Seeking to address persistent learning gaps, the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA) have agreed to fast-track reforms on early learning, inclusive education, and literacy recovery, following the second joint meeting of the Education Trifocal Agencies.

The meeting took place as EDCOM II moves toward the presentation of its Final Report, outlining a 10-Year National Education and Workforce Development Plan designed to strengthen functional literacy, learner proficiency, and education-workforce alignment.

The education department said Permanent Working Groups (PWGs) were created to manage the coordinated rollout of priority reforms over the next two years, aimed at ensuring seamless transitions from early childhood education to basic, higher, or technical training.

“DepEd will lead three PWGs covering Early Childhood Care and Development (ECCD), Inclusive Education, and Functional Literacy and Learning Recovery—areas identified as critical leverage points for rebuilding the education system on stronger foundations,” it said in a statement on Monday, Jan. 26.

According to the agency, additional PWGs created during the meeting will address reforms in senior high school, workforce development, tertiary scholarships, teacher education and professionalization, the creative economy, strategic communications, and the legislative and policy agenda.

DepEd Secretary Sonny Angara said the establishment of the PWGs signals renewed alignment among education agencies.

“Malinaw ang ating direksiyon na palakasin ang pundasyon ng pagkatuto at siguraduhing walang mag-aaral ang naiiwan. Dito, matitiyak natin na ang mga reporma ay tuloy-tuloy at may malinaw na pananagutan (Our direction is clear to strengthen the foundations of learning and ensure that no learner is left behind. Through this, we can ensure that reforms are continuous and that there is clear accountability),” he said.

Per the agency, the PWG on ECCD, headed by Assistant Secretary Janir Datukan, will work to strengthen policy coherence in early childhood education and improve transitions from ECCD programs to Kindergarten.

“The working group aims to deepen coordination with partner agencies and local governments to address  low access to early childhood education and persistent malnutrition through aligned policies and implementation,” it said.

Meanwhile, DepEd said the PWG on Inclusive Education, led by Assistant Secretary Jerome Buenviaje, emphasized stronger inter-agency collaboration to bring all learners to school, especially learners with disabilities, Indigenous learners, and other marginalized groups.

“The team is set to reinforce the need for coordinated workforce, and learner support systems across agencies to address poverty, language barriers, and limited support services in education.”

It said that the PWG on Functional Literacy and Learning Recovery, headed by OIC Undersecretary Carmela Oracion, emphasized the urgency of embedding learning recovery in the regular school system.

“The group will work to embed learning progression frameworks, align assessment and instruction, and ensure that remediation runs alongside mainstream teaching,” the agency said.

“Senior officials from CHED and TESDA, who will lead the remaining PWGs, likewise identified priority interventions to be pursued over the next two years to address sector-specific challenges and strengthen alignment across the education continuum.”