Global Compact
on Education
in Asia
Need for Broad Educational
Alliance, Engaging the World with Hope
by: Professor Belén Lorezca
Tangco, OP, PhD. Ph.D. University of Santo Tomas,
Manila
I.
Introduction
In 2017, the 39th
session of the United Nations Educational, Scientific and Cultural Organization
(UNESCO) held General Conferences and Committees’ meeting to fortify resolve in
forming alliances to advocate education for life and enrichment of life. On
November 14, 2017, the session was closed in Paris. The General Conference is
the most important event in UNESCO's calendar. It meets every two years, and is
attended by Member States and Associate Members. Policies and the main line of
work and policies of UNESCO and the Organization budget are determined therein.
This writer, Official Representative and Ambassador of the Union Mondiale des
Inseignants Catholique (UMEC) - World Union of Catholic Teachers (WUCT), was a
participant therein, (1) The global
compact took place in Rome to bring the African Union's recommendations on
education in the continent to the Italian G7 presidency. The meeting was
promoted by Global Partnership for Education, Civil C7, AVSI, Save the
Children, Coordinamento Italiano Diaspere per la cooperazione, Global Campaign
for Education, Global Compact on Education and Comunità di Sant'Egidio.
Pope Francis' Address on World Educators
He advocates for
a holistic "education of the heart, mind, and hands" that moves
beyond filling heads with data to cultivating wisdom, empathy, and social
responsibility. He emphasizes accompanying students, especially those on the
margins, and calls for a Global Compact on Education to foster peace, justice,
and environmental stewardship.
Core Themes of Pope Francis’- Educational
Vision
● Integral formation. Education
must connect head, heart, and hands to create harmony and prevent the formation
of “automatore” (Holy See)
● Walking Together. The
educator is not just an instructor, but a companion. Teachers are reminded that
students have “the right to make
mistakes" and that the true role of an educator is to walk alongside young
people, taking them by the hand to help them.
● The " Global Compact on
Education." Launched in 2020, this initiative calls on all involved in
education to place the human person at the center, foster a culture of
dialogue, and combat a "throw-away" culture.
● Addressing Modern Challenges
He firmly rejects
Bullying, a root attitude that breeds warfare. He constantly encourages a
culture of peace, inclusion, and respect.
Support for the Teaching
Vocation
The Holy
Father frequently acknowledges the immense sacrifice of educators, often
denouncing poor pay and enhancing teaching vocation as one of the most
important roles in society. This special support for the teaching vocation has
been practised immensely by the UMEC-WUCT President, Professor Jan de Groof in
numerous countries' educational conferences, and by the UMEC-WUCT Special
Advisor, Professor Giovanni Perrone, the Secretary General, Giuseppe Desiderio,
the Treasurer Prof. Caroline Healy and Prof. John Lydon, and Prof. Alfons
(ALFONS) Nuyens of Herenthoid, Flanders, Antwerp, Brussels. Great support to
teaching vocation has also been enhanced by the AIMC President Esther Flacco
who has been supportive of the goals a objectives of UMEC-WUCT.
Special audience with the
Pope Francis
In a special audience with Pope Francis at the
Vatican, the UMEC-WUCT delegates were tasked with the promotion of holistic
education and fortify partnerships with Catholic schools. With the
technological challenges, updates on Technological skilling and upskilling are
not enough; it is necessary to cultivate a heart that listens, a gaze that
encourages, and an intelligence that discerns.
Catholic Schools form an environment in which
faith, culture, and life intertwine. There are not simply institutions, but
rather a living environment in which the Christian vision permeates every
discipline and every interaction. Educators are called to a responsibility that
goes beyond the work contract; their witness has the same value as their
lessons. For this reason, the formation of teachers - scientific, pedagogic,
cultural, and spiritual - is decisive. Sharing the common educational mission
also demands a path of common formation, “an initial and permanent project of
formation that is able to grasp the educational challenges of the present time
and to provide the most effective tools for dealing with them... (Holy See)
The Catholic Teachers
Pope Francis views Catholic teachers
as essential guides of hope and humanity. He frequently reminds educators of
their mission which is not just to transfer knowledge, but to actively
accompany students through their struggles, avoid the traps of ideological
colonization, and foster a more inclusive, compassionate society. He often
reminds Catholic teachers that primary attention should go to the most
"difficult", weaker, or marginalized students, stating that these
students most need a teacher's patience and love. Educators are figures of
Hope, planting seeds for the future, inspiring teachers to remain patient and
confident in their work.
Development Studies student
In a learning paper submitted by this
writer's Ph.D. in Development Studies student, she underscored the
transformative nature of an educator in the life of students. She reflected on
Professor Giovanni Perrone's sharing during the international webinar hosted by
the Catholic Teachers’ Guild of the Philippines (CTEP), affiliated Member of
UMEC-WUCT: "Education and leadership are keys to good governance... and
service rooted in values, foresight, and responsibility which align with the
ethical standards a leader should carry”. Ms. Lea Payumo reminds herself that
education is not just the transmission of knowledge but a Transformative
journey. “Perrone's call to rediscover joy and the virtue of hope challenges me
to approach governance as a technical and moral endeavor. Whether crafting
policy or building theory, our task is to serve the common good with compassion
and a deep source of purpose." (September 27, 2025, Lea Payumo, Ph. D.
student in Philosophy of Governance, Social Justice, and Development); cf. St.
Thomas Aquines I-II, 92,2; Ⅰ-Ⅱ, 90, 4; I-Ⅱ, 96, 4.; cf. Peter Kreeft, 122, 126
Professor Cheryl R. Peralta, University of Santo Tomas,
Manila, Vice Rector for Academic Affairs, remarkably shared her reflections as
Guest Speaker, on Catholic Education in a Distraction-Filled World: Nurturers
of Hope, Values, and Potential in the Era of Technology." Active
discussions took place in the session hall assigned to the Session
participants.
Drawing New Maps of Hope
Pope Leo XIV, with his Apostolic
Letter, "Drawing New Maps of Hope" celebrates the 60th anniversary of
the Conciliar Declaration, Gravissimum Educationis. The anniversary was marked
on 28 October 2025. The Conciliar Declaration dwells on the extreme importance
and current relevance of education in human life. With that text, the Second
Vatican Council reminded the Church that "education is not an ancillary
activity, but forms the very fabric of evangelization. It is the concrete way
in which the Gospel becomes an educational gesture, a relationship, a
culture." (Vatican News)
That legacy shows surprising
resilience in the face of rapid change and disorienting uncertainties.
Educational communities which allow themselves to be guided by the word of Christ, do not retreat, but are revitalized; they do not
build walls, but bridges. Creativity marks their response, opening up new
possibilities for knowledge transmission, for meaning in schools, universities,
professional and civic training, school and youth ministry, and research,
because the Gospel does not grow old but makes "all things new" (Rev.
21:5).
In a parallel session on "The
Heart of the Matter: Inclusion and Catholic Schools, " this writer
spearheaded the session with the following esteemed Speakers: Dr. Michael Boyle (Hermann Center for
Innovative Catholic Education, St. Louis University, USA); Prof. Charlie Russo
(Dayton University, USA); and the French speaking Bishop of Bossangoa, Central
Africa Republic, Mgr. Néstor-Désiré Nongo - Aziagbia.
Among the Panelists present were Lead
Inspector Ms. Julie Anne Tallon (Catholic Primary Partnership, UK), Prof. Kurt
Willems (Catholic University, Leuven, Belgium), and Prof. Eric Mutabazi
(Catholic University of the West, France).
Bishop Nestor-Désiré Nongo - Aziagbia
discussed the collective responsibility of schools in carrying out the mission
of Catholic education, and the rights to education, and global education where
values, familial characters and discipline are inculcated. Alliance in
education is a merger of fraternal brotherhood where formation in health and
human development is contextually needed. African collaboration is necessary
for the promotion of quality education and technique of pedagogy, and
professional development.
The Aims and Objectives of
the Conference:
The initiative of
UMEC-WUCT on holding the Jubilee Gathering aims:
1. To affirm and celebrate the
vocation of Catholic teachers, recognising their professional and spiritual
contributions to education in diverse contexts-whether in confessional, public
or intercultural settings.
2. To facilitate global exchange
and dialogue among educators and Catholic education advocates, particularly
those working in environments marked by conflict, poverty or political
instability;
3. To deepen awareness of the
ethical, anthropological and theological dimensions of education in our time,
particularly in light of Pope Francis's call for a renewed global educational
compact;
4. To showcase innovative
practices in Catholic education that respond creatively and courageously to the
needs of today's learners, families and societies.
The UMEC-WUCT Ecclesiastical
Assistant, H.E. Archbishop Vincent Dollmann, DD, (Cambrai, France) speaks of
the saint professor and Cardinal John-Henry Newman, proclaimed Doctor of the
Church by the Pope. "In one of his homilies, as a young Anglican priest,
Saint John-Henry encourages his faithful ones;
“During our prayer to our hearts, in
the way of saintliness offered to feed to our Heavenly father, it is comforting
for us to know... that the Holy Spirit in His grace is with us all the time,
and we allow ourselves to triumph on our spirit and change..." (Homily
August 1826).
On the international conference,
participation onsite or online, Archbishop Dollmann speaks of “an opportunity
for us to experience the beauty of the universality of the Church and to renew
participation in its mission of education and intelligences and hearts."
Professor Jan de Groof, President,
World Union of Catholic Teachers (UMEC-WUCT), and President, European
Association for Education Law and Policy (ELA), sincerely appreciates the
administrative and logistical teams whose dedication made the event possible.
He acknowledge the invaluable support of partners: Italian Association of
Catholic Teachers (AIMC) led by Dr. Esther Flocco, The Institute for African
Compact Education (IACE and the International Foundation "Religions and
Societies" (FIRS), represented by Prof. Jean-Paul Niyigera; and The
European Education Law and Policy Association (ELA). These organizations embody
the interdisciplinary character of Catholic education, bridging continents and
tradition in pursuit of the common good. Prof. dan invites the assembly to walk
together as believers and educators, strengthening the global community of
Catholic teachers in fidelity to UMEC-WUCT founding visions, and renewing the courage to teach, to witness, and to
hope.
Fons Nuyens of Flanders, Antwerpen in
Bruseade, speaks of the continued relevance of Catholic Schools in Flanders
which cannot be understood solely from a historical perspective although its
contribution to the development of education has been substantial. "Long
before the modern state assumed full responsibility for schooling. Catholic
religious order and congregators.”
Established schools and made
education accessible to broad sections of the population, including girls.
Today, however, the principal justification for maintaining Catholic schools
lies elsewhere. Their existence reflects a fundamental democratic principle:
freedom of education, In a pluralistic society, parents should be able to
choose schools that correspond to their educational and philosophical
convictions. Educational diversity is not a threat to democracy but an
expression of it, Catholic schools therefore contribute to societal pluralism
by offering. a distinctive educational vision alongside other publicly
recognised forms of schooling.
At the same time, Catholic schools
continues to address a need that remains deeply human and therefore highly
relevant in contemporary societies. Education is never merely about the
transmission of knowledge and skills; it also concerns questions of meaning,
identity, values, and responsibility. The Catholic educational tradition offers
a coherent vision of the human person, rooted in human dignity, solidarity,
care for the vulnerable, and openness to transcendence. In Flanders, this
tradition has been renewed through the concept of the Catholic Dialogue School,
which seeks to combine a clear Christian inspiration with openness to diversity
and genuine dialogue. In an increasingly secularized and culturally diverse
society, Catholic schools can therefore continue to serve as places where young
people learn not only how to succeed in life, but also how to reflect on what
gives life meaning and how they can contribute to the common good.
The Declaration Gravissimum
Educationis
has lost nove of its potency; it has given rise to a constellation of works and
charisms that still guide the way today schools and universities, movements and
institutes, lay association, religious congregations, and national and
international networks. A spiritual and pedagogical heritage have been
consolidated by these living bodies, a heritage capable of traversing the
twenty-first century, responding to the most pressing challenges. It is a
heritage that serves as a compass that points the way and speaks of the beauty
of the journey. Expectations which the Church faced sixty years ago have
expanded and become more complex.Confronted with the dramatic educational
emergencies caused by wars, migration, inequalities and various forms, forms of
poverty, renewal of our commitment is an urgency. In his Apostolic Exhortation,
Dilexite "Education is one of the highest expressions of Christian
charity, the world needs this form of hope. "
Global Compact of Education in Asia
Mr. Adiwayarti (Theophilus) atmadi, OP of
Jakarta, Indonesia, Asia-Pacific Representative on the International Council of
Lay Dominican Fraternities (ICLDF), hasunderscored the importance of Catholic
Education and Catholic Teachers in Indonesia.
A. Catholic Education
(schools)
Catholic education in Indonesia is a
pillar in shaping the nation's character. It focuses not only on academic
intelligence but also on instilling moral valves, fostering tolerance between
religious communities, and strengthening student’s faith holistically. The
following are the key points of the importance os Catholic education in
Indonesian schools
1. Holistic and Moral Character
Development
Catholic education & grounded in
Christian spirituality, balancing intellectual qualities with character
maturity
2. Instilling the Values of Tolerance
and Inclusivity
Catholic education, particularly
Catholic schools in Indonesia, is open to students from various religions and
ethnic backgrounds. This makes Catholic. institutions effective social
laboratories for teaching appreciation for diversity, inclusivity, and mutual
respect.
3. Formation of Mature Personality
and Faith
The goal of Catholic Religious
Education is to guide students to strengthen their faith, recognize their
identity, and grow into spiritual and emotional maturity
4. Social Services and Access to
Education
Catholic schools play a significant
role in educating the nation, including providing access to quality and
equitable education even in remote and underdeveloped areas.
B. Catholic Teachers
The primary role of Catholic teachers
is to educate the whole person – not only by transferring knowledge, but also
by shaping students' character based on Christian values such as love, truth,
and justice. They serve as living witnesses who instill morality, guide the
conscience, and respect the dignity of each individual. Catholic teachers
fulfill specific roles, including:
• Character and Moral Educators:
Serve as role models in the internalization of evangelical values.
• Agent of social Transformation:
Educating students to care for others, especially those who are weak,
vulnerable, and marginalized, and fostering a spirit of tolerance in a
multicultural society.
• Facilitator and Mentor: guiding
students to optimally develop their academic potential and talents to face the
challenges of the times
In Bahasa Indonesia, these
read:
Pentingnya Pendidikan Katolik serta
Guru-buru Katolik di Indonesia
A. Pendidikan (sekolah) Katolik
Pendidikan katalk di Judonuia menjadi
pilar pembentukKarakter bangsa. Tidak hanya berfokus pada kecerdasanakademis,
tetapi juga merananker nilai-nilai maral, memupuk toleransi antar umat
beragama, dan memperteguh iman peserta didik secara holistik. Berikutadalah
poin-porn utama pentingnya pendidikan Katolik di sekolad Indonesia:
1. Pengembangan Karakter didasarkar pada
sopirnHolistik dan Moral Pendidikan Katalik didasarkanpada spiritualitas
Kristiani yang menyeimbangkanantara kualitas intelektual dan Kedewasaan
karakter,
2. Penanaman Nilai Toleransi dan
inklusinitasPendidikan Katolik utamanya sekolahKatolik di Indonesia terbuka
bagi siswa dari berbagai latarbelakang agama dan suku.
Hal ini menjadikan institusi Katolik
sebagailaboratorium sosial yang efektif untuk mengajarkanpenghargaan terhadap
keberagaman, inklusivitas, dar sikap saling menghormati.
3. Pembentukan Kepribadian dan Iman
yang Dewasa
Tujuan Pendidikan Agama Katolik
adalahmembingbing sissa agar semakin mampumemperteguh iman, mengenali jati diri
mereka, dan bertembuh menjadi pribadi dewasa spiritual dan emosional.
4. Pelayanan sosial dan Akses Pendidikan
Sekolah-sekolah Katalik memiliki
peran besar dalammencerdaskan bangsa, termasuk memberikan aksespendidikan yang
berkualitas dan merata hingga ke daerah-daerahterpencil dan tertinggal
B. Guru-Guru Katolik
Peran utama guru Katolik adalah
mendidik manusiaseutuhnya - tidak hanya mentransfer ilmu, tetapi juga membentuk
Karakter peserta didik berdasarkan nilai-nilaiKristiani seperti kasih, kebenaran,
dan keadilan. Menjadisaksi hidup yang menanamkan maralitas, membingmembimbing
hati nurani, serta menghargai martabatsetiap individu. Guru Katolik menjalanker
peran specifik, di antaranya:
• Pendidik Karakter dan Moral:
Berfungai sebangaiteladan Crok model) dalam penghayatan nilai-nilaiInjili.
• Agen Transformasi Sosial: Mendidik
siswa untuk peduliterhadap sesama, terutama mereka yang lemah, rentan, dan
terpinggirkan, juga menumbuhkansemangat tolerensi delam masyarakat
multikultural.
• Fasilitator dan Pembimbing:
Membimbing peserta didikagar mampu mengembangken potensi akademis dan bakatnya
secara optimal optimal untuk menghadapitantangan zaman.
-CBCP Declarations on Catholic
Education and Catholic Teachers
The Catholic Bishops Conference of the
Philippines (CBCP) champions Catholic education as a vital evangelizing
mission. CBCP views Catholic education and teachers as central to the Church's
mission of holistic human development and evangelization. Their declarations
emphasize mission-driven teaching, the protection of educators' rights, and
active engagement with pressing social and civic issues,
CORE Principles on Catholic Education
• Education as an Apostolate. The
CBCP stresses that Catholic schools are not just academic institutions but
"field hospitals and community ordered toward truth, human flourishing,
and the common good.
• Integral Formation: The CBCP and
the Catholic Educational Association of the Philippines (CEAP) champion
curricula that balance specialized learning with ethics, humanities, and social
sciences,
• National Service. The bishops
remind the state that Catholic schools help fulfill the constitutional mandate
for education, and thus the government should actively support private
education.
Declarations on Catholic
Teachers
• Mission over Material Rewards: The
CBCP acknowledges that Catholic teachers are often the backbone of the Church's
mission, providing selfless dedication ever when material compensation is low.
However, bishops urge school administrators to ensure the legitimate needs of
employees are met.
• Retooling and support: During major
transitions (such as the K to 12 implementation), the CBCP has firmly urged
school administrators to be charitable and creative. They strongly dissuade
schools from simply laying off teachers, advocating instead for the ne-training
and re-tooling of educators to adapt to new tracks and subjects. Recent
Collaborative Statements (2025-2026)
• Curriculum and Calendar Reforms:
The CBCP's Episcopal Commission on Catholic & Education (ECCE) and the CEAP
have raised concerns over rapid, top-down policies
DepEd's planned shifts to three-term school calendars. They
caution that such moves risk "heightened teacher fatigue" and poor
educational quality unless adequately prepared (CBCP News)
• Civic and Moral Integrity: In
response to threats against democratic values and historical distortion, the
CBCP and CEAP have called on Catholic schools to designate key dates (like
February 25, commemorating the EDSA People Power Revolution) as academic
holidays. Teachers are encouraged to lead discussions on active citizenship,
truth, and democratic vigilance.
• Curriculum Overhauls. Both groups
urge stakeholders to review proposed higher education curriculum overhauls -
such as reformed General Education requirements stressing that changes must
uphold institutional autonomy and avoid diminishing the humanities. (Manila
Bulletin), of. CBCP Online archives).
Philippine Higher Education System
The Philippine higher education
system includes over 230 universities regulated by the Commission on Higher
Education (CHED). Public universities offer free tuition for qualified
Filipinos, while private universities provide specialized, well-funded campuses,
frequently with religious affiliations.
CHED Chairperson Shirley Castañeda
Agrupis, a seasoned and published academician, researcher and public servant,
who assumed the position on September 6, 2024. Recipient of numerous
prestigious awards, Chairperson Agrupis was a University Professor and the
immediate past president of Mariano Marcos State University (MMSU). As CHED
commissioner, she oversees 22 state universities and colleges (SUCs) across
northern Luzon, Central and Eastern Visayas, Central and Southern Mindanao,
CARAGA, and the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM).
Her vision focuses on refining
internal protocols, standardizing procedures, and promoting Key government
advocacies to strengthen governance and foster a unified approach to advancing
education, research, and public service across three regions.
The other CHED Commissioners are
Desiderio R. Apag III, Ricmar P. Aguino, Myrna Q. Mallari and Michelle A. Ong,
CHED History (legacy, ched.gov.ph)
The commission on higher education(CHED)
was created on May 18,1994 through the passage of Republic Act No. 7722, or the
Higher Education Act of 1994. An attached agency to the office of the President
for administrative purposes, CHED is headed by a chairperson and four
commissioners, each having a term of office of four years. The Commission En
Banc acts as a collegial body in formulating plans, policies and strategies
relating to higher education and the operation of CHED.
The creation of CHED was part of a
broad agenda of reforms on the country’s education system outlined by the
congressional commission on Education (EDCOM) in 1992. Part of the reforms was
the Trifocalization of the education sector into three governing bodies; the
CHED for tertiary and graduate education, the Department of Education (DepEd )
far basic education and the Technical Education and Skills Development
Authority (TESDA) for technical-vocational and middle-level education.
In 1997, Republic Act (RA) No. 8292,
known as the "Higher Education Modernization Act of 1997" was passed
to establish a complete, adequate and integrated system of higher education.
The said law also modified and made uniform the composition of the Governing
Boards of chartered state universities and colleges (SUCs) nationwide in order
to
a) achieve a more coordinated and
integrated system of higher education;
b) render them more effective in the
for formulation and implementation of policies on higher education;
c) provide for more relevant
direction in their governance; and
d) ensure the enjoyment of academic
freedom as guaranteed by the Constitution
CHED VISION
Philippine higher education system
that is equitable and producing locally responsive, innovative, and globally
competitive graduates and lifelong learnings.
MISSION
To promote equitable access and
ensure quality and relevance of higher education institutions and their
programs.
