philippine education problems and solutions 2022

The Philippine Education Crisis: Grade Inflation, Competency Gaps, and PISA 2022 Insights

Recent events, including a viral social media post and the release of the PISA 2022 results, have brought significant attention to pressing issues within the Philippine education system . This article provides an in-depth examination of grade inflation, competency gaps, and their far-reaching consequences for the future of education and the workforce in the Philippines. As Diwa C. Guinigundo aptly states, “Unless we put education first in the list of priorities, we might be facing an existential problem” ( Guinigundo, 2024 ).

Table of Contents

The Current State of Philippine Education

Grade inflation: a pervasive problem.

philippine education problems and solutions 2022

A viral Facebook post by Mary Rose Gemma S. Rodriguez, MDC, College President of Advance Central College , on July 22, 2024, highlighted a case where a student with consistently high grades (ranging from 88 to 94) demonstrated severe deficiencies in basic English language skills and comprehension . The post, which can be found here , included a report card showing high grades across subjects and an essay response that revealed significant language difficulties:

“I think to help all student is laptop and cellphone to helpful students because laptop is a good to help student and study of HM course.”

This incident is not isolated but indicative of a broader, systemic issue within the Philippine educational framework. Rodriguez’s post, coming from a college president, underscores the severity of the problem and its impact on higher education institutions.

Educators and employers alike have reported similar experiences, noting a growing disparity between students’ academic records and their actual abilities. This phenomenon, known as grade inflation, refers to the tendency for academic grades to increase over time without a corresponding increase in student achievement or knowledge.

Statistical Evidence of Educational Decline: PISA 2022 Results

The Programme for International Student Assessment (PISA) 2022 provides stark evidence of the challenges facing Philippine education. The Philippines ranked 77th out of 81 participating countries for 15-year-old learners, revealing significant gaps in key academic areas:

Mathematics : Filipino students scored 355 points, substantially below the global average of 472 points.
Reading : The Philippines’ score was 347 points, compared to the global average of 476 points.
Science : Filipino students obtained 356 points, well below the world average of 485 points.

These results paint a concerning picture of student competencies:

Only 16% of Filipino students reached Level 2 proficiency in mathematics, compared to the OECD average of 69%. This means that less than two out of ten Filipino students could “interpret and recognize, without direct instructions, how a simple situation can be represented mathematically.”
In reading, only 24% of students attained Level 2 or higher, compared to the OECD average of 74%. At this level, students can identify the main idea in a text of moderate length and find information based on explicit, though sometimes complex criteria.
In science, only 23% of students attained Level 2 or higher (OECD average: 76%). These students can recognize the correct explanation for familiar scientific phenomena and use such knowledge to identify, in simple cases, whether a conclusion is valid based on the data provided.

Alarmingly, almost no students in the Philippines were top performers (Level 5 or 6) in mathematics, reading, or science , compared to OECD averages of 9%, 7%, and 7% respectively.

Factors Contributing to the Education Crisis

The current state of Philippine education is the result of multiple, interrelated factors. Understanding these contributing elements is crucial for developing effective solutions.

Systemic Issues

No-fail policy.

Many educators report feeling pressured to pass students regardless of their actual performance. This “ no-fail” approach, while well-intentioned, can lead to automatic promotions that do not reflect genuine academic achievement. The policy aims to reduce dropout rates and maintain student motivation, but it may inadvertently contribute to a cycle of underachievement and inflated grades.

Transmutation of Grades

The current grading system in the Philippines allows for significant inflation of actual scores. For example, an initial class standing grade of 75 can be transmuted to 84 on the report card. This practice, while designed to standardize grading across different schools and regions, may obscure true student performance and create a false sense of achievement.

Overemphasis on Academic Honors

Schools, parents, and society at large place undue importance on academic honors, leading to a culture where grades are prioritized over actual learning. This focus on numerical achievements can lead to:

Pressure on teachers to assign higher grades
Students prioritizing memorization over understanding
A decrease in the value of critical thinking and problem-solving skills

Inadequate Assessment Methods

Many schools rely heavily on traditional testing methods that may not accurately measure a student’s full range of abilities. Multiple-choice exams, while efficient to grade, often fail to assess higher-order thinking skills or practical application of knowledge.

Resource Constraints

Underfunding.

The Philippines significantly underspends on education compared to other countries. PISA 2022 data reveal that the cumulative expenditure per student in the Philippines, over ten years of age between 6 and 15, was equivalent to about USD 11,000 (PPP). This is substantially lower than the expenditure in many high-performing countries and economies. This substantial funding gap affects various aspects of education, including:

Quality of educational materials and resources
School infrastructure and facilities
Teacher salaries and professional development opportunities
Access to technology and modern learning tools

Lack of Qualified Teachers

The Philippine education system faces a critical shortage of well-trained educators, particularly in key subjects like mathematics and science. The PISA 2022 results highlight the impact of teacher shortages. In 2022, 43% of students in the Philippines were in schools whose principal reported that the school’s capacity to provide instruction is hindered by a lack of teaching staff (and 19% by inadequate or poorly qualified teaching staff). These figures have increased significantly since 2018, when they were 19% and 8% respectively. This shortage is exacerbated by:

Low salaries and limited career advancement opportunities for teachers
Inadequate pre-service training programs
Limited opportunities for ongoing professional development
Brain drain, with many qualified teachers seeking employment abroad

Inadequate Infrastructure

Many schools in the Philippines, especially in rural and economically disadvantaged areas, lack essential resources and facilities to support effective learning. Common issues include:

Overcrowded classrooms
Lack of proper sanitation facilities
Insufficient access to electricity and internet connectivity
Shortage of textbooks and other learning materials

These infrastructure deficiencies create significant barriers to quality education and contribute to the widening gap between academic performance and actual student competencies.

Societal Factors

Poverty and economic hardship.

Economic challenges force many students to prioritize work over education or drop out of school entirely. Guinigundo (2024) cites data from the Philippine Institute for Development Studies (PIDS) showing that enrollees were 1.9 million short of the Department of Education’s target for the 2023-2024 school year. The impact of poverty on education is multifaceted:

Reduced attendance and higher dropout rates
Limited access to educational resources at home
Malnutrition affecting cognitive development and learning capacity
Increased pressure on students to contribute to family income

Overprotective Parenting

Some parents, in an effort to shield their children from academic challenges, may inadvertently hinder their ability to develop resilience and problem-solving skills. This overprotective approach can manifest in:

Completing homework or projects for children
Pressuring teachers to assign higher grades
Discouraging participation in challenging academic activities

Technological Distractions

The widespread use of smartphones, social media, and other digital technologies can detract from focused study time. While technology can be a valuable educational tool, excessive or unguided use can lead to:

Reduced attention spans
Decreased time spent on academic pursuits
Reliance on quick, surface-level information rather than deep learning

Cultural Attitudes Towards Education

Certain cultural attitudes in the Philippines may inadvertently contribute to the education crisis:

A focus on rote memorization over critical thinking
Emphasis on obedience and conformity rather than questioning and innovation
Perception of education primarily as a means to obtain a degree rather than as a lifelong learning process

Consequences of Grade Inflation and Competency Gaps

The disconnect between grades and actual competencies has both immediate and long-term consequences for students, the workforce, and Philippine society as a whole.

Short-term Effects

False sense of achievement.

Students who consistently receive high grades without corresponding skill development may develop an inflated view of their abilities. This overconfidence can lead to:

Shock and disappointment when faced with more rigorous academic or professional challenges
Difficulty accepting constructive criticism or feedback
Resistance to putting in the necessary effort to improve skills

Reduced Motivation for Excellence

When high grades are easily attainable, students may lose the drive to excel and push their boundaries. This can result in:

Complacency in academic pursuits
Lack of preparation for competitive environments
Missed opportunities for personal and intellectual growth

Underdeveloped Critical Skills

The focus on grades over competencies can leave students lacking in essential skills:

Critical thinking and analytical abilities
Problem-solving capabilities
Effective communication skills
Ability to apply knowledge to real-world situations

Academic Integrity Issues

The pressure to maintain high grades can lead to increased instances of academic dishonesty, including:

Cheating on exams
Plagiarism in assignments and papers
Reliance on AI tools to complete work without understanding

Long-term Implications

Unprepared workforce.

Employers in the Philippines consistently report difficulties finding graduates with the necessary skills for the job market. This skills gap is highlighted in the 27th Annual Global CEO Survey by PricewaterhouseCoopers, as cited by Guinigundo (2024): “Some 54% of the CEOs of Philippine-based firms are worried about the viability of their business beyond the next 10 years unless they innovate the way they create, deliver, and capture value. The major obstacle cited by 71% of them was the lack of workforce skills.”

This skills gap can lead to:

Higher unemployment rates among recent graduates
Increased costs for companies to train new employees
Reduced competitiveness in global markets
Slower economic growth and innovation

Economic Impact

A workforce lacking in critical skills can have far-reaching economic consequences:

Decreased productivity in various sectors
Reduced foreign investment due to concerns about workforce quality
Limitations on the country’s ability to transition to a knowledge-based economy
Widening income inequality as skilled workers become more valuable

Social and Political Consequences

A population with limited critical thinking and analytical skills may face challenges in civic participation:

Increased susceptibility to misinformation and propaganda
Difficulty in evaluating complex social and political issues
Lower quality of public discourse and debate
Potential for poor decision-making in elections and policy matters

Brain Drain

The most talented and ambitious students may seek educational and career opportunities abroad, leading to:

Loss of human capital and potential innovators
Reduced capacity for domestic research and development
Dependency on foreign expertise in key sectors

Perpetuation of Educational Inequalities

The current system may exacerbate existing social and economic disparities:

Students from privileged backgrounds may have access to additional resources to supplement their education
Those relying solely on the public education system may fall further behind in terms of actual skills and competencies

Addressing the Crisis: A Multi-faceted Approach

Tackling the Philippine education crisis requires a comprehensive strategy involving various stakeholders and targeting multiple aspects of the education system.

Policy Recommendations

Revise grading systems.

Implement more accurate and transparent grading policies that reflect true student performance:

Develop standardized assessment criteria across schools and regions
Introduce more nuanced grading scales that differentiate levels of achievement
Implement regular standardized testing to validate school-based assessments

Strengthen Teacher Training and Support

Invest in continuous professional development for educators to improve teaching quality:

Enhance pre-service teacher education programs
Provide ongoing training in modern pedagogical methods
Offer mentorship programs for new teachers
Create opportunities for teacher collaboration and best practice sharing

Increase Education Funding

Allocate more resources to education, focusing on:

Improving school infrastructure and facilities
Providing up-to-date learning materials and technologies
Increasing teacher salaries to attract and retain qualified educators
Supporting programs for students from disadvantaged backgrounds

Promote Critical Thinking and 21st Century Skills

Redesign curricula to emphasize:

Problem-solving and analytical skills
Digital literacy and technological competence
Creativity and innovation
Effective communication and collaboration
Adaptability and lifelong learning

Implement Education Quality Assurance Measures

Develop robust systems to monitor and improve educational quality. As Guinigundo (2024) suggests, “We should have started a couple of decades ago with correct instructional materials, more and more competent teachers and supervisors, stronger access to both hard and soft infrastructure, and even moral values instructions to our young students to break the perpetuation of corrupt values systems.”

Other measures include:

Regular school inspections and evaluations
Performance-based incentives for schools and teachers
Transparent reporting of school performance metrics to the public

Classroom-level Strategies

Authentic assessment.

Utilize diverse assessment methods that evaluate real-world skills and application of knowledge:

Project-based assessments
Performance tasks and simulations
Portfolio development
Peer and self-assessment techniques

Personalized Learning Approaches

Implement strategies to address individual student needs and learning styles:

Adaptive learning technologies
Differentiated instruction techniques
Flexible learning environments
Student-led goal setting and progress tracking

Effective Technology Integration

Use educational technology to enhance learning experiences and outcomes:

Blended learning models
Interactive digital content and simulations
Online collaboration tools
Data-driven instructional decision making

Emphasis on Practical Application

Connect classroom learning to real-world contexts:

Industry partnerships for internships and site visits
Case study analysis of current events and issues
Community service learning projects
Entrepreneurship and innovation challenges

Community Involvement and Support

Parent education and engagement.

Provide resources and workshops to help parents support their children’s learning effectively:

Seminars on effective study habits and skills
Guidance on creating supportive learning environments at home
Information on interpreting grades and assessment results
Strategies for promoting critical thinking and curiosity

Industry-Education Partnerships

Collaborate with businesses to align education with workforce needs:

Regular curriculum reviews with industry input
Guest lecture series featuring professionals from various fields
Mentorship programs connecting students with industry experts
Collaborative research projects between schools and companies

Public Awareness Campaigns

Launch initiatives to educate the public about the importance of genuine academic achievement and lifelong learning:

Media campaigns highlighting success stories of critical thinkers and innovators
Community events showcasing student projects and achievements
Open dialogues between educators, parents, and community leaders
Promotion of reading and continuous learning culture

Support for Extracurricular Learning

Encourage participation in activities that complement formal education:

STEM clubs and competitions
Debate and public speaking programs
Arts and cultural enrichment activities
Environmental and community service initiatives

Additional Insights from PISA 2022

Pre-primary education.

In the Philippines, 84% of students reported attending pre-primary education for one year or more, slightly below the OECD average of 94%. Increasing access to quality pre-primary education could help improve long-term educational outcomes.

Grade Repetition

About 25% of students in the Philippines reported repeating a grade at least once, significantly higher than the OECD average of 9%. Addressing factors leading to grade repetition could help improve overall system efficiency.

School Autonomy

Only 32% of students in the Philippines attended schools where principals had the main responsibility for hiring teachers (OECD average: 60%), and 50% were in schools where teachers had the main responsibility for choosing learning materials (OECD average: 76%). Increasing school autonomy in these areas could potentially improve educational outcomes.

COVID-19 Impact

In the Philippines, 55% of students reported that their school building was closed for more than three months due to COVID-19. During remote learning, 41% of students had problems at least once a week with understanding school assignments, and 34% had difficulties finding someone to help with schoolwork. These challenges likely contributed to learning losses and widened existing educational gaps.

The crisis in Philippine education, characterized by grade inflation, declining competencies, and poor performance in international assessments, requires urgent, comprehensive, and sustained action. As Guinigundo (2024) emphasizes, “ The Philippines should start thinking about developing human capital with strong academic competencies and the ability to think critically and creatively, with constant retooling and reskilling interventions. “

By addressing systemic issues, improving resource allocation, and fostering a culture that values true learning over superficial achievements, the Philippines can work towards an education system that genuinely prepares students for the challenges of the 21st century. The path forward demands collaboration among policymakers, educators, parents, industry leaders, and the broader community.

As the country navigates this critical juncture, it is essential to remember that education is not merely about grades or degrees, but about cultivating curious, capable, and engaged citizens who can contribute meaningfully to society. By reimagining and reinvigorating its approach to education, the Philippines has the opportunity to unlock the full potential of its youth and secure a brighter future for the nation as a whole.

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

The Current Education Issues in the Philippines — and How Childhope Rises to the Challenge

August 25, 2021

Even before COVID-19 struck and caused problems for millions of families, the country’s financial status is one of the top factors that add to the growing education issues in the Philippines. Furthermore, more children, youth, and adults can’t get a leg up and are thus left behind due to unfair access to learning.

Moving forward, such issues can lead to worse long-term effects. Now, we’ll delve deep into the current status and how we can take part in social efforts to help fight these key concerns of our country.

Crisis in Philippine Education: How is It Really?

Filipinos from rich households or living in cities and developed towns have more access to private schools. In contrast, less favored groups are more bound to deal with lack of classrooms, teachers, and means to sustain topnotch learning.

A 2018 study found that a sample number of 15-year-old Filipino students ranked last in reading comprehension out of 79 countries . They also ranked 78 th in science and math. One key insight from this study is it implies those tested mostly came from public schools. Hence, the crisis also lies in the fact that a lot of Filipinos can’t read or do simple math.

Indeed, it’s clear that there is a class divide between rich and poor students in the country. Though this is the case, less developed states can focus on learning if it’s covered in their top concerns. However, the Philippines doesn’t invest on topnotch learning as compared to its neighbor countries. In fact, many public schools lack computers and other tools despite the digital age. Further, a shortfall in the number of public school teachers is also one of the top issues in the country due to their being among the lowest-paid state workers. Aside from that, more than 3 million children, youth, and adults remain unenrolled since the school shutdown.

It goes without saying that having this constant crisis has its long-term effects. These include mis- and disinformation, poor decision-making, and other social concerns.

The Education System in the Philippines

Due to COVID-19, education issues in the Philippines have increased and received new challenges that worsened the current state of the country. With the sudden events brought about by the health crisis, distance learning modes via the internet or TV broadcasts were ordered. Further, a blended learning program was launched in October 2020, which involves online classes, printouts, and lessons broadcast on TV and social platforms. Thus, the new learning pathways rely on students and teachers having access to the internet.

Education issues in the Philippines include lack of resources and access to online learning

This yet brings another issue in the current system. Millions of Filipinos don’t have access to computers and other digital tools at home to make their blended learning worthwhile. Hence, the value of tech in learning affects many students. Parents’ and guardians’ top concerns with this are:

Money for mobile load
Lack of gadget
Poor internet signal
Students’ struggle to focus and learn online
Parents’ lack of knowledge of their kids’ lessons

It’s key to note that equipped schools have more chances to use various ways to deal with the new concerns for remote learning. This further shows the contrasts in resources and training for both K-12 and tertiary level both for private and public schools.

One more thing that can happen is that schools may not be able to impart the most basic skills needed. To add, the current status can affect how tertiary education aims to impart the respect for and duty to knowledge and critical outlook. Before, teachers handled 40 to 60 students. With the current online setup, the quality of learning can be compromised if the class reaches 70 to 80 students.

Data on Students that Have Missed School due to COVID-19

Of the world’s student population, 89% or 1.52 billion are the children and youth out of school due to COVID-19 closures. In the Philippines, close to 4 million students were not able to enroll for this school year, as per the DepEd. With this, the number of out-of-school youth (OSY) continues to grow, making it a serious issue needing to be checked to avoid worse problems in the long run.

List of Issues When it Comes to the Philippines’ Education System

For a brief rundown, let’s list the top education issues in the Philippines:

Quality – The results of the 2014 National Achievement Test (NAT) and the National Career Assessment Examination (NCAE) show that there had been a drop in the status of primary and secondary education.
Budget – The country remains to have one of the lowest budget allotments to learning among ASEAN countries.
Cost – There still is a big contrast in learning efforts across various social groups due to the issue of money—having education as a status symbol.
OSY – The growing rate of OSY becomes daunting due to the adverse effects of COVID-19.
Mismatch – There is a large sum of people who are jobless or underpaid due to a large mismatch between training and actual jobs.
Social divide – There is no fair learning access in the country.
Lack of resources – Large-scale shortfalls in classrooms, teachers, and other tools to sustain sound learning also make up a big issue.

All these add to the big picture of the current system’s growing concerns. Being informed with these is a great first step to know where we can come in and help in our own ways. Before we talk about how you can take part in various efforts to help address these issues, let’s first talk about what quality education is and how we can achieve it.

Childhope Philippines' program employability session

What Quality Education Means

Now, how do we really define this? For VVOB , it is one that provides all learners with what they need to become economically productive that help lead them to holistic development and sustainable lifestyles. Further, it leads to peaceful and democratic societies and strengthens one’s well-being.

VVOB also lists its 6 dimensions:

Contextualization and Relevance
Child-friendly Teaching and Learning
Sustainability
Balanced Approach
Learning Outcomes

Aside from these, it’s also key to set our vision to reach such standards. Read on!

Vision for a Quality Education

Of course, any country would want to build and keep a standard vision for its learning system: one that promotes cultural diversity; is free from bias; offers a safe space and respect for human rights; and forms traits, skills, and talent among others.

With the country’s efforts to address the growing concerns, one key program that is set to come out is the free required education from TESDA with efforts to focus on honing skills, including technical and vocational ones. Also, OSY will be covered in the grants of the CHED.

Students must not take learning for granted. In times of crises and sudden changes, having access to education should be valued. Aside from the fact that it is a main human right, it also impacts the other human rights that we have. Besides, the UN says that when learning systems break, having a sustained state will be far from happening.

Childhope Philippines keeps abreast of changes to face education issues in the Philippines

How Childhope KalyEskwela Program Deals with Changes

The country rolled out its efforts to help respond to new and sudden changes in learning due to the effects of COVID-19 measures. Here are some of the key ones we can note:

Continuous learning – Since the future of a state lies on how good the learning system is, the country’s vision for the youth is to adopt new learning paths despite the ongoing threat of COVID-19.
Action plans – These include boosting the use of special funds to help schools make modules, worksheets, and study guides approved by the DepEd. Also, LGUs and schools can acquire digital tools to help learners as needed.

Now, even with the global health crisis, Childhope Philippines remains true to its cause to help street children:

Mobile learning – The program provides topnotch access to street children to new learning methods such as non-formal education .
Access to tools – This is to give out sets of school supplies to help street kids attend and be ready for their remote learning.
Online learning sessions – These are about Skills for Life, Life Skill Life Goal Planning, Gender Sensitivity, Teenage Pregnancy and Adolescent Reproductive Health.

You may also check out our other programs and projects to see how we help street children fulfill their right to education . You can be a part of these efforts! Read on to know how.

Shed a Light of Hope for Street Children to Reach Their Dreams

Building a system that empowers the youth means helping them reach their full potential. During these times, they need aid from those who can help uphold the rights of the less privileged. These include kids in the streets and their right to attain quality education.

You may hold the power to change lives, one child at a time. Donate or volunteer , and help us help street kids learn and reach their dreams and bring a sense of hope and change toward a bright future. You may also contact us for more details. We’d love to hear from you!

With our aim to reach more people who can help, we’re also in social media! Check out our Facebook page to see latest news on our projects in force.

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Urgent solution sought for PH education crisis | ABS-CBN News

Urgent solution sought for PH education crisis

Philippine Education Today: Statistics, Challenges, Opportunities

philippine education today, statistics, challenges and opportunities banner

Education isn’t solely about academic achievement; it’s a powerful catalyst for poverty reduction, social equality, and holistic national development. The Philippines’ commitment to enhancing its education landscape echoes its aspiration to unlock the potential of every citizen, regardless of their background.

Since time immemorial, education in the Philippines has played a vital role in building the backbone of society— its leaders. Through education, the country produces its top economists, researchers, politicians, lawyers, teachers, anthropologists, and artists. It’s a cornerstone of national development, contributing to growth, social progress, and stability.

In this article, we delve into important education statistics, enrollment trends, literacy rates, and both global and local challenges, underscoring the Philippines’ commitment to empowering its citizens.

The Philippine Educational Landscape: Trends and Statistics

For the first time in two years, enrollment dropped below the pre-pandemic levels, with only 26.6 million students registered for the 2023-2024 school year. ( philstar ).

The Department of Education (DepEd) noted a decline in registration for the 2023-2024 academic year, marking the end of a two-year growth trend since the onset of the pandemic.

Several factors may be attributed to this decline, including weather disturbances that disrupted the registration process and the ongoing effects of COVID-19. In 2020, the pandemic also led to a drop in enrollment, with the number of enrolled students decreasing from 27.03 million to 26.23 million.

These fluctuations raise concerns about potential learning loss and underscore the challenges in achieving educational stability amid ongoing disruptions.

The Commission on Higher Education (CHEd) has projected an attrition rate of 35.15% for universities and colleges in the 2023-2024 academic year. ( Inquirer )

The projections represent a slight decrease from the previous year’s rate of 40.98%.

The COVID-19 pandemic, along with the rising cost of living and an assistance gap, played significant roles in the increase in attrition rates over the past years, particularly affecting private schools where many students halted their studies due to financial constraints.

The decrease to 35.15% indicates a positive trend post-COVID, but it calls for a review of the support students need in universities and colleges.

While 49% of the wealthiest segment attends higher education, this figure drops to only 17% for the least affluent. ( Philippine Business for Education )

Even before the COVID-19 pandemic, the Philippines struggled with educational issues, including having equitable access to quality education. This issue remained elusive, with low secondary and tertiary education completion rates.

The pandemic further exacerbated these problems, leading to school closures and a transition to blended learning and online classes, which required access to tablets and laptops. This left over a million students unable to enroll.

Despite the presence of scholarships and support programs, they often fall short of bridging the financial gap. These disparities are interconnected with broader societal inequalities, including healthcare, nutrition, and living conditions, further impeding access to higher education for the less affluent.

A recent statistic shows that the Philippines has reached an impressive 97% literacy rate. ( Esquire )

Recent statistics show that in 2020, the literacy rate was slightly higher among females (97.1%) than males (96.8%), with the National Capital Region (NCR) boasting the highest literacy rate at 98.9%.

Various factors have contributed to this rise, including government-supported free college tuition, benefitting 4.1 million student enrollees in 2022, as reported by ABS CBN News .

Enrollment trends have shown a preference for courses in high-demand fields, including criminology, engineering, technology, IT-related disciplines, and social and behavioral sciences, indicating Filipinos’ strong desire for education.

However, while enrollment has increased, graduation rates have remained stagnant, and dropout rates persist at about 34%. This underscores the need to address challenges beyond access, focusing on retention and graduation rates.

DepEd has set classroom-to-student ratios at 1:35 for primary school and 1:40 for junior and senior high school. ( Rappler )

The significant deficit of 91,000 classrooms for the 2023-2024 school year highlights the need for innovative solutions and investments in educational infrastructure. Government institutions can explore public-private partnerships and modern construction methods and utilize available spaces more efficiently to bridge this considerable gap.

Moreover, this situation emphasizes the importance of revisiting classroom-to-student ratios, potentially leading to more optimized and flexible teaching environments.

Challenges in the Philippine Educational System

Amid these opportunities, several persistent challenges continue to hinder the delivery of quality education. Here’s a list to remember:

Insufficient funding

Insufficient funding has a far-reaching impact on school facilities and teachers’ salaries. Budget-strapped schools struggle to provide resources, scholarships, and tech access. This hampers their ability to implement essential reforms and effectively update curricula.

In the academic year of 2020–2021 , close to four million students could not enroll. Alarmingly, around 50% of out-of-school youths belonged to families within the bottom 30% of the income distribution.

Reduced per-pupil funding rates can lead to a shortage of educators, resulting in imbalanced teacher-to-student ratios, overcrowded classrooms, and decreased interactions between teachers and students.

Educational disparities

The lack of more uniform funding can cause educational disparities, highlighting a stark urban-rural divide and showcasing significant variances in academic quality. The educational gap can also be seen in the courses offered, as rural universities often can’t provide specialized programs like BS Tourism Management due to a lack of proper facilities and resources.

In universities in the Philippines, the lack of funding typically shows that urban areas enjoy better-funded and more technologically equipped schools, offering a broader range of educational opportunities and extracurricular activities. On the other hand, students and schools in rural regions face resource limitations, inadequate facilities, and a scarcity of qualified teachers.

The lack of funding means an inability to purchase more up-to-date equipment. Moreover, it deters the inflow of educators to these areas because they know they won’t be compensated well. This discrepancy perpetuates unequal opportunities for students, ultimately impacting their learning outcomes and prospects.

Curriculum and teaching issues

The Philippines grapples with an outdated curriculum that often fails to align with the job market’s and society’s evolving needs. This leaves students ill-prepared for the demands of the modern world.

Additionally, conventional teaching methods emphasize memorization and teacher-centered instruction when the system could explore many more teaching methods. Focusing on these teaching methods hinders critical thinking and creativity , impacting students’ ability to adapt to a rapidly changing world.

Digital divide

The reliance on online learning during the peak of the COVID-19 pandemic exposed gaping disparities in digital access. Students in remote regions often lacked internet connectivity and devices, forcing educators to explore unconventional means to reach them.

This digital divide is detrimental to university students, especially those pursuing technology-related courses like BS Information Technology, as they require access to advanced technology and uninterrupted internet connectivity.

Teacher shortages

The Philippines faces a severe teacher shortage driven by high student-to-teacher ratios, budget constraints, and sluggish hiring procedures.

DepEd Undersecretary for Human Resource and Organization Development Gloria Jumamil-Mercado noted that they ideally aim for a student-to-teacher ratio of 30 students per teacher. However, she shares, “Our shortage right now is at 86,000 teachers, and for 2024, we have an allocation of 20,000. The ratio that we have currently is still 1:40.”

This scarcity of educators disproportionately impacts private schools, mainly due to the extended basic education program (K-12). Competent teachers are increasingly drawn to public schools, affecting teacher retention and limiting educational resources in remote areas.

Limited resources and low teacher salaries lead to issues in education, including increased dropout rates, more out-of-school youth, and bureaucratic inefficiencies impacting the overall quality of education.

Opportunities in the Philippine Educational System

Despite the challenges, the Philippine educational system presents a promising landscape with opportunities for transformation and progress. Here are some of these opportunities:

Investment prospects

The Philippine education system offers investment opportunities to improve facilities, create new teaching positions, develop human resources, and acquire learning tools.

These investments not only foster educational improvement but also offer financial returns. More investments mean more opportunities for students to attain quality education, including in-demand degrees like BS Business Administration, with reduced financial concerns.

Strengthening public-private partnerships

Joint initiatives that bring together the strengths of both the public and private sectors can significantly improve funding for education. By bridging the gap between these sectors, the government can ensure equal opportunities for students and teachers, regardless of their chosen sector.

By combining resources and expertise, public-private partnerships drive innovation and address critical challenges in the Philippine education system, improving accessibility and quality.

Exploration of varied teaching methods

Diversifying teaching approaches opens opportunities for a more inclusive and effective education system with meaningful learning experiences . These diverse teaching methods include peer learning, case-based learning, team-based learning, active learning, problem-based learning, and experiential learning.

Adapting instruction for diverse learning styles and student needs improves engagement, supports educators, and enhances the learning experience.

Comprehensive technology integration

Though relatively new , technology integration is poised to steer the Philippine education system to a more long-term and effective road. Technology enables remote learning, making education accessible even in remote areas.

Furthermore, technology-driven innovations can enhance teaching methods, as discussed in the previous point, and engage students effectively—making education more adaptable, interactive, and practical.

Improvement of system-teacher relations

By fostering a stronger connection between the education system and teachers, schools can cultivate a more supportive environment. This, in turn, has the potential to elevate job satisfaction among teachers, with positive ripple effects on student learning outcomes.

Such an approach enhances teachers’ well-being and job performance. It fosters harmony, empowering all sectors toward a more refined education system.

Walk the Path to Educational Excellence

Knowledge is the cornerstone of progress and the transformation of lives. In the Philippines, many universities offer diverse programs, including sought-after degrees like BS Biology, BS Medical Technology, and BS Accountancy, reflecting the commitment to accessible, high-quality education.

With how many universities are in the Philippines and the boundless opportunities that await, it’s only fitting to align yourself with a school that speaks the same advocacies of achieving feats and fostering multiple intelligences.

The Trinity University of Asia is committed to guiding your academic journey. Our extensive list of educational degrees and programs is designed to empower aspiring students to reach their academic achievement and help them make their mark on their own stories.

Join us in shaping a better tomorrow. Contact us today to take the first step toward your future!

A participatory process to build ownership of the plan

To set the long-term direction on basic education, a high-level visioning and direction setting workshop was conducted with Secretary Leonor Briones, the Executive Committee members, and the regional and central office directors. Separate sessions with children and youth were also conducted to elicit their views and aspirations on education.

By listening to the voices of youth (learners), we generated practical needs and priorities for the short and long term. Learners mentioned that they wanted more practice in reading, that they needed complete sets of learning materials, and wanted safe and bully-free schools.

Civil society partners, who are an integral part of the Education Forum, pushed to expand coverage of the alternative learning system, ensuring an inclusive and gender sensitive education system.

With this, the BEDP 2030 Results Framework was developed, outlining the priorities for the Department of Education in addressing the immediate and long-term challenges confronting basic education, particularly the impact of COVID-19.

The intermediate outcomes spell out what the agency aspires for the learners to acquire through its 4 pillars (access, equity, quality, resiliency and well-being), and governance as enabling mechanisms.

The strategies under each pillar shall serve as the springboard in formulating policies, systems, programs and projects. These shall address issues and challenges identified in the analysis.

A simulation model was developed to test the financial sustainability of policy options and come up with realistic estimates of basic education investment requirements.

This shall also provide guidance in the preparation of the costed operational plan of the BEDP 2030.

The BEDP was presented to and endorsed by the Education Forum and the Social Development Committee of National Economic and Development Authority Technical Board.

The plan was adopted through DepEd Order 24 s. 2022 and finally launched on June 3 in a large event attended by 180 in-person and more than 200 virtual participants.

Launching event of Philippines' Education development plan.

Lessons learned in the plan development

It is essential that the planning process is participatory to consider the views and priorities of all stakeholders in the basic education sector.
It’s important to keep the focus on priority areas.
It’s important to ensure that strategies and interventions are sufficient and necessary to achieve the stated vision, mission and objectives.

Ways forward

With the official adoption of the BEDP, all Department of Education offices shall align their policies and programs with the BEDP 2030. The plan will be implemented in two phases:

Phase I (2022-2025) focuses on addressing the impacts of COVID-19 on learning delivery, issues on reading and numeracy skills, and the decentralization of programs, projects, and activities.
Phase 2 (2026-2030) focuses on sustaining gains, the institutionalization of education future’s initiatives, and developing emerging education technology and innovations.

Related blogs

June 06, 2024 Blog series on system transformation: Voices, insights and practices This series shares voices and insights of partners and practitioners on how they are working to transform education systems.

May 20, 2024 Transforming education in Cambodia Cambodia is committed to improving children’s learning and delivering quality education to all, by working with GPE and other partners. H.E. Lim Sothea, Director general of policy and planning at Cambodia’s...

December 27, 2023 Our top 5 education result stories of 2023 Read our top stories of change of 2023.

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Out of the country’s 327,000-odd school buildings, less than a third are in good condition, according to government figures.

Three Filipino schoolgirls walking home from school on a muddy road in Port Barton, Palawan, the Philippines.

Several recent studies have pointed out the alarming deterioration of the quality of learning in the Philippines, but this was officially confirmed in the basic education report delivered by Vice President Sara Duterte on January 30. Duterte is concurrently serving as secretary to the Department of Education.

Addressing stakeholders with President Ferdinand Marcos Jr. in attendance, Duterte highlighted the key issues that plague the country’s basic education system before announcing her department’s agenda for reform .

She echoed what previous surveys have indicated about the low academic proficiency of Filipino students. She also identified her department’s biggest concern. “The lack of school infrastructure and resources to support the ideal teaching process is the most pressing issue pounding the Philippine basic education,” she said.

She presented the latest government inventory which shows that out of 327,851 school buildings in the country, only 104,536 are in good condition. There are 100,072 school buildings that need minor repairs, 89,252 that require major repairs, and 21,727 that are set for condemnation.

She added that the procurement practices in the agency “had red flags that demanded immediate actions.” She shared initial findings in the ongoing review of the K-12 curriculum that underscored the failure of the 10-year-old program to deliver satisfactory results.

“The K-12 curriculum promised to produce graduates that are employable. That promise remains a promise,” she said.

Duterte criticized the heavy workload assigned to teachers as she pressed for an immediate review of the current setup in public schools. “This is a system that burdens them with backbreaking and time-consuming administrative tasks, a system that provides no adequate support and robs them of the opportunity to professionally grow and professionally teach, assist, and guide our learners,” she said.

She unveiled her education agenda themed “Matatag: Bansang Makabata, Batang Makabansa,” (Nation for children, children for the nation) and focused on curriculum reform, accelerated delivery of services, promoting the well-being of learners, and providing greater support to teachers.

Responding to the report, Marcos joined Duterte in acknowledging the government’s accountability to the nation’s young learners. “We have failed them,” he said. “We have to admit that. We have failed our children and let us not keep failing them anymore.” He promised to build better infrastructure by investing heavily in education.

He can cite as reference his government’s development plan , which was also released in January, about how the education crisis is linked to “decades of incapacity and suboptimal investment in education.”

Duterte’s admission about the dismal state of basic education was welcomed by some educators. Senators vowed to work with Marcos and Duterte in passing education reform measures. Opposition legislators urged Duterte to hear the views of school unions and student organizations whose appeals for better learning conditions are often dismissed by authorities as part of anti-government propaganda.

Meanwhile, the Alliance of Concerned Teachers (ACT) noted that the report “failed to present today’s real extent and gravity of the learning crisis due to the lack of an evidence-based learning assessment conducted after the pandemic-induced school lockdowns.” The group was referring to the prolonged closure of schools under the government of President Rodrigo Duterte.

“Her father was president for six years and had not done any significant move to improve the lot of our mentors and of the education system. It is the government who have failed the teachers and our learners,” the group insisted.

It was also under the Duterte government when around 54 Lumad schools for indigenous peoples in Mindanao Island were either suspended or forced to shut down by authorities based on accusations that they were teaching rebellion.

The report also didn’t mention that some of the major questionable procurement transactions in the education department took place under the previous government.

The ACT criticized Duterte’s reform agenda because it features “general promises that lack specific action plans and definite targets.”

“No specific targets and timelines were presented to convincingly show that the agency will cut down the classroom shortage significantly,” it added.

Duterte said the agency will build 6,000 classrooms this year, which is quite small compared to the backlog identified in the report. There’s also no deadline for the electrification of around 1,562 schools that still do not have access to power.

Despite her impassioned plea to uplift the working conditions of educators, Duterte was castigated for being silent about the pending proposals to raise the salary grades of public school teachers.

ACT reminded officials to prove their political will in reversing the decline of Philippine education. “The call to reforming education should not be a grandstanding cry but a sincere pledge to rectify the mistakes and shortcomings of the past and the present,” it said.

This can be measured in at least two ways this year. First, Duterte’s willingness to file appropriate charges against erring officials involved in anomalous transactions under the previous administration. And second, Marcos’ commitment to substantially increase the funding for education.

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LIST: 5 education issues that the next DepEd chief needs to address

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

LIST: 5 education issues that the next DepEd chief needs to address

MANILA, Philippines – As the new government assumes office on June 30, the incoming administration of president-elect Ferdinand Marcos Jr. would inherit several long-standing issues across different sectors, including the education crisis worsened by the COVID-19 pandemic.

Two days after the elections on May 11, Marcos already appointed vice president-elect Sara Duterte as the new secretary of the Department of Education (DepEd). Critics have voiced out their concerns regarding the appointment, questioning her expertise and qualifications. For them, Duterte’s vision “does not address the current crisis besetting the sector.” (READ: Groups oppose Marcos Jr.’s decision to appoint Sara Duterte as DepEd chief )

But for her supporters, Duterte would do well as DepEd chief because she served as mayor for nine years in Davao City. This position, they said, made Duterte very much involved in many projects in her hometown, which means she would be a “hands-on” leader as well as DepEd chief. Davaoeños said that social service programs got bigger funding under Duterte’s watch. (READ: Sara, the other Duterte )

To head the agency tasked to fix the country’s education system would not be an easy job. Experts have said that the country’s poor education quality was a result of decades of neglect and underinvestment.

Rappler listed the issues that Duterte needs to address as she takes on the role of education secretary as the country recovers from the disruption in education brought by the pandemic.

Open all schools for in-person classes

Over two years into the pandemic, the Philippines is among the few countries in the world whose schools have not fully opened for in-person classes. As of April 22, there have been about 25,786 schools holding in-person classes. There are an estimated 60,000 public and private schools in the country.

Data from the World Bank shows that the Philippines’ learning-adjusted years of school (LAYS) proficiency would be pushed back from 7.5 years pre-pandemic to 5.9 to 6.5 years, depending on the length of further school closures and the effectiveness of the remote learning setup.

This means that while the Philippine basic education system offers 12 years of instruction, Filipino students show proficiency equivalent to only around six years spent in school. (READ: Distance learning in the Philippines: A year of hits and misses )

When asked at a recent press conference if more face-to-face classes would be allowed by August or the start of school year 2022 to 2023, Duterte replied, “We are targeting that.”

Hire more teachers, aides

In a text message to Rappler, Philippine Business for Education executive director Love Basillote said that Duterte should hire more teachers and teaching aides for students to “recover from learning losses.”

The pandemic highlighted the plight of public school teachers as they struggled to attend to the learning needs of their students due to their administrative work. Lawmakers and senators earlier said that administrative work should be off-loaded from them so they could focus on teaching.

Better compensation package for teachers

In a statement on June 18, the Teachers Dignity Coalition (TDC) appealed for a better compensation package for teachers and educators both for public and private institutions. They also asked for provision of free laptops and internet services as most teachers had to dig into their own pockets to cover the costs of teaching under the remote learning setup. For years, teachers have been leaving the country in their quest for better pay and better working conditions.

The DepEd had said that the new normal in education would be a blended learning approach – a mix of online and in-person classes. (READ: What will be the ‘new normal’ in PH education post-pandemic? )

Addresss backlog of facilities in schools

Most schools are having a hard time meeting the building requirements for in-person classes, such as having separate entrance and exit doors, and making available basic health facilities – including hand-washing facilities and school clinics.

Classroom shortages have been a problem even before the pandemic. A class of 75 to 80 students was packed into one classroom supposedly meant for a class of only 40. To make up for the lack of classrooms, class shifting had been implemented to accommodate enrollees every year. (READ: Classroom shortages greet teachers, students in opening of classes )

Under the new normal, crowded classrooms are no longer allowed. The conduct of in-person classes currently imposes a ceiling of only 12 students in kindergarten, 16 students for grades 1 to 3, and 12 to 20 students for senior high school, although the DepEd said the health department had already advised them to ease physical distancing in classrooms. This doesn’t mean though that a class of 70 students would be packed again in a room.

Review K to 12 curriculum

“We want an education system that inculcates patriotism in the hearts of Filipinos and promotes peace and respect for human rights. A curriculum that will produce Filipinos who are proud of their history, culture and traditional values,” said TDC chairperson Benjo Basas.

Experts have been calling on the government to review the K to 12 curriculum to include important issues that need to be discussed, especially in this age of social media. For one, they said that media and information literacy should be taught, not only under the senior high school program, but for lower grade levels as well – because students as young as 7 years old are already attending online classes.

Filipinos have become more deeply immersed in the internet due to the pandemic, especially since almost everything, particularly classes, shifted online.

An informal Rappler survey conducted on its website showed that most of the respondents have been using social media more frequently because of the pandemic. Majority (60%) said they had been spending more than four hours on social media a day since the pandemic. Only 18% claimed to have already been spending the same amount of time on social media prior to the pandemic. The survey gathered over 33,000 responses but only those without fraudulent responses were included in the analysis (2,324 responses).

Aside from this, advocates have also been calling to bring back Philippine history classes to the core curriculum of instruction of araling panlipunan (social studies) in the high school programs. This is essential especially given the way information about Philippine history has been twisted in the last few years.

Read Rappler’s two-part series on History in Crisis : History in crisis: Easier for students to fall for disinformation in distance learning setup History in crisis: Review K to 12 curriculum, open the schools

There might be more issues in the education sector that need urgent attention. But those mentioned above already give an idea of how tough the job of the next DepEd chief would be. Will Sara Duterte be up to it and prove her critics wrong? – Rappler.com

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Philippine Education: Situationer, Challenges, and Ways Forward

Labor and Education
Orbeta, Aniceto Jr. C.
Paqueo, Vicente B.
Philippines
Basic Education
Higher Education

While the Philippine education system is in the middle of profound changes with the passage of Republic Act 10533 or the Enhanced Basic Education Act of 2013, the country was rudely awakened by the poor results in its maiden participation in the 2018 Program for International Student Assessment (PISA), which tested 15-year-old students. This result was confirmed further by 2019 Trends in International Mathematics and Science Study (TIMSS) results, which tested grade four students. Everyone's question is: What happened to the Philippine education sector? This paper describes the three education subsectors as answers to three questions: (a) Where does each of the subsectors in terms of their primary outcomes? (b) What are the primary reasons why the subsectors are currently in that state? (c) What are the recommendations on the ways forward? This report draws mainly from research done by the authors at the Institute and occasionally those by other authors. The assessment shows that the country still has high attendance rates at all levels compared to countries of similar development states. It is, however, facing the challenge of low quality on the average even if it also produces high-quality graduates, many of whom have been working in global labor markets for decades now. Another problem is that education outcomes reflect students' socioeconomic status rather than equalizing. Finally, the pandemic, which forced the country to remote learning mode largely unprepared like many countries, introduced another set of challenges in addition to its pre-pandemic problems. The country needs to learn from these experiences, rely more on data, and build rigorously validated evidence on what works for our educational system using our experience as educational outcomes are highly context-sensitive.

Comments to this paper are welcome within 60 days from the date of posting. Email [email protected]

This publication has been cited 20 times

Bautista, Jane. 2022. Gov’t think tank: Make education stats public . Inquirer.
Bautista, Jane. 2023. National Achievement Test for Grade 12 students set . Inquirer.
Bautista, Jane. 2023. 12-year data track poor training of PH teachers . Inquirer.
Bermas, Ronnel and Julia Uy. 2023. Free tuition by merit . The Guidon.
Boo Chanco . 2023. Left behind . Philippine Star.
BusinessMirror. 2022. PIDS study outlines inequality in pursuing quality education . BusinessMirror.
Cahiles-Magkilat, Bernie. 2022. PIDS presses swift action on PH education crisis . Manila Bulletin.
Crisostomo, Sheila. 2023. ‘No homework’ bill filed at House . Philippine Star.
Crisostomo, Sheila. 2023. ‘No Homework’ bill filed at House . One News.
Espiritu, Benjamin. 2023. Strengthening teacher education (Opinion piece by Benjamin Espiritu) . Daily Tribune.
Malasig, Jeline. 2023. Viral ‘past tense’ challenge video raises education concerns . Interaksyon PhilStar.
Manila Standard. 2022. ‘Gov’t needs to act swiftly to avert education woes’ . Manila Standard.
Panti, Llanesca. 2023. Lawmaker seeks permanent ban on homework during weekends . GMA News.
RPN News. 2022. Study urges govt to review learning time in PHL schools . RPN News.
San Juan, Andrea. 2022. Study urges govt to review learning time in PHL schools . BusinessMirror.
Santos, Mari-An. 2023. Better pay, benefits lure Filipino teachers to schools in Japan . Rappler.
Siegfred Bueno Mison . 2023. Extending the extension . BusinessMirror .
Vigilia, Wendell. 2023. Solon pushes for ‘no homework weekends’ to give students breathing space . Malaya Business Insight.
Villegas, Bernardo. 2024. Workforce development in the Philippines: The role of MSMEs . BusinessWorld.

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Ict solutions for philippine public schools by 2022.

September 25, 2021

The pervasive availability of technology and devices has become an unavoidable part of how we live and work. Technology is already second nature to today’s youth, and many schools have begun to use personal devices as teaching tools.

The pandemic has permanently altered the educational landscape, demonstrating how technology can provide not only greater connectivity and accessibility but also a richer learning experience.

According to the agency’s presentation of its 2022 National Expenditure Programme (NEP) to the House of Representatives, the Department of Education (DepEd) has seen a significant increase in budget allocation for its Computerisation Programme (DCP) and five other programmes.

The DCP, which aims to provide ICT packages and IT infrastructure in public schools, was allocated P11.3 billion for the 2022 NEP, which is nearly double the amount allocated in last year’s General Appropriations Act allocation. As per the undersecretary for the finance sector, DepEd will receive P629.8 billion from its proposed P17.02 trillion budget for next year.

Meanwhile, DepEd recently launched its latest Online Journal to provide a platform for educational innovations and new insights in curriculum and education policies to be shared.

The online journal, which is the official online publication of DepEd’s Curriculum and Instruction Strand, is a quarterly publication that features peer-reviewed academic articles on issues and trends in K-12 curriculum and DepEd policies as discussed in technical reports and research projects conducted in regions, divisions, districts, and classrooms nationwide. The online journal features academic papers and articles related to the curriculum and instruction in the last three years developed by bureaus and field offices.

“This will help teachers learn from the experiences of their colleagues through the sharing of solutions, technical expertise, and lifting each other on the transition to building forward. The first issue of the digital or online journal hopes to be a strong beginning, I encourage everyone to celebrate these innovations, learn from our colleagues, and find the implications of this for our profession,” DepEd Undersecretary for curriculum and instruction said.

The online journal encourages the submission of classroom-based research, case studies, and full-fledged research using quantitative, qualitative, or mixed methods. Theoretical articles or studies, as well as papers presented to experts and education stakeholders for policy recommendations and technical reports, are examples of other submissions.

In addition, OpenGov Asia reported that a leadership school in Bulacan, Philippines, advanced innovation in teaching 21st-century skills by redesigning its curriculum and incorporating technology into core subjects. The addition of the Computer Curricular Programme prepared students in the Philippines as early as a grade school for digital literacy, ranging from basic coding to mobile app development.

The programme specialises in providing cutting-edge and comprehensive computer curriculum to teachers and students through detailed training – a benefit that will reap new opportunities for the upcoming virtual school year in the advanced, technological age. The co-curricular programme, which has been tailored to fit online distance learning, covers a wide range of software and applications from Grade 4 to Senior High School.

Both at home and in the classroom, technology enables students to practise new skills and review previously learnt information more frequently and effectively. Self-marking assessment allows students to work independently, wherever and whenever they want, while also providing teachers with the peace of mind that students are always receiving the correct information.

Ultimately, by digitising the learning process, both students and teachers can improve their abilities to participate in an active educational process. Online learning, intelligent schooling, student assessments, personalised learning experiences, and online exams are all examples of how digital transformation in education can be used.

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Issues in PH education: A teacher’s perspective

The Philippine education system is riddled with challenges and issues, from the K-12 curriculum and teachers’ training, to the continuing battle for higher salaries for teachers, and the shortage of classrooms and learning materials for students. These issues have been reported in news media platforms and have been the subject of everyday conversation, proof that education is still top of mind in Philippine society.

These issues were also highlighted in the Second Congressional Commission on Education (EdCom II), which has begun consultations with stakeholders in the education sector, including teachers like me. The consultation, which was participated in by teachers from Metro Manila, revolved around our experiences, learning impediments, and challenges both in school governance, and with regards to the Department of Education. The consultation also welcomed discussions on success stories essential for the continued progress of programs for learners and teachers.

For all the discussions on educational reforms, curriculum revisions, and career progression, one question remained unanswered: Where does a public school teacher like me stand? What are the issues that are priorities for us teachers in government? Throughout a decade of teaching experience in public schools, I share the sentiments of my fellow teachers who identified crucial issues that may be a game changer if EdCom II successfully addresses them.

Topping the list is the salary increase for teachers. Not only would it boost morale, it would also help the rebranding of teaching as a profession, thus enticing competitive young minds to take up education as a career. Another issue highlighted is the weak preservice and in-service training of teachers, both of which are often not aligned with the demands and skills of the education sector. This includes mismatched teacher specialization and subjects taught in class, resulting in a lack of mastery among learners and failure to achieve target competencies in a given quarter.

The curriculum is congested, and several prerequisites of some learning competencies are missing and misplaced. The outcome is poor results in the academic performance of learners in international assessments, such as the Programme for International Student Assessment and the Trends in International Mathematics and Science Study. The failure to hit the target skills of learners is magnified by another culprit: the ineffective pedagogical skill of our teachers.

The K-12 curriculum demands a learner-centered approach which is barely seen in seasoned and experienced teachers in public schools. This is a skill that may be premised on underlying problems such as unfulfilled principles of inclusion, diversity, and individual differences among students. As Heraldo Richards, Ayanna Brown, and Timothy Forde (2007) put it, there are three levels essential to establish inclusivity: institutional, personal, and instructional.

Institutional commitment refers to the organization dimensions such as space, building and infrastructure, facilities, and conducive classrooms which remain a huge problem as the number of enrollees increase every year. The personal dimension refers to a teacher’s ability to reflect on diversity issues, challenging their own attitudes, beliefs, perception, and willingness to know their students as learners and individuals, a difficult task considering the teacher-learner ratio both in elementary and secondary public schools.

The third level, the instructional dimension refers to the pedagogy, instructional materials, and strategies to be used that align with the needs of diverse students. Neglecting these elements and diversity-related issues may lead to inequality and subsequently hinder the teaching and learning process within our classrooms.

EdCom II plays a crucial role in augmenting some pressing issues in the realm of teacher education and training. In a healthy ecosystem, we need birds and frogs. Birds that soar above see the overall picture, while frogs on the ground see the granular details on the frontline. We need both EdCom II and the voice of the teachers, which represent the knowledge and view of birds and frogs, respectively, to be able to craft sustainable solutions to ever-recurring issues and challenges in our basic education system.

—————-

David Yu is a Grade 12 teacher who participated in EdCom II’s consultations on teacher education and training. His personal views in this article do not represent those of any organization or institution.

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