📄 Abstract
This position paper examines the implications of trifocalized education governance in the Philippines, particularly the divided authority among the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority. Although trifocalization was designed to promote specialization, administrative focus, and efficiency across basic, higher, and technical-vocational education, current evidence suggests that fragmented planning, weak inter-agency coordination, unclear accountability, and disconnected learner pathways continue to challenge the constitutional mandate for a complete, adequate, and integrated education system. Using a policy analysis approach supported by legal review, empirical evidence, and education governance literature, this paper argues that trifocalization should be reformed rather than abolished. It maintains that the core issue is not specialization itself, but specialization without strong mechanisms for coordination, shared accountability, unified data systems, and system coherence. The paper further contends that reform is more legally defensible and administratively feasible than abolition, particularly amid learning poverty, low student proficiency, teacher education concerns, and persistent skills mismatch. It recommends strengthening inter-agency coordination, aligning accountability indicators, integrating education data systems, and improving linkages among teacher preparation, basic education, technical-vocational pathways, higher education, and workforce development.
🏷️ Keywords
📚 How to Cite:
Al Justine L. Lesmis, Atty. Glene A. Nalla , BEYOND TRIFOCALIZATION: REFRAMING PHILIPPINE EDUCATION GOVERNANCE THROUGH COORDINATION AND ACCOUNTABILITY , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 683 - 688 , DOI: https://doi.org/10.36713/epra30699