DepEd, CHED, TESDA to push major educ reforms through PWGs

Following the second convening of the Education Trifocal Agencies, three Permanent Working Groups (PWGs) were formed to strengthen reforms in early childhood education, inclusive learning, and literacy recovery.

The Department of Education (DepEd), together with the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), established the creation of PWGs on Jan. 26 to primarily bridge ongoing learning gaps.

According to DepEd Secretary Sonny Angara, the formation of the PWGs showed stronger inter-agency unity and sustained backing for the Marcos administration’s education reforms.

“Our direction is clear to strengthen the foundations of learning and ensure that no learner is left behind. In this way, we can guarantee continuity in reforms and clear accountability,” Angara said.

DepEd will lead three PWGs, covering Early Childhood Care and Development (ECCD), Inclusive Education, and Functional Literacy and Learning Recovery, as part of efforts to rebuild and solidify the education system.

The agency said other PWGs were formed to advance reforms in senior high school, workforce development, tertiary scholarships, teacher education and professionalization, the creative economy, strategic communications, and legislative and policy initiatives.

Assistant Secretary Janir Datukan, who manned the PWG on ECCD, will focus on developing early childhood education policies and improving the transition from ECCD programs to Kindergarten. 

It will also aim to improve inter-agency and local government coordination to tackle low early childhood education access and persistent malnutrition.

Meanwhile, the PWG on Inclusive Education, headed by Assistant Secretary Jerome Buenviaje, highlighted the need for tighter inter-agency cooperation to ensure all children, especially marginalized, Indigenous, and special-needs learners, have access to and remain in school.

The group will also focus on strengthening learner support systems to address poverty, language barriers, and lack of educational support.

For literacy and learning recovery, the PWG, led by Officer-in-Charge Undersecretary Carmela Oracion, highlighted the urgent need to integrate learning recovery programs into the regular school system.

“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,” Oracion said.

The discussions were held ahead of the release of the Education Commission (EDCOM) II’s Final Report, which outlines a 10-year National Education and Workforce Development Plan to enhance functional literacy, raise learner competencies, and better align education with labor market needs.