30/07/2026
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ILOILO CITYβThe presentation slides of Second Congressional Commission on Education (EDCOM II) Executive Director Dr. Karol Mark R. Yee during his plenary session at the Education Summit 2026 (EDSUM26) are now available at the UPVMEAA page for educators, school leaders, researchers, students, and policymakers who wish to revisit one of the summit's most substantive discussions on the future of Philippine education.
Speaking before delegates at the University of the Philippines Visayas Graduate and Continuing Education Building (GCEB) on July 25, 2026, Dr. Yee anchored his presentation on EDCOM II's landmark report, Turning Point: A Decade of Necessary Reform, emphasizing that while the country's education challenges have accumulated over decades, they are not irreversible if reforms remain sustained, evidence-based, collaborative, and focused on learners. He reminded participants that educational transformation cannot be achieved through isolated programs or changing political priorities every few years, but through consistent, long-term commitment across sectors.
Yee began by explaining the mandate of EDCOM II, established through Republic Act No. 11899 and later extended until 2028 under Republic Act No. 12315, to comprehensively assess the Philippine education system and recommend structural reforms that will endure beyond political administrations. Rather than introducing entirely new ideas, he explained, the Commission seeks to identify what has consistently hindered educational progress and provide evidence-based recommendations that can guide reforms over the next decade.
Drawing from international and national assessments, Yee painted a sobering picture of the country's learning crisis. He presented data showing an estimated 5.5-year learning gap, with many Grade 8 learners still struggling with competencies expected of Grade 4 pupils while being expected to master Grade 9 lessons. He likewise cited updated literacy figures indicating that about 30 percent of Filipinos are not functionally literate, underscoring that years spent in school do not always translate into meaningful learning. He challenged educators to move beyond enrollment and completion statistics and focus instead on whether learners are genuinely acquiring the knowledge and skills they need.
The presentation emphasized that literacy begins long before children enter school. Using national and local data, Yee demonstrated how learning outcomes are closely linked to nutrition, particularly during the first 1,000 days of life. He explained that childhood stunting permanently affects brain development, making nutrition not only a health concern but a fundamental education issue. He also devoted particular attention to the literacy assessment data of Iloilo, presenting province-, city-, and municipality-level findings that revealed wide variations in learners' reading performance across localities. Rather than relying solely on national averages, he encouraged educators, local chief executives, school administrators, and education stakeholders to examine their own local data, identify specific literacy gaps, and use evidence to guide planning, resource allocation, and intervention. Municipal literacy and nutrition data from Iloilo, he emphasized, demonstrate why education reforms must be responsive to local realities rather than adopting a one-size-fits-all approach.
Yee also examined structural issues affecting the quality of Philippine education. He discussed classroom shortages, overcrowding, and the persistent practice of learners advancing to higher grade levels without mastering essential competencies. While clarifying that "mass promotion" is not an official policy, he explained that systemic pressures have allowed the practice to become embedded in many schools. He also highlighted alarming data on bullying and violence affecting Filipino learners, reinforcing that safe, nurturing learning environments are indispensable to academic success. On inclusive education, he stressed that genuine inclusion requires more than simply placing learners with disabilities in regular classrooms. It demands adequately prepared teachers, sufficient learning resources, specialist support, and systems that enable every learner to participate meaningfully.
Recognizing the realities faced by educators, Yee called attention to the heavy administrative burden carried by teachers, noting that paperwork and non-teaching responsibilities continue to consume valuable instructional time despite recent efforts to reduce required school forms. He likewise cited the continuing mismatch between teachers' academic specialization and their classroom assignments, pointing out that many secondary school teachers still handle subjects outside their fields of expertise. Addressing these concerns, he argued, is essential if teachers are to devote more time and energy to improving classroom learning.
The discussion extended to the role of higher education institutions in strengthening basic education. Through the open forum, Yee recognized that faculty members in state universities and colleges possess expertise in curriculum development, pedagogy, educational leadership, assessment, and teacher professional development that could substantially benefit DepEd schools. However, he noted that existing faculty promotion and ranking policiesβparticularly the provisions of Joint CHED-CSC-DBM Circular No. 3 (JC 3)βdo not sufficiently recognize extension initiatives that directly support the basic education sector. As a result, sustained engagement with DepEd schools is often undervalued in faculty evaluation despite its potential contribution to improving classroom instruction and school leadership. He suggestedβand eventually promised to raise that to CHED leadershipβthat aligning faculty incentives with national education priorities would encourage stronger partnerships between higher education institutions and basic education.
Another significant theme of the plenary was the need to strengthen local ownership of education reform. Echoing discussions later reinforced during the summit's couch talk, Yeeβtogether with fellow couch talk speakers UPV Chancellor Dr. Clement Camposano and UP Faculty Regent Prof. Early Sol Gadongβemphasized that while EDCOM II provides national policy directions, educational transformation ultimately depends on collaboration at the local level. The three encouraged the formation of Local Education Coalitions that bring together local government units, DepEd schools, state universities and colleges, higher education institutions, civil society organizations, and community partners to jointly identify local education concerns and implement evidence-informed solutions. For his part, Yee cited the Province of Iloilo as an encouraging example of how local governments can become active drivers of literacy, governance, and learner development through sustained collaboration among education stakeholders.
Turning to higher education, Yee acknowledged the gains brought about by the Universal Access to Quality Tertiary Education Act, particularly the increased participation of students from economically disadvantaged families in public higher education. At the same time, he underscored the importance of ensuring that government assistance programs continue to reach those who need them most through more equitable and efficient implementation.
Concluding his presentation, Yee described Philippine education as standing at a genuine turning point. He expressed optimism over the stronger coordination now taking place among DepEd, CHED, TESDA, Congress, local governments, and education stakeholders, while emphasizing that real progress will depend on sustained action over the next decade. Rather than dwelling on blame, he urged educators, policymakers, institutions, and communities to work together to improve foundational literacy, strengthen nutrition, support teachers, build inclusive schools, and cultivate meaningful local partnerships. Quoting Jesuit philosopher Fr. Roque Ferriols, SJ, he reminded participants that lasting reforms are ultimately measured not by speeches or reports but by collective action: "Kapag nasabi na ang lahat ng masasabi, ang pinakamahalaga ay hindi masasabi. Magagawa lang."
The UP Visayas Master of Education Alumni Association (UPVMEAA) hopes that making Dr. Yee's presentation available will allow the conversations initiated during EDSUM26 to continue beyond the conference halls and inspire educators, school leaders, researchers, local governments, and policymakers to pursue evidence-informed, collaborative, and learner-centered reforms across the country.
Link of the slides used by Second Congressional Commission on Education (EDCOM II) Executive Director Dr. Karol Mark R. Yee during his UPVMEAA Education Summit 2026βs Plenary Talk last July 25, 2026 at GCEB, UP Visayas, Iloilo City: [https://drive.google.com/file/d/1WsijnSwcVN-vxEqJ-xnt4xf98modciOP/view?usp=drive_link]
