State-run policy think tank Philippine Institute for Development Studies (PIDS) has weighed in on the proposed Third Commission on Education (EDCOM III) through House Bill (HB) Nos. 2584, 2910, and 4354, as well as the EDCOM II Extension Act under HBs 4862, 5017, and 5227, emphasizing the need to ensure that ongoing education reforms are translated into concrete outcomes.

In a Nov. 14 position paper, PIDS senior research fellows Connie G. Bayudan-Dacuycuy and Michael Ralph M. Abrigo highlighted the significant contributions of EDCOM II, which was created under Republic Act (RA) No. 11899 in 2022—a “comprehensive national assessment and evaluation of the performance of the Philippine education sector.”

“Three years later, the Commission has made significant strides, providing input for legislative reforms and producing research,” the think tank said.

PIDS emphasized that EDCOM II has advanced several key education reforms, with a number of bills already enacted into law. These include the Enterprise-Based Education and Training Framework Act under RA 12063, the Basic Education Mental Health and Well-Being Promotion Act under RA 12080, the Academic Recovery and Accessible Learning Program under RA 12028, a law banning the “no permit, no exam” policy, and the suspension of mother tongue-based multilingual education.

Despite these gains, the think tank noted that most of the Commission’s evidence-based recommendations have yet to be translated into concrete policy reforms.

PIDS also pointed to persistent gaps, including the lack of daycare and child development centers, classroom shortages, deficits in key teaching areas such as junior high school (JHS) science, senior high school (SHS) specializations, technical and vocational education and training (TVET), and special education (SPED), as well as the ongoing mismatch between graduates’ skills and labor market demands.

The think tank stressed the crucial need for a commission at this stage to sustain policy development, oversee implementation, and track progress on key legislative, institutional, and fiscal reforms.

It added that the proposed measures—through bills creating EDCOM III or extending the mandate of EDCOM II—reflect lawmakers’ intent to ensure that the Commission’s extensive assessment work leads to meaningful, long-term improvements in the education system.

PIDS emphasized that the HBs seeking to establish EDCOM III aim to provide long-term institutional continuity through a permanent structure with assured funding, which could help sustain reform efforts.

However, the think tank warned that overlapping mandates could lead to duplication of roles—or even friction—between the Commission and existing education agencies, noting that “there is a need to ensure that the Commission’s recommendations are not relegated to advisory status but rather are treated as actionable policies.”

The Commission’s mandate, currently defined as “enhance and sharpen EDCOM II’s mandate,” also requires clearer articulation to specify whether it will function in a coordinative or advisory capacity, or if it will hold implementing powers—and to what degree.

PIDS added that the measures aim to clarify the obligations of education agencies, ensuring that the Commission’s recommendations are not merely advisory but are effectively adopted and put into action.

Meanwhile, HBs proposing the extension of EDCOM II aim to deepen diagnostics—such as conducting additional research and consultations—and facilitate early monitoring of reforms.

The measures are not expected to cause institutional disruptions; however, the think tank warned that implementation challenges could pose significant risks, particularly for critical reforms that require extended periods to take effect.

It further recommended clearly defining the Commission’s deliverables and timelines, as well as outlining its role in improving the connection between education and employment.

PIDS also stressed making EDCOM II’s inter-agency coordination permanent, including joint committee meetings, shared data systems, and aligned budget planning among the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA).

It likewise urged a comprehensive handover so that regular congressional oversight resumes after EDCOM II’s term, with monitoring frameworks, data systems, and annual agency reports transferred to standing committees.

Finally, the think tank said the proposed measures offer a timely chance to turn EDCOM II’s diagnostic work into tangible system improvements. Collectively, “the bills provide an opportunity not only to maintain reform momentum but to ensure systems for sustained oversight beyond any special commission’s lifespan.”

“With the Philippines’ demographic window closing by 2045 and the learning crisis requiring urgent action, Congress can ensure that education reforms deliver on their promise of improving outcomes for Filipino learners,” the think tank said.

It added that whether through a new commission or an extension of the existing one, the guiding principle remains clear: leverage momentum to strengthen the country’s educational system and build a productive, agile, and resilient workforce.

PIDS said that creating EDCOM III could sustain reforms but may risk bureaucratic friction, while extending EDCOM II allows ongoing work to continue despite potential implementation gaps. It urged a timeline aligned with the National Education Agenda, with permanent inter-agency coordination and a full handover to congressional oversight.

(Ricardo M. Austria)