SLIDE 2: This lesson focuses the nature and definition of Policy Analysis and Advocacy.

It encompasses three main points. First, you will explore the different education policies
at different levels such as Department of Education (DepEd), Commission on Higher
Education (CHED) and Technical Education and Skills Development Authority. Along
with the different educational policies, you will also explore the making of educational
policy here in the Philippines. Second, this will help you to identify various skills for
policy analysis and advocacy in education. Lastly, this lesson will give emphasis on the
development of policy advocacy plan which is relevant to their respective educational
setting.
SLIDE 8: The substance of education policy is the stated objectives and the actions
taken to achieve those objectives. Education policy is also about the process of
formulating policy and who participates, which influences the process of implementing
policy (Robertson, 2018).

SLIDE 10: As you can see on the pictures on the right side, educational policy promotes
quality and inclusive education, implements learner-centric approach, and help students
become future-ready. With that, education is no different. The problem with having no
policy with respect to education is that decision-making becomes unreliable and
sporadic. For example, consider a parent who wants to see the answer sheet of their
child. If there is no school policy, it is left up to the discretion of the teacher as to
whether or not the parent will be able to see it or not.

SLIDE 13: The Kindergarten Education Act of 2012, officially known as Republic Act No.
10157, institutionalizes kindergarten as part of the basic education system in the
Philippines. This law aims to provide a strong foundation for early childhood education,
ensuring that young children develop the necessary skills and competencies before
entering Grade 1.

COMPULSORY KINDERGARTEN EDUCATION

Mandatory Enrollment: Kindergarten education is made compulsory and mandatory
for five-year-old children before they enter Grade 1.
Free Public Kindergarten: The government ensures that kindergarten education is
provided free in public schools.
Curriculum:

 Developmentally Appropriate Practices: The curriculum is designed to be

developmentally appropriate, focusing on the holistic development of children.

SLIDE 14: This is to broaden the goals of high school education for college preparation,
vocational, and technical career opportunities as well as creative arts, sports, and
entrepreneurial employment.
Senior High School Tracks: Students can choose from various tracks and
specializations based on their interests, competencies, and career goals:

 Academic Track: Science, Technology, Engineering, and Mathematics (STEM);

Accountancy, Business, and Management (ABM); Humanities and Social
Sciences (HUMSS); General Academic Strand (GAS).
 Technical-Vocational-Livelihood (TVL) Track: Specializations in areas such as
agriculture, electronics, culinary arts, and others.
 Sports Track: For students interested in pursuing careers in sports and physical
education.
 Arts and Design Track: For students interested in creative fields such as visual
arts, performing arts, and media arts.

SLIDE 15: K-12 Program covers 13 years of basic education with the following key
stages:

a. Kindergarten to Grade 3 (Primary School)

b. Grade 4 to 6 (Middle School)
c. Grade 7 to 10 (Junior High School)
d. Grade 11 to 12 (Senior High School)

Kindergarten: A mandatory year of kindergarten education to ensure that learners are

prepared for formal schooling.
Elementary Education: Six years of education (Grades 1-6) focusing on foundational
skills, including literacy and numeracy.
Junior High School: Four years of education (Grades 7-10) with a curriculum that
includes core subjects, contextualized subjects, and specialized subjects.
Senior High School: Two years of education (Grades 11-12) with academic tracks
(e.g., STEM, ABM, HUMSS), technical-vocational-livelihood (TVL) tracks, sports track,
and arts and design track to prepare students for higher education, employment, or
entrepreneurship.
The policies are on Enhanced Curriculum: The K-12 curriculum is designed to be
relevant, responsive, and research-based, emphasizing the development of 21st-
century skills and implementation of Mother Tongue-Based Multilingual Education
(MTB-MLE): Implemented from kindergarten to Grade 3, using the learners’ first
language for instruction to enhance learning and comprehension.
SLIDE 16: DepEd Order No. 72 defines inclusive education as the philosophy of
accepting all children regardless of race, size, shape, color, ability or disability with
support from school staff, students, parents, and the community. Inclusive education in
the Philippines is guided by several policies and frameworks aimed at ensuring that all
learners, regardless of their abilities, backgrounds, or circumstances, have access to
quality education. These policies promote the inclusion of learners with disabilities,
indigenous peoples, and other marginalized groups in mainstream education settings.
DepEd Order No. 72, s. 2009: Defines inclusive education as a strategy for increasing
participation rates of children. Emphasizes the need to accommodate all learners,
including those with disabilities, in mainstream schools.
DepEd Order No. 21, s. 2020: Policy guidelines on the implementation of learning
delivery modalities, ensuring that inclusive education is considered in various learning
delivery methods.
DepEd Order No. 33, s. 2021: Guidelines on the Implementation of Joint Delivery
Voucher Program for Senior High School Technical-Vocational-Livelihood
Specializations. This includes provisions for inclusive education practices.
SLIDE 17: These are the learners who need a systematic and deliberate process to
achieve functional literacy and achieve their individual potential and capability. In
addition, Special Education (SPED) in the Philippines is guided by various policies and
programs to ensure that children with disabilities receive equitable and quality
education. These policies are designed to address the unique needs of learners with
disabilities and to promote their inclusion in the education system
SLIDE 18: The Centers were aimed to support the integration of children with
disabilities into regular schools through the production of appropriate teaching materials
and continuous assessment. Moreover, Special Education (SPED) Centers in the
Philippines are designed to provide educational services tailored to the needs of
learners with disabilities. The Department of Education (DepEd) has established various
policies and programs to ensure that these learners receive appropriate and effective
education.
Republic Act No. 7277 (Magna Carta for Disabled Persons): Ensures the rights and
privileges of persons with disabilities, including access to education.
Republic Act No. 10533 (Enhanced Basic Education Act of 2013): Integrates special
education into the K-12 system.
DepEd Orders:

 DepEd Order No. 26, s. 1997: Establishes SPED Centers as resource centers
for the implementation of SPED programs.
 DepEd Order No. 72, s. 2009: Provides guidelines for inclusive education,
ensuring learners with disabilities are integrated into mainstream education
where possible.

Furthermore, there is a promotion of inclusive education where learners with disabilities

are integrated into regular classrooms with appropriate support services and adaptation
of the curriculum, teaching methods, and classroom environment to meet the diverse
needs of all learners.
SLIDE 19: The Indigenous Peoples Education (IPEd) Program in the Philippines is
designed to provide culturally responsive education to Indigenous Peoples (IPs) and
ensure their inclusion in the national education system. The Department of Education
(DepEd) implements policies and programs tailored to the unique needs, context, and
aspirations of IP communities.
The legal framework of Indigenous People’s Education are:
Republic Act No. 8371 (Indigenous Peoples’ Rights Act of 1997): Provides the legal
basis for recognizing, protecting, and promoting the rights of Indigenous Peoples,
including their right to education.
DepEd Order No. 62, s. 2011: Establishes the National Indigenous Peoples Education
Policy Framework to guide the implementation of IPEd programs.
DepEd Order No. 32, s. 2015: Strengthens the policy on the implementation of the IPEd
Program.
The curriculum is contextualized to reflect the indigenous knowledge systems and
practices, cultural heritage, and community values of IPs. Learning materials and
resources are developed in consultation with IP communities to ensure cultural
relevance.
SLIDE 20: It provides an opportunity for out of school population to access to and
complete basic education. In addition, the Alternative Learning System (ALS) in the
Philippines is a parallel learning system that provides a practical option to the existing
formal instruction. ALS includes both non-formal and informal sources of knowledge and
skills. The Department of Education (DepEd) implements ALS to address the needs of
learners who are unable to access or complete formal education.
SLIDE 21: The Department of Education (DepEd) is conducting the pilot implementation
in reference to DM 54, s. 2023 or the Pilot Implementation of the MATATAG Curriculum.
The MATATAG Curriculum Guides (CGs) for Kindergarten, Grades 1, 4, and 7, which
will be implemented starting SY 2024-2025. Also, it emphasizes the development of
foundational skills such as literacy and numeracy in the early grades (K-3) and aims to
ensure that students achieve proficiency in reading, writing, and arithmetic by Grade 3.
Furthermore, the curriculum has been decongested by reducing the number of learning
competencies. It primarily focuses on the most essential and enduring competencies to
deepen students' understanding.
SLIDE 23: An act promoting universal access to quality tertiary education by providing
for free tuition and other school fees in state universities and colleges, local universities
and colleges and state run technical-vocational institutions, establishing the tertiary
education subsidy and student loan program, strengthening the unified student financial
assistance system for tertiary education.
SLIDE 24: This policy evaluates student mobility in the region and education supply and
demand in the Philippines.
SLIDE 25: It gives various definitions of quality in higher education and indicates the
Philippines’ issue of overproduction of skills-gap graduates. The Philippines focuses on
three perspectives of quality including “fitness for purpose,” being “exceptional,” and
“developing a culture of quality”
SLIDE 26: Along with the privatization of higher education trend globally, the for-profit
HEIs have mushroomed in ASEAN. The private institutions have approximately 80% of
college and university students in the Philippines, but only a few institutions have been
accredited.
SLIDE 27: ASEAN nation members determine integration strategies on their own,
including whether to adopt QMS processes. The QMS processes that the Philippines’
higher education sector would need to undertake in order to achieve institutional
improvement and align with ASEAN integration goals.
SLIDE 28: It introduces the history of TQM and its application in higher education.
Adeyemo specifies the role of the CHED and the Technical Education and Skills
Development Authority to develop indicators for quality delivery using TQM principles.
These indicators aim to address skills development needs and institutional performance
in a bid to increase the Philippines’ competitive advantage.
SLIDE 29: This policy highlights ASEAN policies on student mobility, credit transfer, and
degree recognition. The CHED offers grants for institutions to develop the culture of
quality in research and international cooperation between the Philippines’ HEIs and
other institutions in the region. The expected outcomes from these grants are increased
international publications and collaboration within ASEAN. In terms of student mobility,
strong institutional cultures in areas such as language of instruction affect the
implementation of ASEAN policies.
SLIDE 30: TESDA has this goal which is "We measure our worth by the satisfaction of
the customers we serve”. Through: Strategic Decisions, Effectiveness, Responsiveness,
Value Added Performance, Integrity, Citizen focus and Efficiency

SLIDE 31: This policy was signed into law by President Fidel V. Ramos on August 25,
1994. An act creating the Technical Education and Skills Development Authority
providing for its powers, structure and for other purposes.

(Sec. 1) This shall be known as the: “Technical Education and Skills Development Act of
1994” or the “TESDA Act of 1994.”

(Sec. 2) the state should provide high quality and efficient technical education and skills

development for the accomplishment of Philippine development goals and priorities.

SLIDE 32: Certificate of Competency (COC) is issued to individuals who have

satisfactorily demonstrated competence on a particular or cluster of units of
competency.
SLIDE 33: A TVET trainer is a person who enables a learner or a group of learners to
develop competencies to performing a particular trade or technical work.

SLIDE 35: After gaining NC, TM, NTTC, conduct assessment loading and at least two
years of teaching or industry experience. The papers evaluated by TESDA will be
confirmed by the Provincial Director.

SLIDE 44: It further encompasses how to meet teachers’ aspirations and enhance
motivation, using formative assessment to help all students succeed, gender differences
and mathematics, and policy directions for the growing international market in higher
education.

SLIDE 45: Their work centers upon evaluating the effectiveness of existing policies,
designing action-oriented solutions to challenges in education, and modeling the
potential outcomes of proposed policies.

SLIDE 47: They make research-based recommendations in the development of new

policies, evaluate the potential impact of proposed policies, and measure outcomes as
policies are implemented. Education policy analysts also communicate information
about policies with lawmakers and the public and can help school administrators and
educators understand the requirements and context of the policies by which they must
comply.

SLIDE 49:
Research: Education policy analysts must have a thorough understanding of research
methodologies. Within each research project, they should be skillful in conducting case
studies and surveys, leading focus groups, and producing cost-benefit analysis reports.
Analytical and critical thinking: One of the main responsibilities of an education policy
analyst is to interpret large-scale data sets and research findings and be able to apply
that information to policy recommendations. Being able to evaluate the reliability and
methodologies of data collection is also an important skill.
Writing: Education policy analysts are skilled in writing comprehensive policy analyses
and recommendations, drafting articles and reports, writing grant proposals, preparing
briefings or speech material for lawmakers, among other types of written
communication.
Presentation skills: Education policy analysts must be comfortable leading
presentations, conferences, and discussions on research findings and policy
recommendations.
Collaboration: Being able to work effectively with colleagues to solve problems,
conduct research, and meet policy deadlines is a critical skill for education policy
analysts. They must also develop productive working relationships across a range of
stakeholders, from lawmakers to educators, who may hold conflicting views on policy
matters.
SLIDE 51: It also includes making rules and plans for a good learning setting that
inspires learners to do their best. In a changing world, daily learning helps us survive
and thrive. It’s crucial for personal growth and a country’s success. But not all people
have the same access to good education across the globe. This is where a good
campaign comes in, being a strong force for change.

SLIDE 53:

1. Policy Campaign. This involves pushing for policies that support teaching
programs. Examples include increased funding for public schools and reforms
that address the gaps in the school system.
2. Pushing for Inclusivity. This factor supports work toward creating inclusive
learning tactics that cater to the learners’ diverse needs. This also ensures that
every student, including those with illness, has equal access to learning.
3. Raising Awareness. This raises awareness about the value of learning. It
includes promoting the perks that learning brings to people and society.
4. Inspiring Communities. Learning extends its reach far beyond the classroom
walls. It transcends these borders by engaging the broader reach in efforts. This
aims to nurture, support, and enhance the future of learning.

SLIDE 54: This includes using research-based programs, ensuring well-trained

teachers, and creating safe classrooms for all.
SLIDE 55: Here are five samples of campaigns. These serve as beacons of hope,
driving change in the lives of learners across the globe.

1. Promoting Inclusive Education. This effort strives to create learning settings

that embrace uniqueness and cater to children of all talents. It seeks to provide
tailored support to ensure that every student can thrive in their field of study.
2. Promoting Women’s Education. This focuses on removing barriers that hinder
women from going to school. This campaign effort tackles issues like gender-
based bias, early marriage, and lack of proper facilities. It aims to equip women
through learning, enabling them to achieve their full potential.
3. Aiding Lifelong Learning. This campaign stresses that learning is not confined
to formal schooling, but extends throughout one’s life. It supports high school and
adult training programs and open learning prospects for people of all ages.
Hence, boosting constant personal and career growth.
4. Advocating for STEM Campaign. Advocating for robust science school
programs equips students with the skills needed for success in these fields. This
plan fosters innovation and prepares future leaders in these critical fields.
5. Campaigning for Quality Teachers. This campaign pushes for laws and
programs for teachers. These efforts aim to attract, train, and retain highly skilled
teachers from diverse fields. By ensuring a well-prepared teaching force,
students receive the best training.