Second Congressional Commission on Education (EDCOM 2)
| EDCOM II | |
 The EDCOM 2 Logo | |
| Abbreviation | EDCOM II |
|---|---|
| Predecessor | Education Commission of 1991 |
| Founder | Congress of the Philippines |
| Founded at | Philippines |
| Type | Commission |
| Purpose | Policy research and reforms on the Philippine education system |
| Location | |
Executive Director | Karol Mark Yee, Executive Director |
Key people | Senator Bam Aquino, Senator Alan Peter Cayetano, Representative Roman Romulo, Representative Jude Acidre |
Parent organization | Congress of the Philippines |
| Website | https://www.edcom2.gov.ph/ |
The Second Congressional Commission on Education (EDCOM II) is a Philippine Congressional entity created by the 18th Congress of the Philippines.[1][2]
Overview and History
[edit]The body was created by virtue of Republic Act (RA) 11899, which lapsed into law on July 23, 2022.[3]
The Commission is tasked to conduct a national review of the country's education sector after the COVID-19 pandemic exacted a heavy toll on learning.[4] Its primary goal is to recommend legislation and policies to address the "learning crisis" and improve the quality of education in the Philippines.[5]
The Education Commission of 1991
[edit]The first Education Commission was established in 1991.[6] It was tasked with assessing the state of Philippine education and recommending reforms. The commission's findings highlighted issues like low investment, disparities in access, low achievement, and high dropout rates. These findings led to significant changes, including the "trifocalization" of basic education and the creation of CHED and TESDA.[6]
Results of international assessments
[edit]The Philippines participated in the Programme for International Student Assessment for the first time in 2018.[7] The country scored the lowest in reading comprehension and the second-lowest in mathematics and science, among 79 participating countries.[7] A report by the World Bank also found that the Philippines’ learning poverty ranks among the highest in the Asian region, at 90.9%.[8] The country fared the worst among the ASEAN countries, with the exception of Lao PDR (97.7%) and Brunei (no assessment). This means that nine in every 10 Filipinos aged 10 years old need to be taught how to read and to develop their reading comprehension.[9]
The Commission was formed as a result of these international assessments, spurred by widespread calls to reform the country's education system.[10]
Mandate and Objectives
[edit]Under Section 3 of RA 11899[11], the objectives of EDCOM II are to:
- Set specific, targeted, measurable and time-bound solutions that are products of a comprehensive assessment and evaluation, effective planning, and strategic investments in education;
- Develop a more holistic, harmonized and coordinated education ecosystem, through a review of the mandates of the three (3) agencies of education, namely: the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA);
- Prioritize the adoption of digital transformation in education, and the use of science, technology and innovation through the promotion of digital literacy, and development of critical thinking, problem-solving and other related core competencies at par with global standards;
- Promote the development of 21st century skills, including creativity, communication, collaboration, social skills, leadership, and initiative;
- Institutionalize educational reforms necessary to meet the new challenges to education, such as the implementation of alternative learning and delivery modes for basic education, higher education and post-secondary technical-vocational education and training as part of the adjustments and responses to the global pandemic, and the advent of the Fourth Industrial Revolution characterized, among others, by digital revolution or the rapid development of information technology such as artificial intelligence, automation, data analytics, blockchain data sharing, quantum computing, and internet of things analytics; and
- Recommend the adoption and institutionalization of relevant and meaningful assessment tools, such as teaching and learning competencies assessment tools, based on the best global practices which shall be used by educational agencies and institutions for their continued monitoring, evaluation, and development.
The Commission's principal mandate is identified in Section 4[11]:
"To undertake a comprehensive national assessment and evaluation of the performance of the Philippine education sector for the purpose of recommending transformative, concrete and targeted reforms in the sector with the end in view of making the Philippines globally competitive in both education and labor markets."
Composition
[edit]The Education Commission is headed by four co-chairpersons who lead the Commission jointly - two from the Senate of the Philippines, and two from the House of Representatives.
In total, the commission has ten members, with five members from the Senate and five members from the House of Representatives.
Members
[edit]The Second Congressional Commission on Education (EDCOM II) is composed of the following legislators from the 20th Congress of the Philippines:
Co-Chairpersons
[edit]- Senator Bam Aquino
- Senator Alan Peter Cayetano
- Representative Roman Romulo
- Representative Jude Acidre
Other new members of the Commission is expected to be announced once the 20th Congress of the Philippines is called into session.
Former Commissioners
[edit]- Senator Pia Cayetano
- Senator Koko Pimentel
- Senator Juan Edgardo Angara
- Senator Francis Joseph Escudero
- Representative Mark Go
- Representative Kiko Benitez
- Representative Khalid Dimaporo
- Representative Pablo John Garcia
Advisory Council
[edit]The commission is guided by an Education, Legislation and Policy Advisory Council, selected by the Senate President and the Speaker of the House of Representatives from a pool of recognized experts from the following sectors: the academe, the business sector, government education agencies, heads of LGUs, and from civil society organizations and development partners engaged in education. The members of the Council are:
- Fr. Bienvenido Nebres, S.J., Former President of Ateneo de Manila University
- Dr. Maria Cynthia Rose Bautista, Former Vice President for Academic Affairs of the University of the Philippines
- Alfredo Ayala, President of iPeople Group of Schools
- Dr. Chito Salazar, President and CEO of PHINMA Education
- Dr. Rhodora Angela Ferrer, Executive Director of PEAC
- Irene Isaac, Former Director General of TESDA
- Mayor Vico Sotto, Mayor of Pasig City
- Mayor Lani Cayetano, Mayor of Taguig City
Technical Secretariat
[edit]- Dr. Karol Mark Yee, serves as Executive Director of the EDCOM 2 Technical Secretariat
Selected Findings
[edit]| Priority Area | Selected Findings |
|---|---|
| Early Childhood Care and Development (ECCD) | The Philippines has one of the highest prevalence of stunting under-five in the world at 26.7%, greater than the global average of 22.3%. |
| Early childhood education is not equally accessible throughout the country. Despite RA 6972 of 1990 requiring each province, city, or municipality to establish a daycare center in every barangay, only 36% have at least 1 CDC/day care, or 15,207 out of 42,027 barangays in the country. | |
| 5,800 barangays remain without a child development center | |
| Most daycare teachers and workers are aging, are not trained in early childhood education, and hold non-permanent positions with an average pay of P5,000 per month. | |
| Basic Education | Since 2012, only 27 textbooks have been procured for Grade 1 to Grade 10, despite substantial budget allocations. |
| Out of the 27 key stage assessments scheduled to be conducted from SY 2016–2017 to SY 2022–2023, 13 were delayed, and 11 were not administered at all. | |
| Learners lose as much as 42 out of 88 school days due to calamities and natural disasters | |
| The Philippines have a backlog of at least 165,000 classrooms | |
| Teacher Education | Teachers continue to bear the burden of about 50 administrative and ancillary tasks, despite efforts to allow them to focus on teaching. |
| Between 2009 and 2023, the average passing rate in the licensure examinations for elementary (33%) and secondary (40%) has been dismally low, when compared to passing rates in other professions. | |
| Enhancement of the Teacher Education Council (TEC) has been at a standstill for 2 years, despite the pressing need for necessary reforms. RA 11713, or the Excellence in Teacher Education Act was passed into law last April 27, 2022. | |
| 62% of HS teachers are handling subjects they did not major in during college | |
| There is uneven allocation of non-teaching personnel | |
| Teacher promotions occur at an alarmingly slow rate. It takes an average of 15 years to progress from Teacher I to progress from Teacher I to Teacher III. | |
| Out of 45,199 public schools, 24,916 (54%) currently do not have principals, with thousands of schools not even having plantilla items | |
| Higher Education | Most beneficiaries of the tertiary education subsidy were not the poorest. Between 2018 and 2022, the proportion of the poorest of the poor* declined markedly, from 74% to 31%. Instead, the majority of grantees were those in municipalities and cities without SUCs and LUCs (from 26% to 69%). |
| About 500,000 of the poorest high school graduates are not receiving support to attend college | |
| Technical-Vocational Education and Training (TVET) and Lifelong Learning | The majority of students are enrolled in community-based training (CBT) programs, constituting 39% of the total TVET enrollment. |
| 64% of programs with training regulations are low level (NC 1 & 2) | |
| Governance and Financing | The staffing levels in CHED and TESDA have not kept pace with the growing responsibilities of the agencies and the increased investments in education from both the public and private sectors. |
| The failure to permanently establish a high-level coordinating body has resulted in a long-standing lack of effective coordination between the education agencies. | |
| Budget allocated to education is increasing, but there is a tertiary tilt despite profound gaps in basic education | |
| There is a marked disparity in SEF income among different types of LGUs. | |
| Current levels of school MOOE budgets are insufficient to fully cover the operating costs of public elementary and high schools. |
Laws Passed
[edit]The Commission has shepherded several laws through the legislative process, namely:
| Republic Act No. | Name of the Law | Short Title | Date of Passage into Law |
|---|---|---|---|
| 12199 | ANACT FURTHER STRENGTHENING THE EARLY CHILDHOOD CARE AND DEVELOPMENT SYSTEM, REPEALING FOR THE PURPOSE REPUBLIC ACT NO. 10410, OTHERWISE KNOWNAS THE “EARLYYEARS ACT (EYA) OF 2013”, AND APPROPRIATING FUNDS THEREFOR | Early Childhood Care and Development System Act | May 8, 2025 |
| 12080 | AN ACT STRENGTHENING THE PROMOTIONAND DELIVERY OF MENTAL HEALTH SERVICES IN BASIC EDUCATION BY DEVELOPING SCHOOL-BASED MENTAL HEALTH PROGRAMS, ESTABLISHING SCHOOLS DIVISION MENTAL HEALTH AND WELL-BEING OFFICES AND CARE CENTERS, PRESCRIBING THE CREATION OF NEW PLANTILLA POSITIONS, AND HIRING AND DEPLOYING SCHOOLS DIVISION COUNSELORS, SCHOOL COUNSELORS, AND SCHOOL COUNSELOR ASSOCIATES IN THE DEPARTMENT OF EDUCATION, AND APPROPRIATING FUNDS THEREFOR | Basic Education Mental Health and Well-Being Promotion Act | December 6, 2024 |
| 12063 | AN ACT INSTITUTIONALIZING THE ENTERPRISE-BASED EDUCATION AND TRAINING FRAMEWORK AND APPROPRIATING FUNDS THEREFOR | Enterprise-Based Education and Training (EBET) Framework Act | November 7, 2024 |
| 12028 | AN ACT ESTABLISHING AN ACADEMIC RECOVERY AND ACCESSIBLE LEARNING (ARAL) PROGRAM AND APPROPRIATING FUNDS THEREFOR | Academic Recovery and Accessible Learning (ARAL) Program Act | October 16, 2024 |
| 12027 | AN ACT DISCONTINUING THE USE OF THE MOTHER TONGUE AS MEDIUM OF INSTRUCTION FROM KINDERGARTEN TO GRADE 3, PROVIDING FOR ITS OPTIONAL IMPLEMENTATION IN MONOLINGUAL CLASSES, AND AMENDING FOR THE PURPOSE SECTIONS 4 AND 5 OF REPUBLIC ACT NO. 10533, OTHERWISE KNOWN AS THE "ENHANCED BASIC EDUCATION ACT OF 2013" | October 10, 2024 | |
| 11984 | AN ACT MANDATING PUBLIC AND PRIVATE EDUCATIONAL INSTITUTIONS TO ALLOW DISADVANTAGED STUDENTS WITH UNPAID TUITION AND OTHER SCHOOL FEES TO TAKE THE PERIODIC AND FINAL EXAMINATIONS AND FOR OTHER PURPOSES | No Permit, No Exam Prohibition Act | March 11, 2024 |
Publications and Outputs
[edit]
Year One Report
[edit]On January 23, 2024, the commission published its Year One Report, entitled Miseducation: The Failed System of Philippine Education. The report highlighted the commission's findings in twelve out of its twenty-eight Priority Areas, following its first year of work.[12]
The report also contained 40 recommendations that target specific objectives by the commission.
Year Two Report
[edit]The Commission followed up its first report with its Year Two Report, entitled Fixing the Foundations: A Matter of National Survival, on January 27, 2025. In the report, the Commission advocated for addressing "foundational learning deficits in early childhood and primary education".[13][14]
Among the findings that EDCOM II highlighted are the shortage of principals in more than half of public schools in the country,[15] that most Grade 3 students were one to two years behind curriculum expectations during the foundational years of learning,[16] government support to only 1.03% of the best and brightest students in the country,[17] the dismal attrition rate in higher education institutions,[18] that 62% of high school teachers teach subjects outside their college major,[19] and that Philippine government spending on education still fails to keep pace with global standards,[20] with basic education receiving the lowest share in the budget, despite its foundational role.
Final Report (Upcoming)
[edit]The Commission is set to launch its final report in the Fourth Quarter of 2025.[21] This is in line with RA 11899's mandate to "report to Congress its accomplishments on a periodic basis, its findings and recommendations on actions to be taken by Congress, the departments, and other government agencies concerned with education, and provide a final report at the end of the existence of the Commission."[22]
Other Publications
[edit]- Education Roadmap - Section 7 also mandates that the Commission's Final Report must "include a roadmap with clear key performance indicators and results framework to address the learning crisis". This is set to be included in the Final Report.
- National Education and Workforce Development Plan - During a January 2025 meeting with President Bongbong Marcos, he instructed the Commission to proceed with the development of a National Education and Workforce Development Plan (NatPlan), a strategic initiative to align the nation’s education system and workforce with the rapidly evolving demands of a global economy.[23] The initiative is being co-developed with the Private Sector Advisory Council.[23] This is to be included in the Commission's Final Report.
Partners and Stakeholders
[edit]EDCOM 2 has partnered extensively with academic institutions, civil society organizations, diplomatic missions, and government organizations to fulfill its mandate.[24] Select partners include:
- Ateneo de Manila University
- Australian Aid
- Asian Institute of Management
- BARMM Ministry of Basic, Higher and Technical Education
- British Council
- Commission on Higher Education
- De La Salle-College of Saint Benilde
- De La Salle University-Dasmariñas
- Department of Education
- De La Salle University
- Education Development Center
- IDinsight
- Innovations for Poverty Action
- Jose Rizal University
- Metrobank Foundation
- Philippine Business for Education
- Private Education Assistance Committee
- Philippine Institute for Development Studies
- Research Institute for Teacher Quality
- The Asia Foundation
- Teach for the Philippines
- Technical Education and Skills Development Authority
- UNFPA
- UNICEF
- University of the Philippines Los Baños
- University of the Philippines System
- USAID
- WeSolve Foundation
Commissioned Studies
[edit]The Commission's partnerships have produced several studies devoted to education.
| Research Partner | Topic | Title of Study |
|---|---|---|
| Philippine Institute for Development Studies | Basic Education | Low Fertility, Ageing Buildings, and School Congestion in the Philippines: Tailwinds, Headwinds, and Some Policy Options |
| Basic Education | Home and School Environment Component: Sense of Belongingness and Bullying for the Second Congressional Commission on Education (EDCOM 2) | |
| Early Childhood Care and Development (ECCD) | Behind the Slow Start: An Assessment of Early Childhood Care and Development in the Philippines | |
| Early Childhood Care and Development (ECCD) | Beyond Parents and Guardians: Mapping and Mobilizing the ‘Significant Others’ in Early Childhood Care and Development in the Philippines | |
| Higher Education | Expansions, Quality, and Affirmative Action in Public Higher Education Institutions | |
| Higher Education | An Evaluation of the Tertiary Education Subsidy Program: Context, Input, Process, and Product | |
| Higher Education | Strengthening CHED’s Developmental and Regulatory Capacity | |
| Higher Education | Hazard and Incidence of Exits of Ever-Enrolled College-Age Students | |
| Higher Education | Strengthening Tertiary Enrollment through Financial Aid: Insights from a Survey in Cagayan Valley | |
| Higher Education | Economics of Satellite Campuses | |
| Higher Education | Cross-Border Student Mobility and Improvements in the Philippine Tertiary Education Program Relevance and Learning Outcomes | |
| Higher Education | Review of CHED Policies, Standards, and Guidelines (PSGs) Pre- and Post-K to 12 Reforms | |
| Governance and Finance | The Impact of Trifocalization on Philippine Education Outcomes and the Coordination Issue | |
| Governance and Finance | Government Assistance to Students and Teachers in Private Education (GASTPE) | |
| Technical-Vocational Education and Training & Lifelong Learning | An Assessment of the Enterprise-Based Training Modality in the Philippines: Barriers, Incentives, and Policy Gaps | |
| Technical-Vocational Education and Training & Lifelong Learning | Review of Technical Education and Skills Development Authority (TESDA) Scholarship Programs in Targeting the Poor | |
| Technical-Vocational Education and Training & Lifelong Learning | Assessing the Current and Future Middle Skills in the Philippines: Inputs for Policy Agenda | |
| Technical-Vocational Education and Training & Lifelong Learning | Measuring the Impacts of Technical Vocational Education and Training (TVET) on Wage Outcomes in the Philippines | |
| Technical-Vocational Education and Training & Lifelong Learning | Examining the Effects of Technical Vocational Education and Training (TVET) on Employment Outcomes in the Philippines | |
| Teacher Education | Mapping Excellence in Teacher Education: The Role of Centers of Excellence in Teacher Quality | |
| Teacher Education | Quality Education Starting with Teacher Education | |
| Teacher Education | Revitalizing the Philippine Education System: Facilitating Access and Participation to In-Service Training (INSET) and Teacher Professional Development (TPD) | |
| Basic Education | Early Harm, Lasting Impact - The Effect of Parental Violence on Educational Outcomes Among Filipino Children | |
| Early Childhood Care and Development (ECCD) | Sustain the Gains: An Assessment of Nurturing Care Outcomes in the Next 1,000 Days | |
| De La Salle University | Teacher Education | Systematic Review of Professional Development Programs for Teachers in the Philippines |
| Higher Education | Establishing Targeted Human Resource Development Partnerships between the Philippines’ First Tier Research-Intensive HEIs and Second Tier Research Intensive SUCs | |
| Basic Education | Development of a Visualization Tool for Understanding PISA Bullying Data in Educational Atmospheres in the Philippines | |
| Basic Education | Exploring School Environments in the Philippines using the PISA 2018 Dataset | |
| Basic Education | School Structure, Perceived Climate, Student Characteristics, and Adult Support Predictors of Exposure to Bullying and Sense of Belongingness Based on PISA 2018 | |
| Basic Education | Bullying Experiences of Filipino Students: A Scoping Review | |
| Basic Education | Developing a Model for Safe and Supportive Learning Environments: A Scoping Review | |
| Basic Education | Tech-Mediated Learning Resources for Developing Foundational Reading Literacy Skills in K to 3: Literature Review, Infrastructure Situation, Materials (9) Availability Review, and Policy Recommendations For Philippine Schools | |
| Basic Education | Are K to 12 Students in the Philippines Overworked— by Design? | |
| University of the Philippines President Edgardo J. Angara (UPPEJA) Fellowship | Governance and Finance | Decentralization and Participatory Governance in Education Systems: From Global Experience and Lessons for the Philippines |
| Governance and Finance | Understanding Systems, Creative Strategies, and Enabling Leadership: A Systems Thinking Approach for More Effective Delivery of Educational Services | |
| Governance and Finance | Innovations in School Governance | |
| Governance and Finance | Kakayanin Natin: Empowering Citizens to Participate in Improving Education Governance in the Philippines | |
| Basic Education | Governance Cultures, Perspectives & Practices in Philippine Basic Education Settings: Focus on Teacher-In Service Training and Development | |
| Technical-Vocational Education and Training & Lifelong Learning | Lifelong Learning Thru Seamless Integrated Learning Ecosystems | |
| Higher Education | Navigating the Generative Artificial Intelligence Era: Charting the Course for Curricular Reform in Higher Education in the Philippines | |
| Technical-Vocational Education and Training & Lifelong Learning | Economic Complexity, Human Capital Development and Industrial Policy in the Philippines | |
| Higher Education | Strengthening HAEIs' Programs on Entrepreneurship for Greater Contribution Towards Agriculture and Fisheries Productivity | |
| Technical-Vocational Education and Training & Lifelong Learning | Developing Regional Economic Complexity through Product Specialization | |
| Higher Education | Leveraging Higher Education to Resolve Healthcare Constraints | |
| Technical-Vocational Education and Training & Lifelong Learning | Cultivating Innovation in the Philippines by Addressing Policy Gaps and Creating Pathways for Collaborative Progress between Academe and Industry | |
| Basic Education | Using Artificial Intelligence to Support Basic Education Teachers in Under-resourced Contexts | |
| Higher Education | Exploring Socialized Tuition as an Alternative to Universal Access to Quality Tertiary Education Act (UAQTEA) | |
| Higher Education | From Pixels to Policies: GIS Analysis of Education Access Points and Disparities | |
| Technical-Vocational Education and Training & Lifelong Learning | Understanding Labor Market Outcomes of Graduates in the Informal Economy | |
| Technical-Vocational Education and Training & Lifelong Learning | Navigating/Negotiating the Lifelong Learning Terrain in the Philippines: Path of Optimism and Caution | |
| Technical-Vocational Education and Training & Lifelong Learning | Enabling Young Filipinos to Dream Big and Achieve Bigger: Centering Youth Aspirations in Education Reform | |
| The Asia Foundation | Governance and Finance | Realizing Shared Governance Decentralization of Philippine Basic Education |
| Philippine Business for Education (PBEd) | Basic Education | Options for Improving DepEd Procurement of Textbooks, TVL Resources and Assessment Services |
Gallery
[edit]
References
[edit]- ^ "[WATCH] In The Public Square with John Nery: Is EdCom II the answer?". RAPPLER. 2023-02-22. Retrieved 2023-03-16.
- ^ "The Second Congressional Commission on Education". EDCOM 2. Retrieved 2023-03-16.
- ^ Chi, Cristina. "Bill creating EDCOM II lapses into law". Philstar.com. Retrieved 2023-03-16.
- ^ "EDCOM 2 to conduct full assessment of PH education system in next 3 years—Angara". Manila Bulletin. Retrieved 2023-03-16.
- ^ Magsambol, Bonz (2025-01-28). "Rappler Talk: 'Fixing the foundations' of an education system in crisis". RAPPLER. Retrieved 2025-07-16.
- ^ a b Cynthia, Ma & Bautista, Rose & Bernardo, Allan & Ocampo, Dina Joana. (2010). When Reforms Don't Transform: Reflections on institutional reforms in the Department of Education.
- ^ a b Juan, Ratziel San. "DepEd welcomes PISA results, recognizes 'gaps' in education quality". Philstar.com. Retrieved 2025-07-16.
- ^ Vera, Ben O. de (2022-07-23). "WB: PH 'learning poverty' among highest in region". INQUIRER.net. Retrieved 2025-07-16.
- ^ "The cost of illiteracy: Why the education system in Philippines is failing millions". DevelopmentAid. Retrieved 2025-07-16.
- ^ Hernando-Malipot, Merlina (December 6, 2023). "2022 PISA results a 'clear indication' that PH education system is in 'worst state' --- PBEd".
- ^ a b "Republic Act No. 11899". lawphil.net. Retrieved 2025-08-05.
- ^ "Edcom 2 releases Year One report". The Manila Times. 2024-01-31. Retrieved 2024-02-13.
- ^ "PBBM to DepEd, EDCOM II: Work together to address gaps". SunStar Publishing Inc. 2025-02-04. Retrieved 2025-02-18.
- ^ "Fixing the Foundations: A Matter of National Survival". EDCOM 2 Year Two Report. January 27, 2025. ISSN 3027-9976.
- ^ Reyes, Dempsey (2025-01-28). "Edcom: Almost 25,000 public schools have no principals". inquirer.net. Retrieved 2025-02-18.
- ^ "Latest EDCOM 2 Report calls for systemic change in Philippine education". IDinsight. Retrieved 2025-02-18.
- ^ Serquiña, Mariel Celine (2025-01-28). "Half of Pisay passers unable to enroll due to limited slots". GMA News Online. Retrieved 2025-02-18.
- ^ "Higher College Enrollment but Still High Dropout Rate in College Since Free Tuition Law". phkule.org. 2025-02-14. Retrieved 2025-02-18.
- ^ Chi, Cristina. "62% of high school teachers teaching outside their field, new report reveals". Philstar.com. Retrieved 2025-02-18.
- ^ Magsambol, Bonz (2025-02-04). "Decades on, Philippines' education spending still not enough". RAPPLER. Retrieved 2025-02-18.
- ^ "EDCOM 2 - The EDCOM 2 Final Report". EDCOM 2. Retrieved 2025-07-16.
- ^ "Republic Act No. 11899". lawphil.net. Retrieved 2025-07-16.
- ^ a b "Marcos wants gov't to develop semiconductor industry". www.pna.gov.ph. Retrieved 2025-07-16.
- ^ "Partners". EDCOM 2. Retrieved 2025-07-16.
