# Q-BEDP 2025-2035: DepEd's 10-Year Plan and the PDP

DepEd's Q-BEDP 2025-2035: five outcomes, three levers, basecamps in 2028, 2031 and 2034, its Annex 6 targets, and how they match the PDP 2023-2028.

This is the Markdown copy of [Q-BEDP 2025-2035: DepEd's 10-Year Plan and the PDP](https://nash.com.ph/blog/q-bedp-2025-2035), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Nov 6, 2026. Topics: School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

The Quality Basic Education Development Plan 2025-2035 (Q-BEDP) is the Department of Education's ten-year plan for carrying out its 5-Point Reform Agenda. DepEd launched it on July 29, 2025. It sets five outcomes, three strategic levers (decentralization, public-private partnerships and digitalization), three "basecamps" in 2028, 2031 and 2034, and an annex of indicators with SY 2023-2024 baselines and targets. It does not replace the Basic Education Development Plan (BEDP) 2030 that [DepEd Order No. 024, s. 2022](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/) adopted. In its own words, it "will steer and begin to operationalize the BEDP (now extended to 2035 to better match the country's demographic window of opportunity)" (p. 3).

The plan also ties DepEd to the national plan. DepEd framed the 5-Point Reform Agenda "in coherence with the Marcos administration's education goals outlined in the Philippine Development Plan (PDP) 2023-2028" (p. 3). The Q-BEDP's National Achievement Test (NAT) targets for 2025 to 2028 are the targets in the PDP's education Results Matrix, and the PDP's 2025 Midterm Update kept them. Executive Order No. 14, s. 2023 directs every national agency, DepEd included, to align its programs and budget with the PDP.

For a school head, or a teacher preparing for the National Assessment for School Heads (NASH), the Q-BEDP explains where DepEd's targets come from. The plan expects regions and divisions to write sub-plans from it (p. 3), so division targets, the School Improvement Plan (SIP) and a school head's office commitments are expected to draw on its outcomes and indicators over the next decade.

## Key findings

- **It is DepEd's strategic plan, published as a plan, not as a DepEd Order.** DepEd lists it among its publications as QBEDP-25-001. DO 024, s. 2022 requires "All DepEd offices and units in all governance levels" to align with the BEDP 2030 (item 4). As of November 6, 2026, no DepEd order adopts the Q-BEDP or extends the BEDP to 2035; the extension is the Q-BEDP's own statement (p. 3).
- **Five outcomes, three levers, three basecamps.** The outcomes are high-performing teachers, learners' physical and mental well-being, efficient and supportive governance, education quality, and empowered graduates. Basecamp 1 (2028) is "Catching up", Basecamp 2 (2031) "Innovation" and Basecamp 3 (2034) "Overtaking" (pp. 10-13, 15, 17-20).
- **Annex 6 lists 34 indicators, many of them school conditions.** Among them: public schools with a functional school governing council, 9.69% in SY 2023-2024 and 100% by 2028; schools with at least one Administrative Officer, 22% and 100% by 2028; and schools that are Implementing Units, 5.88% and 100% by 2031 (Annex 6).
- **The NAT targets to 2028 are the PDP's, unchanged.** Grade 3 reading is to rise from 66.5% of learners at least Proficient to 77.2% by 2028, Grade 12 reading from 15% to 59%, and Grade 12 mathematics from 10.6% to 43% (Q-BEDP, p. 14; PDP 2023-2028, Table 2.2.2; PDP Midterm Update, Table 2.2.1).
- **"At least Proficient" includes Nearly Proficient.** The PDP Midterm Update counts learners "categorized as Nearly Proficient, Proficient, and Highly Proficient (50–100 MPS)", and its 2024 results are the Q-BEDP's baselines (Midterm Update, pp. 55 and 58-59). EDCOM II counts from 75, so its baselines for the same tests are far lower (Final Report, pp. 447 and 458).
- **The plan says school plans go to the division for appraisal.** Its Annex 2 says "School plans shall be appraised by the SDO" (item B.3.vii). The SIP itself is still governed by DepEd Order No. 44, s. 2015, and Annex 6's targets will be realigned across governance levels (p. 10, note 20).
- **DepEd's 2026 orders cite it as their anchor.** The AI guidelines, the three-term school calendar, the 2026 summer remediation programs, the revised E-GASTPE guidelines, the School-Based Feeding Program and the Strengthened Senior High School Curriculum all name the Q-BEDP (DepEd Orders No. [003](https://www.deped.gov.ph/2026/02/20/february-20-2026-do-003-s-2026-foundational-guidelines-on-artificial-intelligence-ai-in-basic-education/), [009](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), [010](https://www.deped.gov.ph/2026/04/29/april-28-2026-do-010-s-2026-guidelines-for-the-implementation-of-2026-summer-remediation-programs/), [011](https://www.deped.gov.ph/2026/04/30/april-30-2026-do-011-s-2026-revised-guidelines-on-the-implementation-of-expanded-government-assistance-to-students-and-teachers-in-private-education-e-gastpe-in-the-department-of-educat/), [013](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-013-s-2026-institutional-guidelines-on-the-implementation-of-the-school-based-feeding-program/) and [017](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/), s. 2026).

## What the Q-BEDP is and how it relates to the BEDP 2030

DepEd adopted the BEDP 2030 on May 30, 2022 as "the medium term plan for the DepEd covering all formal education from Kindergarten (K), Elementary, Junior High School (JHS), to Senior High School (SHS), as well as nonformal education through the Alternative Learning System (ALS)" (DO 024, s. 2022, item 1). It was built on four pillars, access, equity, quality, and resiliency and well-being, with enabling mechanisms for governance. It was planned in two phases, 2022 to 2026 and 2026 to 2030. The order called it "a living document ... subject to the continuing review and emerging priorities of the incoming DepEd leadership" (item 5).

"In 2024, under new leadership, DepEd launched its 5-Point Reform Agenda" (Q-BEDP, p. 3). The Q-BEDP followed in July 2025, subtitled "An Implementation Strategy for the 5-Point Education Reform Agenda". It does not restate what DepEd should reform. The plan says that "while acknowledging that 'what to reform' is not new, this plan envisions recalibrating the approach on 'how to reform,' principally by leveraging decentralization, digitalization, and public-private partnerships" (p. 4).

The plan is deliberately thin on detail. It "eschews over-detailing actions and targets, instead placing a premium on decentralized experimentation, evaluation, learning, and knowledge sharing" (p. 3). The detail is meant to come from sub-plans: "Sub-plans will then be developed by different administrative units within DepEd, including management strands, regional and schools division offices, and, where applicable and useful, the remaining administrative units at the local level" (p. 3).

| | BEDP 2030 | Q-BEDP 2025-2035 |
|---|---|---|
| Issued as | DO 024, s. 2022, May 30, 2022 | DepEd publication QBEDP-25-001, dated July 29, 2025 |
| Period | Phase 1, 2022-2026; Phase 2, 2026-2030 | 2025-2035; the BEDP is "now extended to 2035" |
| Structure | Four pillars (access, equity, quality, resiliency and well-being) and enabling mechanisms | Five outcomes of the 5-Point Reform Agenda and three strategic levers |
| Milestones | Two phases | Three basecamps: 2028, 2031, 2034 |
| Indicators | 88 indicators and targets, 8 on learning outcomes (EDCOM II Final Report, p. 357) | 34 indicators in Annex 6, with 52 baseline lines when grades and levels are counted separately |
| How it reaches schools | Regional Basic Education Development Plan, Division Education Development Plan, School Improvement Plan | Sub-plans of management strands, regions and divisions (p. 3) |

## The diagnosis behind the plan

Part I of the Q-BEDP explains why DepEd thinks reform has stalled. Its figures come from the sources it cites, among them EDCOM II, the World Bank, the Philippine Institute for Development Studies, Congress's budget research office and DepEd's own data:

| What the plan reports | Figure | Page |
|---|---|---|
| Children enrolled in pre-kindergarten programs, 2022 | 20% | 6 |
| Enrollment growth, SY 2013-2014 to SY 2023-2024 | 13%, over three million learners | 7 |
| Accumulated classroom deficit | 165,000, with fewer than 10,000 classrooms built a year on average (2020 to 2024) | 7 |
| Bullying cases resolved, November 2022 to July 2024 | 11% | 7 |
| Unfilled plantilla positions, 2023 | Over 40,000 | 7 |
| Schools operating without a principal | "More than half" | 7 |
| Ten-year-olds who could not read and understand a short, age-appropriate text | 91% | 7 |
| PISA ranking | Last of 78 countries in 2018; 77th of 81 in 2022 | 7-8 |

Its conclusion is blunt: "poor learning outcomes reflect a quality-deprived basic education system that remains overly centralized, data-poor, and lacks accountability mechanisms" (p. 8).

## The five outcomes of the 5-Point Reform Agenda

The 5-Point Reform Agenda has five outcomes. The Q-BEDP's own Figure 1 (p. 11) shows how they fit. Teachers (Outcome 1) and learner well-being (Outcome 2) rest on governance (Outcome 3), "all ensuring that 'trains arrive on time.'" The first three produce education quality (Outcome 4), which in turn "supports the penultimate objective of empowered and employable Filipinos (Outcome 5)" (p. 10).

| Outcome (Part II heading) | Strategies the plan names | Annex 6 indicators |
|---|---|---|
| 1. High-Performing Teachers Delivering Quality Education | Professional development and merit-based career progression; textbooks, devices, instructional materials and internet; a "dynamic budget formula" for a responsive School Operations Budget; filling Administrative Officer (AO) positions to cut teachers' administrative work | Teachers trained in content and pedagogy (27%); teachers in certificate and scholarship programs (no data); learners with a complete set of textbooks; teachers provided with a laptop (16%); schools meeting the minimum teacher-to-student ratio (48%); schools with at least one AO (22%) |
| 2. Improved Learning Environments that Safeguard Students' Physical and Mental Well-being | Health and nutrition; enforcement of the Anti-Bullying Law and the Learner Rights and Protection Office; mental health and academic support; physical and digital infrastructure | Net enrollment and completion rates; feeding of wasted learners; resolved bullying incidents; functional child protection committees and school governing councils; guidance advocates and offices; health clinics; classrooms, electricity, libraries and faculty rooms |
| 3. Enhanced Governance Structures to Ensure Efficient and Supportive Education Systems | Decentralizing "programming, budgeting, and procurement" to regional offices, divisions and schools | Divisions with Level 3 PRIME-HRM accreditation (0%); regions with innovation funds (0, rising to 17 by 2034); schools with school grants (0, rising to 3,500 by 2028); schools with research funds (3%) |
| 4. Improved Education Quality through Upgraded Curriculum, Modernized Assessments, and Digitally Enabled Schools | Curriculum and assessment updates; learning recovery and remediation; digitally enabled schools and digital skills | NAT reading (or English) and mathematics at four grades; PISA rankings |
| 5. Empowered Graduates fit for Employment, Entrepreneurship or Higher Education | Partnerships with industry; a curriculum that bridges school and work | National Certification (NC) passing rate (89%, SY 2022-2023); ALS Accreditation and Equivalency (A&E) Test passing rate (30%, 2018) |

For Outcome 5, only the ALS test has yearly numbers: 30% in 2025, then 33%, 36%, 39% in 2028, 48% in 2031 and 57% in 2034 (p. 15). The NC passing rate is to keep "increasing".

## The three basecamps: 2028, 2031 and 2034

"Over the 10-year life of the plan, three 'basecamps' are identified for 2028, 2031 and 2034, before concluding the plan by 2035" (p. 10).

| Basecamp | Year | The plan's name for the phase |
|---|---|---|
| 1 | 2028 | "'Catching up' or filling up gaps and backlogs from system inefficiencies" |
| 2 | 2031 | "'Innovation' or change through data-driven decision-making" |
| 3 | 2034 | "'Overtaking' where QBEDP positions the Philippines as a globally competitive nation in education and human capital" |

The targets are not fixed. Annex 6 gives the baselines and targets "with options to recalibrate targets as needed", and the annex "will be updated to reflect the targets set and aligned across governance levels of the Department and the Medium Term Expenditure Framework" (p. 10 and note 20).

## The Annex 6 targets for schools

Annex 6 lists 34 indicators: 6 under Outcome 1, 13 under Outcome 2, 4 under Outcome 3, 3 under Outcome 4, 2 under Outcome 5 and 6 under the strategic levers. Twelve measure a share of all schools against a numeric target, and Figure 1 shows them.

![Bar chart of Q-BEDP baselines for SY 2023-2024 with targets. Schools that are Implementing Units 5.88% (100% by 2031); functional school governing council 9.69%; faculty rooms 14% (25% by 2028, 62% by 2031); at least one Administrative Officer 22%; health clinic 22%; libraries 25% (38% by 2028, 69% by 2031); minimum teacher-to-student ratio 48%; ideal classroom-to-student ratio 49% (63% by 2028, 85% by 2031); guidance advocate 51%; guidance office 51%; functional child protection committee 63%; electricity 93%. All others reach 100% by 2028, and all reach 100% by 2034.](https://nash.com.ph/blog/_astro/qbedp-school-indicators.B56DBcqG_2oqXS3.webp)

*Figure 1. Where schools start on the Q-BEDP's school indicators, SY 2023-2024 baselines and the plan's targets. Data: DepEd, Quality Basic Education Development Plan 2025-2035, Annex 6, pp. 40-43. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/school-leadership/qbedp-school-indicators.png) or [its data (CSV)](https://nash.com.ph/blog/charts/school-leadership/qbedp-school-indicators.csv).*

Most of these targets reach 100% at Basecamp 1, in 2028. That includes a functional school governing council (9.69% of public schools) and an Administrative Officer and a health clinic (22% each). Three are staged over the decade: the ideal classroom-to-student ratio (49% to 63%, 85% and 100%), libraries (25% to 38%, 69% and 100%) and faculty rooms (14% to 25%, 62% and 100%). For Implementing Units, Basecamp 1 is "TBD" and Basecamp 2 is 100%.

The learner indicators are staged too:

| Indicator (Annex 6) | Baseline, SY 2023-2024 | Basecamp 1, 2028 | Basecamp 2, 2031 | Basecamp 3, 2034 |
|---|---|---|---|---|
| Net enrollment rate, Kindergarten | 78% | 96% | 97% | 98% |
| Net enrollment rate, Elementary | 86% | 89% | 92% | 97% |
| Net enrollment rate, Junior High School | 78% | 81% | 83% | 84% |
| Net enrollment rate, Senior High School | 67% | 69% | 71% | 71% |
| Completion rate, Elementary | 92% | 96% | 98% | 100% |
| Completion rate, Junior High School | 82% | 88% | 94% | 100% |
| Completion rate, Senior High School | 73% | 84% | 92% | 100% |
| Learners with a complete set of textbooks, Elementary / JHS / SHS | 76% / 81% / 80% | 100% | 100% | 100% |
| Public school teachers provided with a laptop | 16% | 100% | 100% | 100% |
| Resolved bullying incidents | 62.56% | 100% | 100% | 100% |

The [guide to DepEd's performance indicators](https://nash.com.ph/blog/deped-performance-indicators-cohort-survival) explains how completion and cohort survival are computed, and what the enrollment files show for a school's own learners.

Two notes on reading these figures. A target is not a result: Annex 6 records where DepEd wants schools to be, not where they are now. And the plan's two bullying figures count different things. The 11% in Part I is EDCOM II's count of cases resolved from November 2022 to July 2024; Annex 6's 62.56% is a share of bullying incidents resolved, and the plan does not give its source.

System-wide, the levers have their own lines. Classrooms built through PPPs are to rise from 13,391 (PSIP 1 and 2) to 35,391, 71,391 and 107,391 at the three basecamps. Off-grid schools with solar panels are to reach 100% at every level by 2028. The Special Education Fund's share of the school budget (6%), official development assistance (2% of DepEd's budget) and PPP investment (0%) are each to keep "increasing" (Annex 6). The [PSIP III guide](https://nash.com.ph/blog/psip-iii-classrooms-explained) covers the next classroom PPP, approved in January 2026 and now at bidding.

## The NAT targets and where they come from

Outcome 4 carries the plan's learning targets. The table on page 14 gives a baseline, a target for each year from 2025 to 2027, and the Basecamp 1 target for 2028. Basecamps 2 and 3 are printed only as "increasing".

![Two dot charts of the share of learners at least Proficient in the NAT, baseline and 2028 target. Reading: Grade 3, 66.5% to 77.2%; Grade 6, 69.3% to 69.5%; Grade 10, 42.4% to 73.2%; Grade 12, 15% to 59%. Mathematics: Grade 3, 49.9% to 66%; Grade 6, 55.8% to 66.4%; Grade 10, 17.4% to 69.6%; Grade 12, 10.6% to 43%.](https://nash.com.ph/blog/_astro/qbedp-nat-targets.D8c_8xr5_193bj7.webp)

*Figure 2. NAT baselines (SY 2023-2024; Grade 10, SY 2022-2023) and the 2028 targets in the Q-BEDP. Data: DepEd, Quality Basic Education Development Plan 2025-2035, p. 14. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/school-leadership/qbedp-nat-targets.png) or [its data (CSV)](https://nash.com.ph/blog/charts/school-leadership/qbedp-nat-targets.csv).*

The yearly targets were not new in 2025. They are the targets the PDP 2023-2028 set in 2023 in its education Results Matrix, from 2018 baselines (Table 2.2.2, p. 54). The PDP's Midterm Update, published by the Department of Economy, Planning, and Development (DEPDev) in 2025, reported results for 2023 and 2024 and kept the 2025 to 2028 targets (Table 2.2.1, pp. 58-59):

| NAT, at least Proficient | PDP baseline, 2018 | 2023 result | 2024 result (Q-BEDP baseline) | 2025 target | 2026 target | 2027 target | 2028 target (Basecamp 1) |
|---|---|---|---|---|---|---|---|
| Reading, Grade 3 | 56.0% | 58.02% | 66.49% | 68.9% | 71.7% | 74.4% | 77.2% |
| Reading, Grade 6 | 17.7% | 36.38% | 69.33% | 47.6% | 54.9% | 62.2% | 69.5% |
| Reading, Grade 10 | 36.4% | 42.4% | Not available | 55.2% | 61.2% | 67.2% | 73.2% |
| Reading, Grade 12 | 24% | 37.82% | 15.07% | 44.0% | 49.0% | 54.0% | 59.0% |
| Mathematics, Grade 3 | 27.1% | 29.98% | 49.89% | 48.0% | 54.0% | 60.0% | 66.0% |
| Mathematics, Grade 6 | 17.6% | 39.58% | 55.84% | 45.4% | 52.4% | 59.4% | 66.4% |
| Mathematics, Grade 10 | 13.1% | 17.42% | Not available | 46.3% | 54.1% | 61.8% | 69.6% |
| Mathematics, Grade 12 | 2.8% | 15.28% | 10.63% | 28.0% | 33.0% | 38.0% | 43.0% |

The Q-BEDP's baselines are these 2024 results, rounded. For Grade 10, it uses the 2023 results (42.4% and 17.4%), which it dates to SY 2022-2023.

Three things follow for anyone who reads these numbers:

1. **"At least Proficient" is a low bar.** The Midterm Update defines learners achieving "at least Proficient" as "those categorized as Nearly Proficient, Proficient, and Highly Proficient (50–100 MPS)" (p. 55, note 9). A learner with a mean percentage score of 50 counts. DepEd's own scale calls 50 to 74 "Nearly Proficient" and 75 to 89 "Proficient" (DO 024, s. 2022, BEDP Table 11). EDCOM II counts "at least proficient" from 75. On that count, 30.52% of Grade 3 learners were at least proficient on the ELLNA in SY 2023-2024, and 0.4% of Grade 12 learners on the 2024 NAT (Final Report, pp. 447 and 458), against the Q-BEDP's 66.5% and 15% for reading. For Grade 3, the Midterm Update names the Early Language, Literacy, and Numeracy Assessment (ELLNA) as the means of verification.
2. **Some targets sit below their baselines.** Because the targets date from 2023 and the baselines from 2024, Grade 6 reading's targets for 2025, 2026 and 2027 (47.6%, 54.9% and 62.2%) are all below its 69.3% baseline, and its 2028 target is 0.2 points above it. Grade 6 mathematics' targets for 2025 and 2026, and Grade 3 mathematics' target for 2025, are also below their baselines.
3. **Grade 12 is the gap.** The Midterm Update reports Grade 12 reading at "15.07 percent against a 39 percent target, and 10.63 percent in math against a 23.0 percent target" for 2024 (p. 52). Reaching 59% and 43% by 2028 means roughly quadrupling both.

For PISA, the plan's baselines are ranks: 79th in reading, 76th in mathematics and 80th in science, each to keep improving (p. 14). The [guide to PISA, TIMSS, SEA-PLM and the NAT](https://nash.com.ph/blog/pisa-timss-sea-plm-nat-edcom-ii) explains what each assessment measures.

## The three strategic levers

The plan's main change is how DepEd delivers, through three levers. Every sub-plan "must also answer key questions" about each one: how decentralization adds agility and innovation, how digitalization improves services and data use, and where PPPs add value (p. 17).

### Decentralization and the end of "memocracy"

"Decentralization aims to bring basic education governance closer to schools" (p. 17). The plan calls for "a shift in mindsets by moving away from overly centralized and top-down approaches—a culture of 'memocracy' ... —toward strategically empowering high-performing regions, divisions, and schools with more autonomy and targeted support" (p. 17). It needs three things: financial capacity to invest and innovate locally, local accountability for learning outcomes, and room for local ideas and innovation.

The plan's Figure 2 (p. 18) links three pillars: decentralized financing, transparent school-level learning outcomes, and M&E conditions with a repository of "what works". It lists four support mechanisms: a delivery unit to support regions, school-level innovation funds, regional performance grants and the DepEd Research Fund (p. 18). Grants will be "preconditioned on performance under a 'decentralization readiness index,'" while regions less ready, "such as last-mile and disaster-prone schools," still get help (p. 18).

Annex 3 sketches the financing as steps. Every school would get base financing (D). Last-mile schools would get a targeted grant "based on GIDA indicators" (C). Regions with strong readiness would get a conditional school grant (B), and regions with strong counterpart funding from local governments would get matching grants and PPPs (A). A last-mile school's pathway runs D, C, B, A; any other school's runs D, B, A (Annex 3, p. 32). Annex 3 describes it as "a possible financing architecture" (p. 18, note 22).

School-level funds of this kind exist. [DepEd Memorandum No. 073, s. 2025](https://www.deped.gov.ph/2025/08/29/august-29-2025-dm-073-s-2025-allocation-and-release-of-the-school-innovation-and-improvement-fund-to-eligible-public-schools-to-strengthen-decentralization-and-accelerate-literacy-interve/) and [DepEd Memorandum No. 048, s. 2026](https://www.deped.gov.ph/2026/08/03/august-3-2026-dm-048-s-2026-allocation-and-release-of-the-school-innovation-and-improvement-fund-to-non-implementing-unit-public-schools-to-strengthen-decentralization-practices-in-the-de/) released a School Innovation and Improvement Fund to schools that are not Implementing Units. Both base it on DepEd's "commitment to strengthen the operationalization of decentralization as embodied in" DO 007, s. 2024, the revised school-based management system (item 1 of each). Neither cites the Q-BEDP, but the fund is the kind of school-level innovation fund the plan's Figure 2 lists. Before the plan's launch, the 2025 Brigada Eskwela guidelines also let each public school propose up to three projects of up to P100,000.00 each for funding beyond its MOOE ([DepEd Memorandum No. 042, s. 2025](https://www.deped.gov.ph/2025/05/09/may-9-2025-dm-042-s-2025-2025-brigada-eskwela-implementing-guidelines/), Encl. No. 2, Sec. IV, item 5(G)).

### Public-private partnerships

PPPs are to "frontload investments in the country's human capital" before the dependency ratio shifts around 2040 (pp. 18-19). The plan credits the PPP School Infrastructure Project of 2012 and 2013 with "nearly 12,000 classrooms", 400,000 learners and 11,000 local jobs. The next wave of classroom PPPs is to add learning gadgets, internet connectivity and solar power (p. 19). DepEd is also considering expanded voucher programs, leasing private properties and school digitization.

### Digitalization

Digitalization "is not merely about connectivity and gadgets" (p. 19). Its three pillars are infrastructure and equipment for connectivity, data dashboards and systems, and education technology (p. 20). Annex 5 uses UNESCO's six pillars of digital transformation and records the gap from Basic Education Information System data for SY 2023-2024: "12,532 schools lack internet and electricity; 9,535 schools lack computers" (p. 37).

## How the Q-BEDP connects to the Philippine Development Plan 2023-2028

The PDP 2023-2028 is the government's medium-term plan. [Executive Order No. 14, s. 2023](https://www.lawphil.net/executive/execord/eo2023/eo_14_2023.html), signed January 27, 2023, directs national government agencies, local government units and state universities and colleges "to adopt and disseminate the PDP 2023-2028 and undertake efforts leading to its full implementation" (Sec. 1). They must also "align their budgetary and departmental/corporate programs with the strategies and activities identified in the PDP 2023-2028" (Sec. 2). Their priority programs and projects go into the Public Investment Program (PIP) (Sec. 3).

The Q-BEDP builds that link into its planning cycle. Part of DepEd's Investment Plan "is submitted to the Department of Economy, Planning, and Development under the Public Investment Program" (Annex 2, item A.2). The plan's note 33 describes the Public Investment Program as a list of priority programs and projects "which respond to the outcomes in the Philippine Development Plan (PDP) and its Results Matrices (RM)". Regional offices submit their investment priorities through the Regional Development Council, "the region's highest planning and policy-making body" (Annex 2, item B.4.iv).

### PDP Subchapter 2.2 and the Q-BEDP outcomes

Education sits in PDP Chapter 2, Subchapter 2.2, "Improve Education and Lifelong Learning". Its first outcome is "Quality, inclusive, adaptive, resilient, and future-ready basic education for all achieved". Most of its basic education strategies reappear in the Q-BEDP:

| PDP 2023-2028 strategy (Subchapter 2.2) | What the PDP says | Where it sits in the Q-BEDP |
|---|---|---|
| Ensure access to quality learning resources | DepEd and LGUs "will ensure that all public school students have a full set of textbooks for their grade level" (p. 47) | Outcome 1: learners with a complete set of textbooks, 76% to 81% in SY 2023-2024, 100% by 2028 |
| Develop and implement catch-up programs | Catch-up programs for pandemic learning losses; more ALS community learning centers (p. 47) | Outcome 4: learning recovery and remediation |
| Strengthen the school-based feeding program | Regular, nutrient-dense meals, with LGU support (p. 48) | Outcome 2: feeding of wasted learners |
| Strengthen private-public complementarity | Expanded vouchers; education spending raised to 4% to 6% of GDP (p. 48) | The PPP lever; voucher programs |
| Adopt modern learning spaces | A shortage of "roughly 91,000 classrooms"; water, sanitation, electricity and internet for every school (p. 48) | Outcome 2 facilities; PPP classrooms; digitalization |
| Strengthen school-based management | "school-based management through the School Governing Council will be promoted"; SBM grants expanded (p. 52) | Outcome 2: functional school governing councils; Outcome 3: school grants |
| Rationalize workload of teachers | Restructuring school staffing, "hiring more administrative and other non-teaching staff" (p. 52) | Outcome 1: at least one AO in every school |

The Midterm Update kept the three outcomes and updated the strategies. Two of the updated strategies reach schools directly: "Operationalize the School-Based Management Guidelines", meaning [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), and "Enhance teacher support systems", which continues [DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/) on teachers' workload and teaching-related assignments (Midterm Update, pp. 54 and 57).

### PDP Chapters 12 and 15: classrooms, connectivity and disasters

Two other PDP chapters carry school targets. Chapter 12, "Expand and Upgrade Infrastructure", counted "a shortage of around 91,000 classrooms" as of August 2022 and 2,298 Last Mile Schools (p. 264). It recorded 10,675 schools heavily damaged by disasters from 2015 to 2020 and 35,648 classrooms in 11,522 schools used as evacuation centers (p. 265). It also found that only 44% of targeted classrooms were delivered from 2018 to 2021 (p. 271). The Midterm Update puts the backlog at "over 165,000 in 2024" (p. 226), the Q-BEDP's figure.

The Midterm Update added four school indicators to the Chapter 12 Results Matrix (p. 238). One matches the Q-BEDP:

| Midterm Update indicator (Chapter 12) | Baseline, 2024 | 2026 | 2027 | 2028 | Q-BEDP (Annex 6) |
|---|---|---|---|---|---|
| Public schools within the standard classroom-to-student ratio | 49% | 49% | 50% | 63% | 49% (SY 2023-2024) to 63% by 2028 |
| Public schools with electricity | 97% | 100% | 100% | 100% | 93% (SY 2023-2024) to 100% by 2028 |
| Public schools with at least one ICT package for academic use, Elementary / JHS / SHS | 71% / 85% / 72% | 100% | 100% | 100% | Not an Annex 6 indicator |
| Public schools (with electricity) with internet connection used for academic purposes, Elementary / JHS / SHS | 76% / 81% / 80% | 100% | 100% | 100% | Not an Annex 6 indicator |

The two plans give different electricity baselines, 93% for SY 2023-2024 in the Q-BEDP and 97% for 2024 in the Midterm Update.

Chapter 15, "Accelerate Climate Action and Strengthen Disaster Resilience", lists schools among the "resilient infrastructure" that investment in disaster preparedness should build. It also commits to "enhancing the integration of climate change and DRR in the education system" (p. 350). The [school DRRM guide](https://nash.com.ph/blog/school-drrm-class-suspensions) covers the rules a school head applies when a hazard strikes.

### Three plans, three timelines

EDCOM II's Final Report calls the Q-BEDP "a strategic pivot toward outcome-based performance management". It says the plan "features a streamlined approach to prioritizing quality education outcomes over compliance metrics, and reducing the indicator set to focus on essential learning competencies, teacher development, and resource optimization" (p. 357). It also found that targets "operate on different timelines without harmonization (e.g., Philippine Development Plan, National Expenditure Plan, General Appropriations Act)" (p. 357). A school head now meets three plans:

| | PDP 2023-2028 | Q-BEDP 2025-2035 | National Education Plan 2026-2035 |
|---|---|---|---|
| Issued by | NEDA, now DEPDev; adopted by EO 14, s. 2023 | DepEd, July 29, 2025 | EDCOM II, in its Final Report, January 2026 |
| Scope | The whole economy; education in Subchapter 2.2 | Basic education | Early childhood to higher education |
| Target years | Each year to 2028 | 2028, 2031, 2034 | 2028, 2031, 2035 |
| Learning targets | NAT, at least Proficient, counted from 50 MPS | The PDP's NAT targets to 2028 | CRLA, RMA, ELLNA and NAT Grade 12 targets of its own, counting "at least proficient" from 75 |

EDCOM II's plan used the PDP and Q-BEDP targets as benchmarks: "The PDP and Q-BEDP aim to increase the percentage of Grade 3 learners achieving at least proficient in the NAT-Reading and NAT-Math to 77.2% and 66% by 2028, respectively" (Final Report, p. 445). It then set its own targets, which the [National Education Plan guide](https://nash.com.ph/blog/national-education-plan-2026-2035) explains. Its ELLNA target of 50% by 2028 starts from 30.52%, not 66.5%, so the two plans' Grade 3 targets cannot be compared directly.

## How DepEd's issuances use the Q-BEDP

The Q-BEDP is not a DepEd Order, but DepEd's orders now cite it as the plan they serve:

| Issuance | What it says |
|---|---|
| [DM 042, s. 2025](https://www.deped.gov.ph/2025/05/09/may-9-2025-dm-042-s-2025-2025-brigada-eskwela-implementing-guidelines/), 2025 Brigada Eskwela guidelines (May 9, 2025) | The project proposal form asks the school to "Check where the PPA contributes to the achievement of (under the Quality Basic Education Development Plan)": high performing teachers, learners' well-being, or governance (Annex D) |
| [DO 003, s. 2026](https://www.deped.gov.ph/2026/02/20/february-20-2026-do-003-s-2026-foundational-guidelines-on-artificial-intelligence-ai-in-basic-education/), artificial intelligence in basic education | The guidelines serve "the Department's goals as stated in the Quality Basic Education Development Plan and the Philippine Development Plan" (item 1) |
| [DO 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), three-term school calendar | DepEd is mandated to ensure delivery of the K to 12 curriculum, "the Quality Basic Education Development Plan 2025-2035 (Q-BEDP 2025-2035) and the Department's 5-Point Reform Agenda" (Rationale, item 1) |
| [DO 010, s. 2026](https://www.deped.gov.ph/2026/04/29/april-28-2026-do-010-s-2026-guidelines-for-the-implementation-of-2026-summer-remediation-programs/), 2026 summer remediation | DepEd pursues remediation "in accordance with the DepEd 5-Point Reform Agenda under the Quality Basic Education Plan [sic] (QBEDP)" (Rationale, item 1) |
| [DO 011, s. 2026](https://www.deped.gov.ph/2026/04/30/april-30-2026-do-011-s-2026-revised-guidelines-on-the-implementation-of-expanded-government-assistance-to-students-and-teachers-in-private-education-e-gastpe-in-the-department-of-educat/), revised E-GASTPE guidelines (April 30, 2026) | DepEd's policy on inclusive, quality basic education is a "commitment, as articulated in the Quality Basic Education Development Plan (QBEDP) 2025-2035 and guided by the Administration's 5-Point Reform Agenda" (Sec. 5) |
| [DO 013, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-013-s-2026-institutional-guidelines-on-the-implementation-of-the-school-based-feeding-program/), School-Based Feeding Program | The model agreement with LGUs calls the QBEDP "the Department's long-term strategic roadmap for the attainment of learner's [sic] functional literacy and core competencies through improved health and nutrition" (Annex G, Art. IV, Sec. 1(c)) |
| [DO 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/), Strengthened Senior High School Curriculum | The curriculum is "aligned with the goals of RA No. 10533, the Quality Basic Education Development Plan (Q-BEDP) 2025–2035, and the national vision of AmBisyon Natin 2040" (item 10) |

The duties a school carries come from these orders, not from the plan itself. The Q-BEDP adds no report or form for schools.

## What this means for school heads

**Write the SIP against the five outcomes, under the SIP rules.** [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/) still governs the School Improvement Plan and the Annual Implementation Plan, as the [SIP guide](https://nash.com.ph/blog/deped-school-improvement-plan) explains. The Q-BEDP adds a frame. Its Annex 2 lists seven steps for the strategic plans that offices "may craft" (item B.3): establish the baseline, identify key challenges, set objectives and KPIs, set targets, choose strategies, prepare risk management, communication and M&E plans, and deliberate across governance levels. It adds that "School plans shall be appraised by the SDO" (item B.3.vii). DO 44, s. 2015 has the school submit its SIP and AIP to the SDO, which monitors and evaluates them. As of November 6, 2026, no DepEd order adds an appraisal or approval step, so follow your division's quality assurance process. PPSSH indicator 1.2.1 asks a Career Stage 1 school head to "Demonstrate knowledge and understanding of the phases of development and implementation of school plans aligned with institutional goals and policies"; the Q-BEDP now states DepEd's institutional goals ([Domain 1 guide](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically)).

**Know your school's number on each Annex 6 indicator.** Most indicators in Figure 1 are things a school either has or lacks: a functional School Governance Council under [DepEd Order No. 026, s. 2022](https://www.deped.gov.ph/2022/06/17/june-17-2022-do-026-s-2022-implementing-guidelines-on-the-establishment-of-school-governance-council/), which Annex 6 calls a "school governing council" ([SGC guide](https://nash.com.ph/blog/school-governance-council-pta-partnerships)); a functional Child Protection Committee ([child protection guide](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads)); a guidance advocate and a guidance office ([career guidance guide](https://nash.com.ph/blog/career-guidance-counseling-deped)); a health clinic, a library, a faculty room, electricity and an Administrative Officer; and enough classrooms, teachers and textbooks for its learners. Add the school's own enrollment, completion and ELLNA or NAT results.

**Run the school M&E system the plan relies on.** The Q-BEDP's monitoring rests on [DepEd Order No. 029, s. 2022](https://www.deped.gov.ph/2022/06/22/june-20-2022-do-029-s-2022-adoption-of-the-basic-education-monitoring-and-evaluation-framework/), the Basic Education Monitoring and Evaluation Framework (Annex 2, item B.6). Under it, the school head "shall be the overall lead and process owner of the school M&E system". The school head must "Develop M&E plan for their respective School improvement plan", conduct a quarterly Program Implementation Review, and integrate M&E results into the SIP, the AIP and the OPCRF (Sec. VIII, School M&E System). PPSSH indicator 1.7.1 asks a Career Stage 1 school head to "Display knowledge and understanding of monitoring and evaluation processes and tools to promote learner achievement".

**Expect targets from the division, not from Annex 6.** Annex 6 sets national targets, to be realigned across governance levels (see the basecamps section above). In setting targets, offices "shall also use the 5PT Agenda's M&E Plan as a reference for the accountabilities in terms of the performance indicators" (Annex 2, item B.3.iv). The targets a school is held to will reach it through the division's plan and the school head's [OPCRF](https://nash.com.ph/blog/opcrf-school-heads-deped).

**Know which parts are rules.** PPSSH indicator 1.3.1 expects a school head to "Demonstrate knowledge and understanding of policy implementation and review to ensure that school operations are consistent with national and local laws, regulations and issuances"; in 2026, that means knowing which orders implement the Q-BEDP and which parts of it are still plans.

## Frequently asked questions

### What is the Q-BEDP of DepEd?

It is the Quality Basic Education Development Plan 2025-2035, DepEd's ten-year strategy for the 5-Point Reform Agenda, launched on July 29, 2025. It sets five outcomes, three strategic levers and three basecamps, with 34 indicators in Annex 6, and "will steer and begin to operationalize the BEDP" (Q-BEDP, p. 3).

### Is the Q-BEDP a DepEd Order?

No. DepEd published it as a plan, listed as publication QBEDP-25-001. DO 024, s. 2022 adopted the BEDP 2030 and requires all DepEd offices to align with it (item 4). As of November 6, 2026, no DepEd order adopts the Q-BEDP or extends the BEDP to 2035; the extension is the Q-BEDP's own statement. DepEd's 2026 orders, such as DO 009, s. 2026 on the three-term calendar, cite the Q-BEDP as their basis.

### What are the basecamps in the Q-BEDP?

They are the plan's three milestones. Basecamp 1 in 2028 is "Catching up", Basecamp 2 in 2031 is "Innovation" through data-driven decisions, and Basecamp 3 in 2034 is "Overtaking", before the plan ends in 2035 (Q-BEDP, p. 10). Annex 6 sets a target for each basecamp.

### How is the Q-BEDP related to the Philippine Development Plan?

DepEd framed its reform agenda "in coherence with" the education goals of the PDP 2023-2028 (Q-BEDP, p. 3). The Q-BEDP's NAT targets for 2025 to 2028 are the PDP's Results Matrix targets, kept in the PDP's 2025 Midterm Update. EO 14, s. 2023 requires agencies to align their programs and budgets with the PDP (Sec. 2).

### What does "at least Proficient" mean in the Q-BEDP's NAT targets?

The PDP Midterm Update, whose 2024 results are the Q-BEDP's baselines, counts learners "categorized as Nearly Proficient, Proficient, and Highly Proficient (50–100 MPS)" (p. 55, note 9). A learner with a mean percentage score of 50 or more is counted. For Grade 3, the measure is the ELLNA. EDCOM II's National Education Plan counts from 75 instead, so its baselines for the same tests are much lower (Final Report, pp. 447 and 458).

## Download the data

- [qbedp-school-indicators.csv](https://nash.com.ph/blog/charts/school-leadership/qbedp-school-indicators.csv): the twelve Annex 6 indicators measured as a share of schools, with the SY 2023-2024 baseline and the targets for 2028, 2031 and 2034 (Q-BEDP, Annex 6).
- [qbedp-nat-targets.csv](https://nash.com.ph/blog/charts/school-leadership/qbedp-nat-targets.csv): NAT baselines and the yearly targets for 2025 to 2028, Reading and Mathematics, Grades 3, 6, 10 and 12 (Q-BEDP, p. 14).

The CSVs and charts may be reused only with written permission: email [support@nash.com.ph](mailto:support@nash.com.ph). The rules themselves come from DepEd's issuances, which you can cite directly.

## Sources

**DepEd plans and issuances**

- DepEd, [Quality Basic Education Development Plan 2025-2035](https://www.deped.gov.ph/wp-content/uploads/Quality-Basic-Education-Development-Plan-QBEDP-2025-to-2035-29-July-2025.pdf), July 29, 2025 (publication QBEDP-25-001, listed on [DepEd's Q-BEDP page](https://www.deped.gov.ph/qbedp/)): pp. 3-4, 6-8, 10-15, 17-20 and Annexes 1 to 6 (pp. 22-43).
- [DepEd Order No. 024, s. 2022](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/), Adoption of the Basic Education Development Plan 2030, May 30, 2022: items 1, 4 and 5; Executive Summary; Table 11 (assessment scale).
- [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC).
- [DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/), Rationalization of Teachers' Workload in Public Schools and Payment of Teaching Overload.
- [DepEd Order No. 029, s. 2022](https://www.deped.gov.ph/2022/06/22/june-20-2022-do-029-s-2022-adoption-of-the-basic-education-monitoring-and-evaluation-framework/), Adoption of the Basic Education Monitoring and Evaluation Framework: M&E Plan; Sec. VII.D and Sec. VIII, School M&E System.
- [DepEd Order No. 026, s. 2022](https://www.deped.gov.ph/2022/06/17/june-17-2022-do-026-s-2022-implementing-guidelines-on-the-establishment-of-school-governance-council/), Implementing Guidelines on the Establishment of School Governance Council, June 17, 2022.
- [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), Policy Guidelines on the Implementation of the Revised School-Based Management (SBM) System.
- [DepEd Memorandum No. 042, s. 2025](https://www.deped.gov.ph/2025/05/09/may-9-2025-dm-042-s-2025-2025-brigada-eskwela-implementing-guidelines/), 2025 Brigada Eskwela Implementing Guidelines, May 9, 2025: Encl. No. 2, Sec. IV, item 5(G); Annex D.
- [DepEd Memorandum No. 073, s. 2025](https://www.deped.gov.ph/2025/08/29/august-29-2025-dm-073-s-2025-allocation-and-release-of-the-school-innovation-and-improvement-fund-to-eligible-public-schools-to-strengthen-decentralization-and-accelerate-literacy-interve/), Allocation and Release of the School Innovation and Improvement Fund to Eligible Public Schools to Strengthen Decentralization and Accelerate Literacy Interventions of the Department of Education for Fiscal Year 2025, August 29, 2025: item 1.
- [DepEd Memorandum No. 048, s. 2026](https://www.deped.gov.ph/2026/08/03/august-3-2026-dm-048-s-2026-allocation-and-release-of-the-school-innovation-and-improvement-fund-to-non-implementing-unit-public-schools-to-strengthen-decentralization-practices-in-the-de/), Allocation and Release of the School Innovation and Improvement Fund to Non-Implementing Unit Public Schools to Strengthen Decentralization Practices in the Department of Education for Fiscal Year 2026, August 3, 2026: item 1.
- [DepEd Order No. 003, s. 2026](https://www.deped.gov.ph/2026/02/20/february-20-2026-do-003-s-2026-foundational-guidelines-on-artificial-intelligence-ai-in-basic-education/), Foundational Guidelines on Artificial Intelligence in Basic Education, February 20, 2026: item 1.
- [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), Guidelines on the Implementation of the Three-Term School Calendar in Basic Education, April 16, 2026: Rationale, item 1.
- [DepEd Order No. 010, s. 2026](https://www.deped.gov.ph/2026/04/29/april-28-2026-do-010-s-2026-guidelines-for-the-implementation-of-2026-summer-remediation-programs/), Guidelines for the Implementation of the 2026 Summer Remediation Programs, April 28, 2026: Rationale, item 1.
- [DepEd Order No. 011, s. 2026](https://www.deped.gov.ph/2026/04/30/april-30-2026-do-011-s-2026-revised-guidelines-on-the-implementation-of-expanded-government-assistance-to-students-and-teachers-in-private-education-e-gastpe-in-the-department-of-educat/), Revised Guidelines on the Implementation of Expanded Government Assistance to Students and Teachers in Private Education in the Department of Education, April 30, 2026: Sec. 5.
- [DepEd Order No. 013, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-013-s-2026-institutional-guidelines-on-the-implementation-of-the-school-based-feeding-program/), Institutional Guidelines on the Implementation of the School-Based Feeding Program, June 4, 2026: Annex G, Art. IV, Sec. 1(c).
- [DepEd Order No. 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/), Strengthened Senior High School Curriculum, June 4, 2026: item 10.
- [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), National Adoption and Implementation of the Philippine Professional Standards for School Heads: indicators 1.2.1, 1.3.1 and 1.7.1.

**National plans and executive issuances**

- [Executive Order No. 14, s. 2023](https://www.lawphil.net/executive/execord/eo2023/eo_14_2023.html), Approving and Adopting the Philippine Development Plan for the Period 2023-2028, January 27, 2023: Secs. 1 to 3.
- National Economic and Development Authority, [Philippine Development Plan 2023-2028](https://pdp.depdev.gov.ph/wp-content/uploads/2023/07/Philippine-Development-Plan-2023-2028.pdf) (2023): Subchapter 2.2, pp. 45-54 and Table 2.2.2; Chapter 12, pp. 264-265 and 271; Chapter 15, p. 350.
- Department of Economy, Planning, and Development, [Philippine Development Plan 2023-2028: 2025 Midterm Update](https://pdp.depdev.gov.ph/philippine-development-plan-2023-2028-midterm-update/) (2025): Subchapter 2.2, pp. 52-59 and Table 2.2.1; Chapter 12, pp. 226 and 238.

**Reports**

- Second Congressional Commission on Education (EDCOM II), [*Turning Point: A Decade of Necessary Reform (2026-2035)*](https://edcom2.gov.ph/media/2026/01/EDCOM-II-Y03-for-web-012626_final.pdf), Final Report, January 2026: pp. 23, 357, 445, 447 and 458.

**News**

- Sherylin Untalan, GMA Integrated News, ["DepEd launches 10-year plan to overhaul PH basic education"](https://www.gmanetwork.com/news/topstories/nation/954089/deped-launches-10-year-plan-to-overhaul-ph-basic-education/story), July 29, 2025 (the launch).

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd's Quality Basic Education Development Plan 2025-2035; DepEd Orders No. 024 and No. 029, s. 2022, and No. 003, 009, 010, 011, 013 and 017, s. 2026; DepEd Memoranda No. 042 and 073, s. 2025, and No. 048, s. 2026; Executive Order No. 14, s. 2023; the Philippine Development Plan 2023-2028 and its 2025 Midterm Update; the EDCOM II Final Report. Charts may be reused only with written permission from support@nash.com.ph.*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, November 6). *Q-BEDP 2025-2035: DepEd's 10-Year Plan and the PDP*. NASH Reviewer. https://nash.com.ph/blog/q-bedp-2025-2035. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data