at numeracy sa grades one to three curriculum, sinimulan na ng DepEd. Nagbawas po [56:01] ng competencies from 12,000 to only 4,000 in the last years at dahil po doon based on PID as a study, [56:09] mas natututo na talaga ang mga grade two students pagdating sa reading at pagdating sa iba't ibang [56:15] competencies na tinuturo. Dati po masyadong marami kaya halos walang mastery. Next slide. We also [56:23] point to this body that hanggang ngayon, despite the availability of the ECCD law, yung participation in early [56:31] childhood, napakabapa pa rin, 30%. So ang tanong, anong gagawin po natin sa 70% na pumapasok ng [56:37] kinder na walang access to early childhood education? Meron bang extra support? Meron kaya [56:42] summer bootcamp or meron pwedeng summer bridging program on early childhood na pwedeng i-initiate [56:48] ang DepEd sa pamamagitan ng batas na to kung may suporta at resources mula sa Kongreso? Next slide. We also [56:56] noted in our many discussions with DOH and I believe we are joined by DOH here that hindi pala [57:02] natatapos ang nutrition and health needs ng mga bata sa first 1,000 days. Next slide. Currently, [57:09] may school feeding program ang DepEd. Next slide. Pero ang tanong po namin lagi, yung mga [57:17] stunted na or yung mga severely wasted na bago pa man pumasok sa DepEd, pareho po ba [57:23] tayo ng ipapakain sa kanila kaysa sa mga batang wasted lamang. Ano po ang ibang support [57:29] ang kailangan nila para talagang makaungos or makapagpabuti ng kanilang kalusugan maliban [57:35] sa feeding na pare-parehas po ang menu? Next slide. We also realized recently na pagdating po [57:43] sa DepEd, napakaraming bakuna na ginagawa pa rin. Measles vaccines, tetanus vaccines, [57:49] ginagawa pa rin po itong mga ito, dapat sa mga bata. Pero sino yung nag-hold ng accountability [57:55] in terms of the children actually receiving it? Is it DOH? Who monitors? Kasi nakita po natin [58:02] sa pag-aaral, may mga taon pala na ang immunization or yung mga vaccines delayed [58:06] ang procurement, failed ang procurement. Paano pag hindi na ibigay, kailan ihahabol? [58:11] Sino ang talagang sumusubaybay? Next slide. We also note that when it comes to teachers, [58:17] as was also underscored by the bill championed by Knowledge Channel, wala pa rin po talaga tayo [58:23] masyadong prioritization of early childhood teachers to teach in grades 1 to 3. Bago lang po ang [58:31] curriculum ng CHED noong 2017, nagsisimula pa lamang graduate ang mga bata, pero kailangan pa [58:37] natin i-incentivize na ang magtuturo sana ng grades 1 to 3 talagang trained for early childhood education. [58:44] Next slide. As we also discussed in our briefing, Madam Chair, pagdating po sa availability [58:50] of learning resources that is localized, culturally relevant, and accessible, malaki pa rin po ang [58:57] kakulangan. Based on our data, 60% of Filipino households don't have books at home. At makikita [59:04] po natin ang literacy, hindi lamang po responsibilidad ng DepEd, responsibilidad din po sa tahanan. [59:10] Kung wala pong libro na pwedeng mabili ang mga magulang para mabasahan ng libro ang mga [59:16] pagdating sa bahay. NBDB here. Summon nyo sa next hearing or TWG. [59:23] Yes. Yun po. And kulang pa po tayo ng focus sa pagsuporta ng development ng mas maraming [59:29] libro na affordable, quality, at culturally relevant para sa ating mga bata sa mga edad [59:35] na ito. And finally, Madam Chair, in the study of EDCOM in our first year report, lumabas po na [59:41] bagamat tumaas ang pondo ng edukasyon mula 2016 hanggang sa ngayon, karamihan po ng pondong [59:48] ibinigay na tumaas sa pondo ng DepEd, napunta po sa senior high school at saka sa RA 10931. [59:56] Pero pagdating po sa primary education or itong foundational years, hindi po masyadong [1:00:00] umaakyat yung pondo. E ito po yung foundation natin para talagang natututo sila simula [1:00:05] pagkabata so that they can maximize senior high school and also free higher education. [1:00:11] I-post there. Kaya nga pagdating sa grades 10 to 12 ay baka mahirap nang masagip yung problema [1:00:19] dahil sa pondasyon pa lang ay hindi natin nabigyan ng sapat na pansin. Yung early childhood care [1:00:27] and development, batas yan, I think 1998 pa yan, 2001, ages 0 to 4. Ang K-12, oo. [1:00:37] Oo. E saan yung missing between the early ECCD and K-12? [1:00:47] Kaya napakahag na ito. This is foundational learning. Ano nga ba yung pinakitin nyo sa akin, DepEd, [1:00:53] nung isang araw na ang mga high school, even college graduates, or yung 10 to 12 na grado, [1:01:02] pero nahihirapan pa rin magbasa? 82%? 88. 88 ba? 88%? 88% are not independent readers. [1:01:13] Not independent readers. Ano ang capacity ng pagbabasa? Grade 2 ba? Hindi naman. [1:01:19] Iba-iba ma'am. Iba-iba ma'am. Pero basically, the assessment of DepEd was you will have them read a paragraph [1:01:24] or a short story, but they could not make analysis or inferences for grades 10 to 12. [1:01:30] Yes, ma'am. But you also had a presentation. Correct me if I'm wrong. I hope I'm wrong. [1:01:35] Maski na college graduates, meron din. 18% of college graduates on average. [1:01:42] So 80% of college graduates have difficulty grading? [1:01:48] With functional literacy. [1:01:50] Ah, functional literacy. Tapos itong grade 10 to 12, 88%. [1:01:55] Opo. Based on the grade 11 assessment conducted by DepEd. [1:01:57] So it's good that we're helping high school, okay, senior high, pero nga, ito yung missing. [1:02:03] Yes, ma'am. Ito po yung ugat na kung ito maayos natin, kahit hindi na tayo mag-remediate in the future [1:02:09] kasi tatutukan na natin simula pagkabata. [1:02:11] Tama nag-remediate kasi nga nandyan yung problema, pero hindi pwede ang ugali natin puro remediate [1:02:19] kasi hindi natin pinondohan, sinoportahan, or hindi mo natin alam na yun ang problema. [1:02:26] So in short, we must attack the problem from the root cause. [1:02:31] And this is the root cause. [1:02:33] So I believe this is also a priority equal to the others we mentioned. [1:02:37] And what I'd like to know here, DBM, DOF must also answer the budgetary needs of this measure. [1:02:50] Because we may give false hopes and pass it, that's good, but paano yung budget, kaya ba natin? [1:02:55] Have we quantified here the budgetary needs? Parang hindi eh. Wala pa eh. [1:03:00] We've been trying, ma'am, for the last three years. [1:03:06] Pero yung challenge po kasi, yung sa budget ng DEPED, hindi nakatag by grade level. [1:03:11] So budget ng elementary, saklaw na po lahat. [1:03:15] So pag tinitingnan namin, ano ba talaga yung kailangan for kinder to grade 3? [1:03:19] Ang hirap niyang i-breakdown kasi masyadong nakalampo lahat. [1:03:23] With the budget tagging proposed by the measure, then we can do that moving forward. [1:03:29] Para natatrack talaga natin, what is the per capita expense of our country at the primary level? [1:03:36] Encourage also local governments and even CSOs in the provinces, in the regions, in the faraway places, [1:03:44] to have reading sessions, read along, di ba? [1:03:47] Imbis na lahat nakatingin, pagkita mo maski mahihirap pero may telepono, may smartphone. [1:03:53] Imbis na itabi muna lahat sa ilalim ng mango tree, di ba? [1:03:58] May reading sessions, tapos yung mga aklat na ma sa atin. [1:04:04] Kasi nakita ko nung isang araw, nagpunta tayo dun sa aral program, may pinakitang aklat. [1:04:10] Tapos yung gown, ano ba yun? [1:04:13] Yung pinakitang mga letrato, Disney characters. [1:04:17] Hindi masama. [1:04:18] Pero parang you cannot identify with the figures that are shown in art cards [1:04:25] because it's very glamorous and it was foreign looking. [1:04:31] Kaya gusto ko sanang isama ang NBDB so that we can encourage more literaries, [1:04:39] more publications in the local level because we're so rich in our local culture. [1:04:45] So this is very exciting. [1:04:51] Yes. [1:04:51] Yes, ma'am. [1:04:52] But, okay, proceed. [1:04:56] Thank you, ma'am. [1:04:57] Next slide is on the National Coordinating Council for Education Act. [1:05:02] Yes, ma'am. [1:05:03] Before you proceed, I think Dr. Jeannie Hoxson of the Teacher Education Council on Zoom. [1:05:13] O sige. [1:05:15] Good morning, ma'am. [1:05:16] Good morning. [1:05:18] Good morning, ma'am and colleagues. [1:05:21] With your permission, Madam Chair, [1:05:23] the Teacher Education Council would like to give comments on Senate Bill No. 1853 [1:05:29] on strengthening K-3 foundational learning. [1:05:34] Please proceed. [1:05:35] Thank you. [1:05:35] Thank you, Madam Chair. [1:05:37] We will send our position paper, and we apologize. [1:05:40] We do not have any presentation, but only to indicate that the Teacher Education Council [1:05:45] supports heavily the Senate Bill No. 1853 on strengthening the K-3 foundational learning [1:05:52] and nurturing care. [1:05:54] Only that, in the provisions that establish the requirements for teachers, including the [1:06:02] future teachers, hence the pre-service, so the pathways towards becoming teachers of the [1:06:09] K-3, Madam Chair, it is the Teacher Education Council mandated by law 11713 that sets the minimum [1:06:17] requirement. [1:06:18] To report, Madam Chair, currently, the indication by Edie Carroll on the 2017 programs set by the [1:06:29] Commission on Higher Education has a new revised curriculum yet to be released within 2026 due [1:06:37] to some complications with our partners in the Commission on Higher Education. [1:06:42] But currently, Madam Chair, to report to the committee, our challenges are too fronged in the K-3 pathway. [1:06:53] The first one, Madam Chair, is that we do not have enough teacher education institution supplying the [1:06:59] early childhood to support the K-3. [1:07:02] The reason for this is because we do not have enough teacher educators, meaning the teachers [1:07:08] in the TEIs, who are educated with the degrees, with master's degrees as minimum requirement of [1:07:16] CHED to teach and conduct early childhood. [1:07:19] This is particularly true, Madam Chair, to areas like BARM, where we need it the most. [1:07:26] But they cannot offer early childhood programs to support future teachers because they do not have [1:07:34] teacher educators in that regard. [1:07:37] We propose, therefore, Madam Chair, that we add a provision to support that development within our TEI [1:07:46] so that they can be funded, that the Commission on Higher Education through the TEC can support the development [1:07:53] of buildings and other laboratories badly needed in the development of teachers for early childhood. [1:08:00] The second reason, Madam Chair, why we do not have supply is because in the Department of Education, [1:08:07] we have yet to fully establish that the need for early childhood is a requirement. [1:08:13] In most cases, Madam Chair, in recent years, the provision of requests for applicants is only mentioned in the elementary level [1:08:23] without full regard to the K-3 as a separate expertise. [1:08:30] And so, therefore, the TEC is forwarding a position that this be also included, if not as a full provision, [1:08:37] but in the IRR, that the Department of Education separates the requirement for our K-3. [1:08:45] Other than that, Madam Chair, the rest of our comments and position is to support with few tweaking [1:08:52] and our position paper will be sent to the committee. [1:08:56] Thank you, Madam Chair and colleagues. [1:08:58] Thank you very much, Dr. Jenny Hoxson. [1:09:04] Thank you for that, Madam Chair. [1:09:05] Great note of what you said, especially BARM. [1:09:09] We would like to hear from the Depth-Ed. [1:09:12] What are we doing about it? [1:09:14] What are our plans? [1:09:15] Maybe we can have another or a special session on the issues in BARM. [1:09:20] Yeah, thank you. [1:09:22] Is someone else raising? [1:09:24] I heard someone's voice. [1:09:26] Yes, Dr. Bas Lucido, Chairperson of the PRC, Vice Chairperson. [1:09:33] Please proceed. [1:09:33] And PRC, Board for Professional Teachers, we are fully supportive of the bill. [1:09:42] But I'd like to make a comment on the Section 7, that is teacher specialization. [1:09:52] It does not mention anything about the licensing of the K-3 teachers, [1:10:02] because I'm pretty sure that this will mean another specialization when it comes to a new program. [1:10:12] At present, just a background, at present, the licensing of teachers as provided by RA 7836 [1:10:20] covers two groups of teachers. [1:10:24] The elementary teachers, they are graduates of B.Ed. [1:10:27] and graduates of secondary education with majors. [1:10:31] But at present, the elementary education licensing has already two majors or three majors. [1:10:40] The general education, the preschool, that is early childhood, and special needs education. [1:10:48] But this bill talks of another specialization, I think, something like K-3. [1:10:56] I remember during our times, [1:10:58] we used to have from grades one to four, that is the primary, [1:11:02] and five to six, that is the intermediate. [1:11:05] But now, in this bill, you're proposing a K-3 program. [1:11:10] So, that means two things. [1:11:15] CHED should offer a program with specialization in K-3. [1:11:21] And, of course, I see here that all current K-3 teachers shall be deemed qualified during the transition period. [1:11:32] So, we are now talking of a transition period to implement the qualification of the teachers who will handle K-3. [1:11:39] So, at present, we have the early childhood specialization, which covers only the kindergarten. [1:11:49] But, of course, we have the one to three levels. [1:11:55] So, I'm just proposing that we come up with another provision here under Section 7 that will talk about licensing of the specialization. [1:12:12] Because, at present, the licensing of the early childhood and special needs is only covered by a joint memorandum circular. [1:12:21] Because, the law, 7836, does not talk of a specialization in the elementary. [1:12:30] It's a straight program. [1:12:32] But, this law now talks of a specialization in K-3. [1:12:37] So, I think this needs some TWG meeting that will cover PRC, CHED, of course, and DepEd. [1:12:46] Yeah, it's a long history of these majors and specializations. [1:12:55] But, right now, the focus is really on specializations. [1:12:59] I'm happy that we have this. [1:13:01] I just don't know if the early childhood law or early childhood majors can carry the K-3 specialization. [1:13:10] Because, I can see that there are certain subjects here that are also covered by the curriculum and the early childhood. [1:13:18] Something like a bridging something of these two specializations. [1:13:22] It needs really some work on this. [1:13:26] Thank you for that. [1:13:29] We need you for the TWG on how to sort it out. [1:13:31] And, my question also would be, do we have the teachers who will teach in the K-3 for foundational learning? [1:13:39] Well, the bill that I filed is well-intentioned and studied by the DepEd, no, not DepEd, the Knowledge Channel. [1:13:50] Perhaps Rina's also online can explain. [1:13:52] But, do we have the teachers? [1:13:55] How about their licensing? [1:13:57] Do we have the specialists to do this? [1:13:59] In the last March licensing examination, around the 500 plus specializing in the early childhood made it. [1:14:11] So, it's really a special major, specialization, early childhood education, which is, I think, covers also, would cover also grades 1 to 3, you know. [1:14:22] But, it's really focused on early childhood, if we call it early childhood. [1:14:27] But, this one is different. [1:14:28] It's K-3. [1:14:30] It's not, as I said during our times, it mayroong primary from grades 1 to 4. [1:14:37] And then, when you reach grades 5 to 6, you're in the intermediate. [1:14:40] But, it's, we name it differently now. [1:14:42] Panahon ko rin. [1:14:45] Primary. [1:14:45] Primary. [1:14:46] Tapos intermediate. [1:14:47] Intermediate. [1:14:48] And then, high school. [1:14:49] Pero, may grade 7 ako na. [1:14:50] Grade 7 ako. [1:14:51] Panahon ko. [1:14:52] Yeah, yeah. [1:14:52] There were grade 7. [1:14:53] Maka-panahon ba tayo? [1:14:54] Hindi mo ko yata. [1:14:55] Yes. [1:14:55] Yes. [1:14:56] I think you are younger. [1:15:00] Okay. [1:15:01] Natatawa sa akin. [1:15:02] But, you know, it's really confusing. [1:15:06] Because, right now, we have different, and, well, I guess this bill is very timely to clarify what's really Keto Garden and primary of that. [1:15:17] Thank you, ma'am. [1:15:19] Thank you very much. [1:15:19] Thank you also. [1:15:20] Yes. [1:15:20] Pwede natin sagutin. [1:15:21] May solusyon ka ba sa mga re-nace ni Dr. Lucido? [1:15:25] Yes, ma'am. [1:15:25] We've been working closely with PRC. [1:15:27] Actually, may filed bill po ang EDCOM also since 2024. [1:15:33] Amending the Professionalization Act of Teachers, RA7836. [1:15:38] Pasado na po sa House, actually. [1:15:40] Dito sa Senate, ang sabi ko nga po, nakatatlong Senate President na yung bill. [1:15:45] Naka-subcommittee, pero hinihintay po kung mapasa na dito. [1:15:49] This will fix the problem that was mentioned by Dr. Lucido. [1:15:52] So, it was with the Committee on Civil Service. [1:15:58] And then a subcommittee po with Senator Wynne until recently. [1:16:05] Opo. [1:16:07] Opo. [1:16:07] So, very critical kasi po dati, napipilitan talaga yung mga studyante na iba yung graduate na diploma, iba yung laman ng exam kasi po yung batas, 1994 pa, hindi rin talaga na-update at na-bago, na-improve. [1:16:21] So, this bill will fix it. [1:16:23] And also, just to share, ma'am, that currently also in the Uwakteya provisions, for example, that you chaired yesterday, di ba pong ngayon may priority programs na pwede na pong isama doon early childhood to incentivize people through the government scholarships to take up very essential courses that our country needs and our schools will truly benefit from. [1:16:41] So, I think that is really a good step also to mainstream early childhood education. [1:16:47] Thank you, ma'am. [1:16:48] I just need a two-minute CR break. [1:16:51] Okay. [1:43:32] Thank you, ma'am. [1:43:32] Carol. [1:43:33] Our final presentation is on the National Coordinating Council for Education. [1:43:38] Ito po, kung yung ibang mga batas, 1998, 1994, 2001. [1:43:43] Ito po, 1991. [1:43:45] Next slide. [1:43:47] The recommendation to create the NCCE actually stems from the first EDCOM in 1991. [1:43:53] Pero po, simula noon hanggang sa ngayon, hindi siya naging fully functional. [1:43:57] Hindi po siya na-establish, siya pamamagitan ng isang batas. [1:44:01] Next slide. [1:44:02] In the EDCOM 1 findings in the early 1990s, ito po yung dating itsura ng DECS, ng Department of Education, Culture, and Sports. [1:44:09] At mula po dito, ipinanganak ang CHED, ang TESDA, at ibang-ibang, ibang-ibang mga units at ibang-ibang mga agencies na ngayon ay attached sa DepEd. [1:44:18] Next slide. [1:44:21] In the envisioned education system, they really conceived that there would be a DEP, EDCHED, and TESDA. [1:44:30] But because they foresaw the need for coordination, they really planned that there was a National Council for Education that would ensure the coordination of the education system from elementary or even early childhood all the way to higher education and technical vocational. [1:44:46] Next slide. [1:44:47] Ito po yung mga debates noong 1991 na talagang pinag-usapan nila, hindi pwedeng ihiwalay, itrifocalize, pero walang council for coordination. [1:44:56] Next slide. [1:44:59] So this was part of the original recommendations of the first Congressional Commission. [1:45:04] Next slide. [1:45:05] Since 1991, there was only one point in history where it existed, through an executive order of 273 during the time of President Estrada, but it was short-lived because he also left office immediately after. [1:45:19] And since then, it was never put up nor functional as a mechanism to ensure coordination across the education system. [1:45:28] Next slide. [1:45:30] In the first year report of EDCOM, we put forward that many of our concerns are symptomatic only of the lack of three things. [1:45:38] A common vision and direction, a venue for regular coordination, and also a close monitoring of our learners. [1:45:45] Kasi yung studyante naman po natin na nagsimula ng kinder, pagkatapos ng high school, pumupunta ng tech work, pumupunta ng higher education. [1:45:51] But without that systems-level perspective of how our learners journey in our education system, talaga pong bahala na lang, tapos kung sino yung maiwan doon, sasaluhin ang susunod, sasaluhin, pero minsan po, hindi na sasalo. [1:46:05] Next slide. [1:46:07] Against this backdrop since the 1990s, the three education agencies, meanwhile, have been saddled with multiple inter-agency responsibilities. [1:46:16] Ito po yung sinasabi niyo po, Madam Chair, na napakaraming councils, bodies, technical working groups, na sa bilang po ng EDCOM noong 2023, at least 68 inter-agency bodies na kailangan puntahan ng tatlong agencies, secretaries. [1:46:31] Next slide. [1:46:32] Ito po yung initial list that we put together. [1:46:35] And I think later on, in the work of DepEd, in the following years, ang bilang po nila, umabot na sila ng 200 plus inter-agency bodies na kailangan atenda ng DepEd. [1:46:46] Na sa bawat araw, kung mag-attend sila ng isa, kulang na halos yung isang taon kasi quarterly meetings po ito. [1:46:52] And these are the many, many bodies. [1:46:54] Meron pong inter-agency body of antimicrobial resistance, meron pong mga inter-agency committee on anti-illegal drugs, inter-agency committee on tobacco. [1:47:05] So maraming marami po that the agencies need to participate in. [1:47:10] Next slide. [1:47:11] Will the creation of this council address the issues pertaining to the 68 coordinating? [1:47:17] Yes. [1:47:17] Yung council, yun na pag-uusapan na lahat. [1:47:20] Opo. So ang deliberations po initially was that baka po lahat ng existing bodies na inatenda ng tatlong agencies isa-subsum na under this one council para kaysa 18 meetings, isang meeting doon na pag-isahin ng conversations. [1:47:34] That means we have to have a provision that would be amendatory to all the laws creating the councils of the 68, 68, 68 laws. [1:47:46] More than, more than, ngayon po, kasi maraming marami po, umabot na yata ng 200 plus ng bilang ng DepEd. [1:47:52] And actually, when, yeah, when this was... [1:47:55] So that should be, can you draft that provision for us if it's not yet here? [1:48:00] We will, ma'am. We will. [1:48:02] Next slide. [1:48:03] The other findings of EDCOM, the trifocalization, really resulted in many coordination challenges. [1:48:10] Nakita po natin misaligned ang programs, duplicated ang efforts, at marami pong wasted resources. [1:48:15] For example, napakarami pong teacher education graduates in specific fields, pero ang kulang po natin, teachers in science, teachers in mathematics, teachers in education sa pagpapakatao, teachers in music and arts. [1:48:30] Kulang po doon. Pero dahil po yung data ng DepEd at ng CHED hindi nagtutugma, hindi po natutugma din yung alignment na kailangan for teachers. [1:48:38] Sa pag-aaral po ng EDCOM in 2024, yung kakulangan pala ng DepEd ng guidance counselors, 4,400 vacancies. [1:48:45] But when we mapped out using CHED data, marami po palang regions ni isang university na nag-o-offer ng Masters in Guidance Counseling, wala. [1:48:53] Paano po makakaroon tayo ng guidance counselor kung wala namang universities na nag-o-offer ng program? [1:48:57] So hindi po talaga mapupunan yung mga pangailangan ng mga paaralan. [1:49:02] This just really underscores for us that the solutions to the crisis is not just DepEd alone, but is shared across DepEd, CHED, TESDA, as well as other agencies. [1:49:12] Next slide. [1:49:13] Based on these recommendations, the EDCOM, our legislators have put forward a concurrent resolution urging the president to establish this body, the cabinet cluster for education in the interim, while we are legislating this measure. [1:49:28] And the president has agreed and has created, through Administrative Order 36, the Education and Workforce Development Group. [1:49:35] Next slide. [1:49:39] This EWDG created by the president institutionalizes collaboration of the three secretaries, but also including the demand side, which is DepEd, Department of Labor and Employment, and Department of Migrant Workers. [1:49:53] And to be honest, Madam Chair, ngayon lamang po nabibigyang buhay yung pag-uusap ulit tungkol ng National Coordinating Council kasi nakita sa pamamagitan po ng three secretaries ngayon na kaya naman pala talagang mag-usap, kaya mag-coordinate. [1:50:06] Because to be honest also, hindi na po namin nilagay sa presentation. [1:50:10] In previous times, kaya po hindi tumayo itong body na ito, ayaw daw nila na rotating chairmanship because they don't want to be under the other secretary. [1:50:19] So nagkaroon ng personality issues, hindi po tinuloy-tuloy yung coordination. [1:50:23] But under the three leaders that we have today, we've seen na kaya naman pala basta tutok sa trabaho at tutok sa mission on education. [1:50:31] Which is why there is now greater, I guess, impetus or confidence that this body could last, could be the way to make things more coordinated. [1:50:40] Next slide. [1:50:42] Under the current bill for discussion, the body will be created under the office of the president with the president as chairperson and with a cabinet secretary as vice chairperson. [1:50:52] And this would be composed of the following agencies, DepEd, Ched, TESDA, but also to include the important role of DOST, especially in research and development, particularly in supporting that in higher education, but also DOLED, TBM, and DepDev. [1:51:06] And then this body will be supported by technical working groups and a secretariat, also housed under the office of the president and led by an executive director. [1:51:16] Next slide. [1:51:17] Under the powers of the council, it is to continue the implementation of the national education and workforce development plan, to look at the budget proposal of the agency as a whole, hindi siya tingi-tingi by agency, pero as an education sector, are we funding the most important things? [1:51:32] Are we making the most strategic decisions? How are we then putting forward our work together as three agencies to support education development? [1:51:41] And also to establish an interoperable data system across these bodies. [1:51:46] Finally, as we discussed, Madam Chair, next slide. [1:51:49] It also includes the rationalization of all existing interagency bodies to be subsumed under this council, para po mabawasan yung napakaraming councils, nasa sobrang dami, kahit sino po yung mapadala, sino yung libre yung na ipapadala, wala na talagang high-level discussions, and then hindi kayang makerry over sa mga trabaho ng ahensya, yung totoong mandato ng batas. [1:52:11] We would also like to put forward for the discussion of the committee and also the Chair's consideration to consider this in relation to other measures filed by Senator Risa and also Senate President Cayetano about the use of this to ensure that there is coherent and seamless progression from the work of EDCOM, [1:52:29] which will end in the next year or two, relative to then the work of this Coordinating Council, and also the consideration of the bill filed by Senate President Cayetano to also consider the possible membership, for example, of the Chairs of Education in this Coordinating Council for Education. [1:52:48] That is it, Madam Chair, but we would like to underscore that in many of the discussions of EDCOM in the last two years, [1:52:53] ang tanong talaga ng lahat is, ngayon na marami tayong reforms na ginagawa, sino po yung maniniguro na after mawala po yung secretaries na currently nakaupo, after mawala yung EDCOM, [1:53:06] paano kaya matutuloy yung convergence, yung coordination para po masustain ang reform sa ating education system? [1:53:13] Thank you, Madam Chair. [1:53:17] Thank you very much. May we hear from an NGO, I think Mr. Benjo Basas of the Teachers' Dignity Coalition. [1:53:25] Kayo po ang National Chairperson. [1:53:29] Which of the four bills would you like to comment? [1:53:31] Una, sangayon pa po. [1:53:34] Sangayon po kayo sa apat na pano ka lang batas. [1:53:39] Kung hindi po, ay pwede niyong isaad bakit. [1:53:43] At ang batas naman ay pwedeng evolving po ito. [1:53:47] Kailangan pa. [1:53:48] Pero kung sangayon kayo, isubmit po ninyo yung inyong mga komento. [1:53:53] Thank you. [1:53:53] Specifically for the two bills, ma'am. [1:53:56] Your bill po, 1853 and 2089 po. [1:54:01] Una, doon po sa National K23 Foundation Learning and Nurturing Care Program po na proposal. [1:54:08] Ito rin po yung aming sinasabi parate. [1:54:11] Kapag tinatanong kami bakit mababa yung quality ng ating education na umaabot hanggang senior high school. [1:54:17] Nung nakaraang mga araw po, ay lumabas po yung 1.3 million struggling readers or reading without comprehension up to grade 11 level. [1:54:27] So, nakita po namin ang magandang may dudulot po nito. [1:54:32] This bill, of course, recognizes that learning outcomes are affected by health, nutrition, attendance, and family support. [1:54:39] Hindi lang po ng mga teacher. [1:54:41] Even yung kahirapan ng ating mga mag-aaral ay kinikilala po nito. [1:54:48] May protection po doon sa instructional time. [1:54:50] May additional support for early grade learning. [1:54:53] Teacher specialization and professional development, of course. [1:54:58] The PRC is here. [1:54:59] And dedicated K-3 budget allocation. [1:55:02] Yung 10% po na iaalat po dito ay tinatanong ko nga po yung ating deped officials kung how much would be the cost, if ever. [1:55:12] Nang 10% na basic education spending going to the K-3 budget po. [1:55:18] Ngayon man, syempre, gusto po namin makita rin po dito na baka madagdagan yung trabaho ng mga teacher. [1:55:26] Kasi may mga ilan po dito na very subjective. [1:55:30] Yung SEL, somewhat subjective po yan. [1:55:33] At kung ibibigay po natin ito sa mga teacher natin, halimbawa, na hindi naman trained. [1:55:37] Doon po sa science nung child psychology or other pa na mga importante dito po na skills para dito ay baka hindi rin po siya magawa ng mabuti. [1:55:54] At yung mga teacher din ay mag-suffer. [1:55:56] But nevertheless po, we go for this bill and we hope that this bill will be provided with the necessary funding support para po ito ay masiguro. [1:56:09] Naniniwala po kami na ang pinaka-importante at dapat bigyan ng focus ng ating gobyerno ay yung kinder to grade 3. [1:56:18] Dapat wala ng grade 3 o wala ng papasok na grade 4, aangat na grade 4 na hindi talaga nakakabasa. [1:56:25] Dahil yan po yung nagiging problema natin. [1:56:27] Pag pumasok ng grade 4 at hindi pa rin nakakabasa, wala na pong pag-asa halos po ito. [1:56:33] Of course, that's very harsh. [1:56:35] Pero pag umabot po siya ng high school na hindi nakakabasa, ano pong inaasahan po natin? [1:56:41] So doon po pumapasok ngayon, yung tinatawag natin parate, yung kinikritisize po sa amin sa Department of Education. [1:56:49] Of course, I am a teacher in the DepEd. [1:56:52] Yung kinikritisize sa amin na mas promotion kasi pumapasa yung mga bata at umaaker sa next grade level kahit wala yung necessary reading skills. [1:57:04] So tingin namin, ang mga components na dapat gawin po dito ay babaan talaga yung class size ng kinder to grade 3. [1:57:11] Kung maaari po, mga 20 lang hanggang grade 3 para yung teacher ay nabibigyan niya ng focus, [1:57:18] ng individual po na attention yung kada isang bata. [1:57:21] At yung pinakamahuhusay ng mga teacher, we have this in DepEd po. [1:57:26] Meron tayong tinatawag na reading teachers. [1:57:28] Of course, yun ay description. [1:57:30] Hindi siya elite group. [1:57:33] Pero kada eskwelahan po natin, meron tayong mga reading teachers. [1:57:36] Na yung mga teacher po na napakahusay magturo na dun sa mga bata na makapagpabasa. [1:57:42] But of course, kailangan po again ng individual na focus po ng ating mga teachers at mga bata po. [1:57:49] Madam Chair, that's all for nows. [1:57:56] Two of the four. [1:57:58] Oo. [1:57:58] Ah yeah. [1:57:59] Well, number two po, dun po sa... [1:58:01] Una po, yung tungkol sa pagdadagdag ng mga SDOs. [1:58:07] Ah, yes ma'am. [1:58:07] Opo. [1:58:08] Ah, kami po naniniwala na kailangan-kailangan din po namin yan. [1:58:11] Natin yan, ano po, sa DepEd system. [1:58:14] Kasi ang laki po talaga, no, may mga ilan po dito, no, talagang pag ito po ay natupad, no, [1:58:19] yung governance ay magiging mas malapit, no, dun sa ating mga komunidad, no. [1:58:24] Ah, of course, we recognize that there are divisions po na overburdened, no, yung ating mga divisions, no. [1:58:29] Ah, this will improve, no, responsiveness and technical support, no, to our teachers and schools, no. [1:58:34] Ah, and it, um, it will help, no, address the inequities in division stopping and service delivery. [1:58:42] Binanggit po kanina, isang buong division po ng Palawan, halimbawa, [1:58:46] ang iisa lang po ang, ang ating engineer po diyan ay sobra po, no, laki yan, geographically, no. [1:58:53] There are distinct, no, provinces, no, na napaka, iisa lang ang division, no, no, [1:58:59] ah, Quezon Province, no, Cebu, Isabela, Palawan, Cagayan, Leyte, these are, ah, geographically talagang napakalalaki po nito, no, [1:59:07] no, pero at least maliban doon sa mga city po nila, no, like, ah, Quezon, we have Tayabas and Lucena, no, [1:59:12] ah, pero gayon pa man, from General Nakar, no, up, ah, down to, ah, Tagkawayan, no, [1:59:18] iisa lang po na division po yan, no, same po sa Palawan, yung Batarasa, yung Brooks Point, yung, ah, Kuyo, no, [1:59:24] ah, iba pang mga, mga, mga, mga, mga munisipalidad po, even island municipalities, [1:59:31] isa lang din ang division diyan. Meron po tayong mga talagang sobrang lalaking population, [1:59:36] Bulacan, Batangas, Rizal, Iloilo, no, of course, Pampanga, no, and there are, there are provinces, ma'am, [1:59:43] with the existing two divisions, like Pangasinana, bagit na po kanina, no, [1:59:47] Pangasinana has two divisions, Pangasinan 1 and Pangasinan 2, plus, ah, I think, four, um, um, cities in Pangasinana, no, no, [1:59:54] na meron din pong division. Surigao del Norte, no, yun pong, ah, ah, ah, Siargao, no, isa separate division, no po, [2:00:02] and there are cities, nawala po tayong mga division, Palayan, no, Trece Martires, and, ah, Tagaytay, no, [2:00:09] so, yun po yung aming, ah, ah, ah, kinikilala, no, dito po sa panukalang batas po na ito, [2:00:16] tapos hindi kasi empowered yung ating, ah, Department of Education, nakatali yung pamay ng, ah, [2:00:21] DepEd kahit gustong-gusto na niya, siguro, no, ah, ah, narinig ko naman, no, [2:00:25] kaya, ah, E.D. Carol, and of course, kaya Yusek, ah, um, Cabral, no, na may ganoon din naman po, no, [2:00:33] na pagustuhan yung ating mga, o yung ating, ah, DepEd, ah, officials, no. [2:00:37] Gusto naman po namin matiak, syempre, madam, no, na kung sakasakali, no, madam chair, [2:00:42] na ito ay may isa sa batas, no, eh, kailangan din po natin ng, ah, ng mandatory na consultation [2:00:47] with teachers' organizations doon sa, ah, ah, ground, no, sa level, no, [2:00:52] no, and, ah, of course, explicit protection against displacement and diminution of rights [2:00:57] and benefits, no, na lagi naman dapat na kinikilala, no, [2:01:03] and lastly po, clear funding guarantees, no, to ensure that new divisions result in better services, [2:01:08] not merely larger bureaucracy, no, so kailangan-kailangan po natin. [2:01:13] Thank you, madam chair. [2:01:14] Very much, Mr. Benjo Basas. [2:01:17] Online, we have Rina Lopez. [2:01:19] I believe that Rina will comment on the K-23 bill. [2:01:22] Good morning, yeah. [2:01:30] Good morning, madam chair, and to the rest of the committee. [2:01:36] Yeah. [2:01:36] Yes, I thank Edie Carroll and Jenny and Mr. Basas for supporting the K-23 Foundation [2:01:52] on Learning and Nurturing Care Bill, you know. [2:01:54] We believe that it's really very important because if grade three is really the make [2:02:02] or break point also for learning, you know. [2:02:04] programs alone are not enough, you know. [2:02:10] What this bill does is it will really create or elevate K-23 from a Department of Education [2:02:19] intervention to something that's a whole-of-government, whole-of-society program, you know. [2:02:29] If it's okay, I'd like to talk a little bit more about it. [2:02:37] Proceed. [2:02:37] So, Edie Carroll talked about the gaps, you know, that we cannot ignore. [2:02:51] Too many Filipino learners complete grade three unable to read with comprehension. [2:02:56] 87% of grade 11 students are classified as non-independent readers and many other issues, you know. [2:03:03] Now, the ACCD systems act, RA1 to 199, which was passed last May 2025, supports children from birth to age four. [2:03:16] The K-12 system picks up from kindergarten onward, but the critical bridge, you know, kinder to grade three, lacks a dedicated, integrated framework, securing foundational, academic, social, emotional, and values-based competencies. [2:03:33] And COM2 has said that this is really where we need to focus on the foundational learning. [2:03:42] We believe that K-23 is everyone's responsibility, learning outcomes in the early grades are shaped by far more than classroom instruction. [2:03:52] Nutrition, health, early screening, attendance, child protection, and responsive caregiving all determine whether a child is ready and able to learn. [2:04:04] That's why K-23 foundational learning is a whole-of-government, whole-of-society priority. [2:04:10] So, while DepEd is the lead implementing agency for the national K-23 program and instructional standards, we have the ILG and the LGUs that integrate the K-23 priorities into local development plans, budgets, and service delivery. [2:04:28] We have DOH and DSWD that will align health, nutrition, and social protection services, and support early learning conditions, and the ECCD council to ensure developmental continuity and alignment across the 0-4 to K-23 pathways, you know. [2:04:47] And the science is clear, you know, behind the strategy, the 0-8 pathways. [2:04:54] Developmental science supports an integrated 0-8 pathway where children's gains are strongest when early health, nutrition, responsive caregiving, and early learning are aligned with K-23 instruction. [2:05:09] So, you see the birth to 4, ECCD, really kindergarten, grades 1-3 and grade 4, a balanced strategy combines preventive, high-quality K-23 instruction that reduces the need for remediation with targeted remedial support for learners beyond K-23 who still need help. [2:05:31] So, crucially, this proposed act is designed to be implemented together with RA 1-199 to ensure a seamless, coherent continuum from birth through grade 3. [2:05:45] So, as you mentioned earlier, Madam Chair, that remediation is important, but if we can lessen the need for remediation and do preventive, high-quality K-23 instruction, [2:06:01] then that would be much more efficient and effective, you know, social-emotional learning and values, it's not optional, but it's essential. [2:06:12] So, while we have the early learning, early language, literacy, and numeracy, we need to bring in and make sure that social-emotional learning and values are there as well. [2:06:25] Responsibility, respect, cooperation, empathy, the Bionian spirit, all of this, you know, need to be embedded in, while I know they're embedded in the curriculum, it needs to be embedded in the teaching. [2:06:42] So, social-emotional learning builds the various capacities that make academic learning possible. [2:06:48] Children who can focus, manage their emotions, cooperate, persevere, and resolve conflict are better equipped for every academic task they face. [2:06:57] SEL becomes impactful when embedded in simple, observable classroom practices and checkpoints that coaches, school heads, and teachers can use consistently. [2:07:12] So, what this act would do would be to establish a national K-23 program under DepEd with protected instructional time for foundational learning in every K-23 classroom nationwide and strong standards for language, literacy, numeracy, SEL, and values. [2:07:35] It affirms shared accountability. [2:07:38] While DepEd needs national agencies like the DOH, DSWD, Department of Agriculture, you know, LGUs, families, and communities share accountability for the enabling conditions, health, nutrition, child protection, attendance, and responsive caregiving. [2:08:00] It mandates functional linkages. [2:08:03] It requires coordination between K-23 programs and health, nutrition services, ECCD, parenting support, early screening and intervention, and SEL and values integration in the pedagogy and school climate. [2:08:20] Professionalizing K-23 teaching, we really need to move towards specialized preparation and assignment for K-23 teachers with robust in-service development, coaching, and mentoring. [2:08:32] For current early grade educators with a clear transitionary provision to protect current personnel. [2:08:39] So, I think it's been talked about also by Dr. Lucido, by Carol, Edie Carol, and Mr. Basas, and Jenny, you know, that we really need to look at how this can happen. [2:08:58] But I think it does need to happen. [2:09:02] Because teaching in the early grades is very different from teaching in the older grades. [2:09:08] And so, if we're able to have that, you know, the psychology and, you know, the preparation and the training and the education to do that, I think, not I think, I believe our teachers will be much more prepared to teach our children and our children will be much more prepared to go on to, you know, later grades. [2:09:32] Rina, thank you for your presentation. [2:09:34] Could you kindly submit the soft copy of all of this? [2:09:37] We're running out of time and we have two more speakers. [2:09:40] And we'd like you to go online because there could be other comments yet on this proposed bill. [2:09:46] This is just one of the four bills we're taking up today. [2:09:50] But thank you for that. [2:09:52] I know you have many more pages. [2:09:54] Yes. [2:09:55] Would you like to wrap up? [2:09:56] This one. [2:09:57] Yeah. [2:09:58] Yes. [2:09:59] When we spoke, you asked us to do like a pilot in some cities and municipalities. [2:10:06] And we've started doing that with Quezon City. [2:10:08] We've had a workshop. [2:10:09] We did the mapping. [2:10:11] And they're very excited. [2:10:12] Mayor Joy and her team are very excited for us to do, to implement this law, this act, you know, together with our A1-199 and the SB 1853. [2:10:28] So we're very excited about that as well. [2:10:31] Thank you. [2:10:33] We'd like to hear about the implementation of this model community, even if it's not yet enacted into law. [2:10:42] We can already pilot it so that we have proof of concept on the importance of the positive output, hopefully, in this LGUs. [2:10:51] Yes. [2:10:52] Perhaps not just Quezon City. [2:10:54] There could be other areas that we referred to you. [2:10:58] Yes. [2:10:59] Yeah. [2:11:00] We're working on that as well. [2:11:02] This can inform the law as well, no? [2:11:05] So yeah. [2:11:06] Thank you. [2:11:08] So are you already starting or you've just touched base with Quezon City? [2:11:12] Yes. [2:11:15] We did a three-day workshop with them, with the different agencies of Quezon City already. [2:11:21] And so we're going to start already the implementation on that. [2:11:27] So perhaps you could invite them in this so that they can also witness for themselves how it's going. [2:11:36] We'll stop at that and we will hear from the Philippine Business for Education. [2:11:42] Thank you. [2:11:44] And who's the other one? [2:11:45] Thank you. [2:11:46] Thank you. [2:11:48] Thank you. [2:11:49] And DOH. [2:11:50] Who's representing? [2:11:51] Yusek Gloria Balboa. [2:11:53] Thank you. [2:11:54] Rina Lopez. [2:11:55] Mr. Camua, please. [2:11:57] Philippine Business for Education. [2:11:59] We from the Philippine Business for Education would like to comment first on Senate Bill 2089, that is on the intent, Madam Chair, to amend Republic Act 9155. [2:12:19] We fully support the bill, Madam Chair. [2:12:22] We believe that rightsizing the SDOs is a necessary structural step towards a more responsive system. [2:12:29] However, we'd like to highlight that structural reorganization alone is not the cure. [2:12:35] Creating new offices is not an act of the concentration. [2:12:38] It's an act of the concentration rather than through decentralization, which is espoused in the law. [2:12:45] For us, our comment would be for the bill to succeed, the change in the structure and the creation of new SDOs must be matched with a change in function of the SDOs themselves, shifting from a compliance monitoring unit to a more technical support hub. [2:13:05] So we will submit a full copy of our position paper, Madam Chair. [2:13:08] But in the interest of time, let me just enumerate our recommendations for strengthening the bill so that it translates to better learning outcomes. [2:13:20] So number one, PBED proposes that the current provisions focus on staffing patterns. [2:13:27] Yung current provisions po kasi ng bill, it just focuses on staffing patterns and manpower counts. [2:13:34] We recommend that the law mandates minimum competency standards. [2:13:39] So let's say, for example, when we right size an SDO, it should come, let's say, with staffing for, let's say, certified engineering capacity for infrastructure monitoring or financial specialist to make sure that it supports the budgets of the schools. [2:13:59] We believe that no SDO should be established without a guaranteed complement, at least of these technical experts that will man the SDOs. [2:14:07] Second, there needs to be a public registry of the rationalization criteria. [2:14:13] So Yusek Cabral talked about this earlier, but to ensure that the creation of the new SDOs is driven by service delivery, the criteria used for the reorganization should be made public. [2:14:28] It ensures that the, let's say, for example, the division of, let's say, a province or a city to a new SDO is really focused on the workload rather, let's say, than especially at the local level patronage by politicians. [2:14:45] Third would be to mandate a pivot towards technical support for SDOs. [2:14:51] So it should explicitly state that the purpose of the SDO rationalization is to shift the function from compliance monitoring to technical assistance for school improvement. [2:15:04] Fourth, the shift to outcome based periodic reviews. [2:15:08] So the bill, it mandates for five years, five year periodic review. [2:15:13] And so it should be towards service delivery impact assessment instead of just asking of if the SDO is fully staffed. [2:15:23] It should be focused on metrics such as the creation of a new SDO led to faster fund disbursement to the schools. [2:15:36] Did the creation of a new SDO resulted to reduction in vacancies for school leadership or principals and improve learning outcomes as a whole? [2:15:46] And lastly, Madam Chair, our recommendation is to pair the structural change with fiscal autonomy. [2:15:55] So structural changes are hollow without financial authority. [2:15:59] So we recommend that pairing this SDO rationalization with a roadmap to increase the numbers of schools designated as implementing units [2:16:08] to manage their own funds, among others. [2:16:13] So giving them direct access to funds needed to execute their school level implementation plans. [2:16:19] So on Senate Bill 2089, as what I've said, Madam Chair, we fully support this. [2:16:27] But these are our five recommendations. [2:16:31] We hope that the committee can consider. [2:16:35] And another, Madam Chair, very quickly, is our recommendations on Senate Bill 2101, [2:16:45] particularly on the establishment of the National Coordinating Council for Education. [2:16:51] We also support this. [2:16:52] It particularly institutionalized the EWDG as what was discussed by Edie Carroll already. [2:17:00] We like to emphasize that putting this into legislation, it protects the reforms that are put forward from the next change in administration. [2:17:10] As currently drafted, the bill coordinates only within the government. [2:17:15] So what we are asking for are three asks that will make the difference between a coordination body and a governance breakthrough. [2:17:23] So our first ask is to enshrine private sector participation in the bill itself. [2:17:29] So right now, the industry academe in the current version of the bill, the industry and the academe is only invited at the council's discretion to sit in technical working groups. [2:17:42] So we ask that the bill should amend section four at least to designate a permanent non-voting advisory seat for organized industry and academe sector in the council itself. [2:17:54] So we have existing bodies for this, Madam Chair. For example, there is the industry academe council or the IACE, already led by the PCORP. [2:18:03] Perhaps we can talk to those bodies and councils as well. [2:18:08] Private sector engagement, if I may emphasize, should be enshrined in the bill, not just encouraged. [2:18:14] So there should be an established mechanism so private sector can participate and be part of the council. [2:18:24] Our second ask is to build on the existing discipline and sector skills councils or the DSSCs, which I believe is the most developed industry government interface that we have, at least in TVET and in workforce development. [2:18:39] The current version of the bill does not mention the DSSCs. [2:18:45] So we wanted to make sure that there's interface of the council with the discipline and sector skills councils. [2:18:52] Our last ask, Madam Chair, is to include in the secretariat and also put in a local government unit dimension. [2:19:03] So the establishment of the EWDG under AO 36 already directed the local government units to at least support the EWDG. [2:19:17] But in the Senate Bill 2101, there was no mention of coordination or support needed from the local government units to the council itself. [2:19:31] We in PBED, we believe that education delivery is mostly local and the national coordination body that does not take into consideration, let's say, the functions of the local government, particularly on the local school boards, will not close the learning gaps that actually matter. [2:19:48] So in closing, Madam Chair, we urge the Senate to pass the Senate Bill 2101 and perhaps to take into consideration our recommendations as outlined in our position papers that we will submit as well later. [2:20:05] Thank you, Madam Chair. [2:20:06] Thank you, Madam Chair. [2:20:07] Thank you, Mr. Hannibal Camua. [2:20:08] Thank you, Mr. Hannibal Camua. [2:20:09] May we hear from the Department of Health. [2:20:11] You will be the last speaker for today, after which we will create technical working groups for the four measures. [2:20:20] I believe that the USEC, the USEC Gloria Balboa will comment on which. [2:20:27] Well, thank you, Madam Chair, and manganang araw po sa ating lahat. [2:20:30] I will be sharing with you our position or manifestation on two bills, the Senate Bill 1853 and 2101. [2:20:42] Please proceed. [2:20:44] Yes, po. [2:20:45] Thank you for this opportunity. [2:20:47] We'd like to inform everybody that the Department of Health fully supports the intent of the two bills, K23, foundational learning and nurturing care. [2:20:58] Now, the National Coordinating Council for Education for Education is also important to be able to support the education and education in our communities. [2:21:13] Kinikilala ng DOH na ang kakayahan ng isang bata na matuto at maabot ang kanyang buong potensyal ay nakasalalay hindi lamang sa kalidad ng edukasyon, kundi pati na rin sa kanyang kalusugan, nutrisyon at pangkalahatang developmental environment na sumusuporta sa kanyang paglaki. [2:21:33] Ang mga batang malusog, sapat ang nutrisyon at pigtas sa kapaligiran ay mas may kakayahan matuto at mas regular na makapapasok sa paaralan. [2:21:43] Dahil dito, lubos na sinusuportahan ng kagawaran ang pagpapatibay ng foundational learning sa pamamagitan ng whole of government approach. [2:21:53] Alinsunod sa mga layunin ng Universal Healthcare Act, Early Childhood Care and Development System, pagpapatibay ng EDCOM 2 at iba pang mga pambansang polisiya para sa kapakanan ng bawat batang Pilipino. [2:22:08] Ligit pa rito, kinikilala ng DOH ang kahalagahan ng mas matibay na koordinasyon sa pagitan ng mga ahensya ng pamahalaan at ng mas epektibong data sharing mechanisms. [2:22:22] Importante po to. Upang mas maunawahan ang kapangangailangan ng mga mag-aaral at makapaghatid ng mas angkop at mapapanahong mga servisyo. [2:22:34] Ang epektibong ugnayan ng mga institusyon, pangkalusugan, pangedukasyon at social welfare services ay nakatutulong sa pagpapabuti sa servisyo publiko, [2:22:46] pagbabawas ng fragmentation at pagsusulong ng evidence-informed policymaking para sa kapakanan ng kabataan. [2:22:54] Mahalaga rin para sa DOH na matiyak ang harmonization ng mga panukalang nagtatatag ng National Coordinating Council for Education sa mga umiiral na batas at sa iba pang kasalukuyang legislative efforts, [2:23:12] kabilang ang mga amendments sa implementasyon ng school-based feeding program sa ilalim ng Republic Act No. 11037, [2:23:21] ang ECCD Systems Act o Republic Act No. 12199 at ang pagtatag ng National Nutrition Council sa ilalim ng Presidential Decree No. 491 upang maiwasan ang patuloy na fragmentation. [2:23:36] Muli, ipinapahayag ng Department of Health ang pangkalahatang suporta nito sa mga panukalang batas na umaasa sa patuloy ng pakikipag-ugnayan sa Kumite at sa iba pang mga stakeholders para sa kanilang efektibong pagpapatupad. [2:23:53] Yun lamang po, Madam Chair, maraming salamat po. [2:23:55] Thank you very much. I wish I could have heard each and every presentation, but it needs to be submitted, soft or hard copy. [2:24:05] I am grateful for the attendance of everyone today. So many things are going on, and I also need to attend to the others. [2:24:15] If I had my choice, I would hear you the whole day, right? [2:24:18] But just to summarize, the creation and rationalization of the school's division offices, that is really needed. [2:24:29] It has been pending for more than a decade, and I suppose nobody is opposed to this. [2:24:38] DBM will have to present to us the budgetary needs, or perhaps DepEd will have to coordinate to DBM regarding this. [2:24:47] On the adopt the school, this is also quite long overdue, because the original measure was enacted in 1998. [2:24:57] And we cited a provision, or certain provisions, that can be implemented already, even if the law is not yet enacted, like the online portal. [2:25:09] Yeah, we encourage the agencies to do it. [2:25:11] Then the K2-3, it's a new measure. [2:25:16] It is the missing link, or the missing middle, in ECCD and K-12. [2:25:23] It has to be studied further and discussed in TWG, taking into consideration the comments of the PRC, Dr. Lucido. [2:25:33] Thank you, and all the others as well. [2:25:35] But I think the time has come so that we don't wait another year, and we confront the problems without the solution. [2:25:46] At least we have the solution, I think, and it's being done even before the law is enacted. [2:25:52] Let's see the outcome in certain LGUs where it's being pilot-tested by the private sector. [2:26:00] And what is the third? Why did I miss? [2:26:06] Oh, the council, the National Coordinating Council for Education. [2:26:11] Again, I'm 50-50 about this. [2:26:14] While I'm an author, I also am wary about creating another council. [2:26:19] But if the provision can actually legally put all the memberships in the councils, under this council, the 200-plus councils, which is impossible to attend, will be subsumed in one council. [2:26:34] But we can study that further and discuss it in a technical working group. [2:26:38] I will, the committee secretary, my office, and the EDCOM will consult with DepEd and the other agencies, CHED and TESDA, on who should be present. [2:26:53] And we must include the private sector and those who are actually experiencing the problems and the challenges of basic education on the ground in the technical working group. [2:27:03] While the technical working group is usually headed by our technical experts and our staff, I will be present in all TWG as if it was a hearing. [2:27:15] Okay? [2:27:15] So it's like a hearing, except it's technical working group. [2:27:18] Pero we will assign staff in charge. [2:27:23] Pero gusto ko ako pa rin. [2:27:24] Isa-shepherd ko ito hanggang matapos. [2:27:26] So thank you very much to all of you. [2:27:29] Thank you for your patience. [2:27:30] Thank you for your insights. [2:27:32] And we are looking forward to our cooperation to enact this. [2:27:37] And what I want the COMSEC to do with my staff and with EDCOM is to have a timeline on the four bills until enactment. [2:27:49] So the status of the house, third reading, may nag-author, sino, palawake ng mga mag-author, dito rin. [2:27:56] And then timeline, considering term break, na pag-resume natin, July na, there will be impeachment, and there will be budget by September. [2:28:07] But I would like to be able to finish all, if not a priority of the four, before the end of the year. [2:28:17] Thank you very much. [2:28:18] Maganda umaga po. [2:28:19] Maganda umaga na, you, you, you, you, you, you, you, you, you, you.