One Education strengthens learner support, expands pathways

The Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA) have joined forces to expand opportunities for Filipino learners through One Education that aims to strengthen learner support and create more flexible pathways across education, skills training, and employment.

During the Fourth Joint Education Trifocal Management Committee (JETMC4) Meeting in Dumaguete City, the three agencies highlighted the Learning Initiatives for Nurturing Guidance Associates and Counselors (LINGAP) Program. They also launched the Localized Access Pathways and Institutional Transitions (LAPIT) Index and the Integrated Ladderized Education-to-Employment Pathways (ILEEP).

LINGAP is a graduate scholarship support for DepEd teaching and non-teaching personnel in the fields of guidance, counseling, and psychology. The LAPIT index is a tool that collects data to identify gaps in learners' education pathways. Meanwhile, ILEEP is a system designed to offer alternative pathways from education to employment aside from the traditional four-year college route.

Driving One Education’s alignment of education and workforce priorities is the Education and Workforce Development Group (EWDG), which brings together government agencies across education, labor, economic planning, and workforce development to translate cross-sector priorities into coordinated reforms and programs.

As part of JETMC4, DepEd and CHED formally recognized nine LINGAP scholars from the Negros Island Region. The joint scholarship initiative supports the graduate education and professional development of DepEd teaching and non-teaching personnel to increase the number of qualified guidance professionals and strengthen learner support services in schools.

For academic year 2026–2027, 870 scholarship slots were opened under LINGAP with a total appropriation of P182.055 million, with 230 scholars formally endorsed by DepEd to CHED to date.

“Importanteng masigurado na ang mga mag-aaral ay may access sa mental health professionals para makatulong sa masuportahan ang kanilang mental health at well-being. Sa pamamagitan ng LINGAP, hindi lamang natin sinusuportahan ang development ng ating personnel, pinalalakas din natin ang support system na kailangan ng ating mga learners,” Education Secretary Sonny Angara said.

CHED Chairperson Dr. Shirley Agrupis likewise emphasized the role of higher education in equipping more qualified guidance professionals and addressing gaps in learner support through closer collaboration with DepEd.

“We need more qualified guidance professionals in our schools who can listen, understand, and respond to the different challenges our students face. Higher education has an important role in preparing these professionals,” Chairperson Agrupis said.

“Through LINGAP, we are investing in the professional growth of DepEd personnel by preparing them for dedicated roles in guidance and counseling, and ultimately, in the future of the learners they will serve,” she added.

The three agencies also introduced the LAPIT index, an initiative that identifies gaps in learners’ access to education across Senior High Schools (SHSs), Technical-Vocational Institutions (TVIs), and Higher Education Institutions (HEIs).

The index will evaluate four core pillars from the perspective of students and school heads namely proximity, diversity, capacity, and maturity. The data will identify areas where learners have limited education options and examine the factors influencing their choices.

LAPIT will be integrated with Project TAHANAN, an initiative that tracks learners’ journeys through different stages of education. Project TAHANAN was launched during the JETMC3 on July 17 in Baler, Aurora, where the trifocal education agencies signed a Memorandum of Agreement with Analytiks, Inc.

Once integrated, both systems can provide data on education pathways and migration patterns. This will allow policymakers to develop targeted interventions and provide appropriate support for communities, eventually paving the way for more accessible and seamless pathways for learners.

Meanwhile, DepEd, CHED, and TESDA launched ILEEP to give Filipinos more flexible routes between education, skills training, and employment.

Led by the EWDG, ILEEP will bring together SHs, TVIs, HEIs, and industry partners to link learners to direct job outcomes. Learners will be able to build competencies for employment while retaining opportunities to pursue further training or higher education, including through the recognition and crediting of prior learning.

For example, a learner can study Data Analytics in Senior High School and start working as an Associate Data Analyst after graduation. They can continue training in TVIs and become a Data Analyst, or pursue a college degree and become a Business Intelligence Analyst, with some of their competencies possibly credited, allowing them to graduate in less time. With these ladderized pathways, learners can choose the path that best fits their circumstances and personal goals.

Pilots will focus on priority industries including digitaltechnology, advanced manufacturing, healthcare, financial services, and tourism. EWDG also identified agriculture and creative industries as areas needing attention.

TESDA Secretary Kiko Benitez underscored the importance of ensuring that education and training lead to meaningful opportunities while giving Filipinos greater flexibility in pursuing their education and careers.

"Eto ang patunay na ang Training to Trabaho ay hindi lang isang catchphrase kundi ang mantra sa likod ng mga repormang inilalatag natin sa sektor ng edukasyon,” said Benitez. "Programs like ILEEP allow us to provide seamless occupational pathways that will allow workers and learners to move from basic education, higher education, and tech-voc toward employment, business, or whatever gainful career they so desire."

“We owe it to Filipinos to give them many ways, many chances for them to succeed,” Benitez added.

The ILEEP pilots will also strengthen the role of industry in identifying needed competencies, improving curricula and work immersion, and connecting qualified graduates to employment. Lessons from the pilots will help inform recommendations for scaling and institutionalizing the pathways. NEIL ALCOBER