Educational Challenges in the Philippines

he Philippines, a developing country in Southeast Asia with a population of over 100 million people,
has a long history of colonization, with Spain being the first colonial power to arrive in the country in
1521. The Spanish colonial period lasted for over 300 years, during which the country’s education
system was heavily influenced by the Catholic Church. The Spanish government established schools
that primarily catered to the Spanish elite, and education was mainly focused on religious instruction.

After the Spanish-American War in 1898, the Philippines was ceded to the United States. The
American colonial period brought significant changes to the country’s education system, with the
government introducing a public school system that aimed to provide education to all Filipinos. The
American government established public schools that followed an English-language curriculum,
which aimed to prepare Filipinos for the workforce and eventually lead to their assimilation into
American society.

The Philippine education system underwent further changes after the country gained independence in
1946. The government implemented reforms that aimed to make education accessible to all Filipinos,
regardless of their socioeconomic status. The 1987 Philippine Constitution states that “the State shall
protect and promote the right of all citizens to quality education at all levels and shall take appropriate
steps to make such education accessible to all.”

Despite efforts to make education a key priority in the country since independence in 1946, the
Philippine education system continues to face significant challenges that prevent many Filipinos from
accessing education.

Poverty

Poverty has long been a pervasive and intractable challenge in the Philippines, and education remains
one of the most critical casualties of this social malady. The Philippine Statistics Authority has
reported that approximately 16.7 million Filipinos live below the poverty line, with many of them
struggling to make ends meet on a daily basis. Consequently, education becomes an unaffordable
luxury for many families, especially those living in the most impoverished communities. The inability
to send their children to school forces them to work instead, perpetuating the cycle of poverty for
generations.

In recent years, the Philippine government has launched several initiatives aimed at addressing the
problem of poverty and its impact on education. One such program is the Pantawid Pamilyang
Pilipino Program (4Ps), which provides cash transfers to poor families to help them meet their basic
needs, including education expenses such as school supplies, uniforms, and transportation costs. The
program has been successful in increasing school enrollment and reducing dropout rates in poor
communities across the country.

The 4Ps program has been the subject of much research, and several studies have shown its
effectiveness in improving access to education for impoverished families. For instance, a study by
Montilla et.al. (2019) found that the program had a positive impact on school participation, with a
significant increase in the number of children enrolled in school. The study also noted that the
program had helped to reduce dropout rates, particularly among girls.

Another study by Howlett et.al. (2018) looked at the impact of the 4Ps program on the education
outcomes of children living in poor communities. The study found that the program had a positive
effect on both school enrollment and attendance, with children from beneficiary households having
higher rates of school attendance than their counterparts from non-beneficiary households. The study
also showed that the program had a significant impact on children’s nutritional status, as it helped
families to afford healthier food options.

Despite the success of the 4Ps program, however, some experts argue that cash transfers alone are not
enough to address the root causes of poverty. They emphasize the need for more comprehensive
poverty reduction strategies, such as creating more job opportunities and improving social services.
According to a study by Ibon Foundation (2019), poverty reduction in the Philippines requires a
multi-dimensional approach that includes investment in education, healthcare, and social services, as
well as policies that support job creation and income growth.

One example of a comprehensive poverty reduction strategy is the Sustainable Livelihood Program
(SLP), which is implemented by the Department of Social Welfare and Development (DSWD). The
SLP aims to provide sustainable livelihood opportunities to poor households, enabling them to
increase their income and improve their standard of living. The program offers various forms of
assistance, including skills training, micro-enterprise development, and access to credit facilities.

A study by the International Labor Organization (ILO) (2018) found that the SLP had a positive
impact on poverty reduction and employment creation in the Philippines. The study noted that the
program had helped to increase household income, improve food security, and reduce the incidence of
child labor in beneficiary households. The study also highlighted the importance of partnership
between the government and the private sector in creating sustainable livelihood opportunities.

Combined with the above, it is easy to see that poverty remains a major obstacle to education in the
Philippines, with millions of families struggling to afford basic necessities, let alone the cost of
education. While cash transfer programs such as the 4Ps have proven effective in increasing school
enrollment and reducing dropout rates, they are not enough to address the root causes of poverty. To
achieve sustainable poverty reduction, a more comprehensive approach is needed, which includes
strategies to create more job opportunities, improve social services, and support education and skills
development. By addressing poverty in a multi-dimensional manner, the country can ensure that all its
citizens have equal an equal right to education.

Ongoing armed conflicts

The ongoing armed conflict in some parts of the Philippines has created many challenges in the
education sector. In particular, the situation has greatly impacted the lives of many children, making it
difficult for them to continue their studies. With schools being forced to close and students being
displaced, the government has recognized the need for alternative education systems that can provide
access to education to those who have been affected by the conflict.

One of the measures implemented by the government to address this issue is the Alternative Learning
System (ALS). The ALS is a non-formal education system designed to provide basic education and
skills training to out-of-school youth and adults who have not completed their primary or secondary
education. The program is designed to reach marginalized communities, including those affected by
armed conflict, who may not have access to traditional formal education.

The ALS program has been successful in providing educational opportunities to those who have been
affected by the armed conflict. For example, in 2021, the ALS program reached over 900,000
learners, providing them with access to basic education and skills training. Furthermore, the program
has also been successful in improving the literacy rate in the Philippines, particularly in areas affected
by the conflict.
One of the reasons why the ALS program has been successful is that it has been able to adapt to the
unique challenges faced by learners in conflict-affected areas. For example, the program has
developed modules that are designed to be delivered in a modular format, making it easier for learners
to access education even if they have to relocate due to conflict.

In addition to the ALS program, there are also other initiatives that have been implemented to address
the education challenges faced by those affected by the armed conflict in the Philippines. For
example, the United Nations Children’s Fund (UNICEF) has implemented a program that aims to
improve access to quality education for children affected by the conflict. This program includes
initiatives such as providing temporary learning spaces, training teachers, and providing learning
materials to students.

The UNICEF program has been successful in improving access to education for children affected by
the conflict. For example, in 2021, the program provided temporary learning spaces to over 18,000
learners, enabling them to continue their studies despite the conflict.

Moreover, international organizations such as the Global Partnership for Education (GPE) and the
World Bank have also recognized the importance of education in conflict-affected areas. These
organizations have provided funding for education programs in the Philippines, enabling the
government to improve access to education and skills training for those affected by the conflict.

For instance, the GPE provided a grant of $20.9 million to the Philippines in 2019 to support the
implementation of its education sector plan. The grant aims to improve access to quality education for
all, including those affected by the conflict.

Additionally, the World Bank has also provided funding to support the education sector in the
Philippines. In 2020, the World Bank approved a $300 million loan to support the government’s
efforts to improve the quality of education and increase access to education for all, including those
affected by the conflict.

In conclusion, the armed conflict in some parts of the Philippines has greatly impacted the education
sector, making it challenging for children to continue their studies. The government has implemented
the Alternative Learning System, which provides non-formal education to out-of-school youth,
including those affected by armed conflict. The ALS program aims to provide marginalized
communities with access to education and skills training, helping them to rebuild their lives and
communities. Additionally, international organizations such as UNICEF, GPE, and the World Bank
have also recognized the importance of education in conflict-affected areas and have provided funding
to support education programs in the Philippines. These initiatives are critical in providing
educational opportunities to those affected by the conflict, enabling them to rebuild their lives and
communities.

Lack of resources and infrastructure

Another important issue facing the education system in the Philippines is the lack of resources and
infrastructure in many schools, especially in rural areas. This challenge is widespread and affects a
significant number of schools in the country.

According to a report by the Department of Education, around 5,000 schools in the Philippines have
no access to electricity, while 10,000 have no access to potable water. This lack of basic amenities
puts students and teachers at a significant disadvantage, affecting the quality of education they
receive. In addition, many schools lack adequate classrooms, textbooks, and teaching materials,
making it challenging for students to learn effectively. This challenge is not only limited to rural areas
but is also present in urban areas.
The lack of resources and infrastructure in schools affects the quality of education that students
receive. Without proper facilities, students may not be able to attend classes regularly, or they may be
distracted by external factors, making it difficult for them to concentrate on their studies. The lack of
textbooks and teaching materials also hinders the learning process, as students may not have access to
the necessary information to understand the concepts taught in class.

To address this issue, the Philippine government has invested in infrastructure projects to improve
schools’ facilities. For example, the government has constructed classrooms, provided electricity, and
installed water systems in schools that lacked these amenities. In addition, the Department of
Education has implemented the K-12 program, which aims to provide students with a quality
education that is globally competitive. The program includes initiatives such as the provision of free
textbooks, school facilities, and teacher training.

In recent years, the government has also implemented several programs aimed at improving access to
education in remote areas. The above-mentioned Alternative Learning System (ALS), aiming to
provide basic literacy and numeracy skills, as well as functional and life skills to its learners, for
example, provides non-formal education to out-of-school youths and adults who cannot attend formal
schooling. This program is vital in ensuring that every Filipino has access to basic education.

However, despite these efforts, some experts argue that the government’s efforts are insufficient to
address the scale of the problem. They highlight the need for greater investment in education,
particularly in rural areas, to ensure that every child has access to quality education. According to a
study by the Philippine Institute for Development Studies (PIDS), there is a strong correlation
between education and poverty reduction. The study found that increasing access to education can
lead to better employment opportunities and higher income levels, ultimately leading to poverty
reduction.

Moreover, the lack of resources and infrastructure in schools is not only limited to the Philippines but
is also a common problem in other developing countries. For example, in sub-Saharan Africa, nearly
30 million children of primary school age are not in school, and many of those in school face similar
challenges to those faced by students in the Philippines. These challenges include lack of access to
basic amenities such as electricity, water, and adequate classrooms.

To conclude, the lack of resources and infrastructure in schools is a significant challenge facing
education in the Philippines, particularly in rural areas. While the government has implemented
several initiatives to address this issue, there is still a need for greater investment in education to
ensure that every child has access to quality education. Providing access to education is vital in
ensuring that every Filipino has the opportunity to reach their full potential and contribute to the
development of the country.

COVID-19

The COVID-19 pandemic has undoubtedly brought numerous challenges to the education system of
the Philippines, affecting not only students but also teachers, parents, and educational institutions. In
March 2020, the Philippine government ordered the closure of schools to curb the spread of the virus.
As a result, millions of students had to shift to online or distance learning, which was a struggle for
those without access to technology or reliable internet connection.

One of the major issues that the pandemic has exposed is the digital divide. The digital divide refers to
the gap between those who have access to digital technologies and those who do not. In the context of
education, the digital divide means that students who lack access to technology and the internet are at
a disadvantage compared to those who have them. According to a survey conducted by the
Department of Education in July 2020, only 64% of the students who responded had access to a
smartphone, while 55% had access to a laptop or desktop computer. This means that a significant
portion of the student population is left out of the digital learning experience.

To address the digital divide and the challenges posed by the pandemic, the Department of Education
has implemented various distance learning programs. One of these is DepEd TV, a program that
provides televised lessons to students in grades 1 to 10. DepEd TV was launched in October 2020 and
is aired on free-to-air television channels. The program aims to provide alternative modes of learning
for students who do not have access to the internet or digital devices. The lessons cover various
subjects, such as English, Math, Science, and Filipino.

Another program that the Department of Education has implemented is DepEd Commons, an online
platform that provides free access to digital resources for teachers and students. The platform contains
thousands of learning materials, such as lesson plans, videos, and quizzes. Teachers can use the
platform to create their own digital lessons, while students can access the materials to supplement
their learning. DepEd Commons was launched in 2019 but gained more significance during the
pandemic when traditional classroom teaching became challenging.

Apart from these initiatives, the government has also partnered with telecommunication companies to
provide free internet access to public school teachers and students. In May 2020, the Department of
Education signed a memorandum of agreement with Globe Telecom and Smart Communications to
provide free internet access to public school teachers and students until the end of the year. The
initiative aimed to ensure that teachers and students have access to online resources and can
participate in online classes.

While these initiatives are commendable, some experts argue that the government’s response to the
pandemic has been inadequate, particularly in addressing the needs of marginalized communities.
According to a study by the Philippine Institute for Development Studies, only 14% of students in the
poorest households have access to a computer or tablet, while 16% have access to the internet. The
study also found that only 27% of students in rural areas have access to the internet, compared to 47%
in urban areas. This shows that students from marginalized communities are at a greater disadvantage
when it comes to online learning.

To address this issue, experts suggest that the government should provide laptops and tablets to
students who lack access to technology. The Department of Education has recognized this need and
has launched a laptop and tablet program for public school teachers and non-teaching personnel.
Under the program, the government will provide laptops and tablets to eligible teachers and non-
teaching personnel to support their work in distance learning. However, some argue that the program
should be expanded to include students who lack access to technology.

The COVID-19 pandemic has exposed the digital divide in the Philippine education system, with
many students lacking access to technology and the internet. The government has implemented
various initiatives, such as DepEd TV and DepEd Commons, but experts suggest that more needs to
be done, particularly for marginalized communities. Providing laptops and tablets to students without
access to technology is a crucial step towards creating a more equitable and inclusive learning
environment.

Conclusion

In conclusion, the challenges facing the education sector in the Philippines are complex and
multifaceted, ranging from poverty to armed conflict, lack of resources and infrastructure, and the
digital divide. Addressing these challenges will require a comprehensive and multi-dimensional
approach, including strategies to create more job opportunities, improve social services, and support
education and skills development, as well as providing alternative learning opportunities in conflict-
affected areas and investing in education infrastructure. Bridging the digital divide is also essential,
particularly in light of the COVID-19 pandemic. By ensuring that all Filipinos have equal access to
education, the country can unlock the full potential of its people and contribute to sustainable
development. The government, supported by international organizations and the private sector, must
continue to prioritize education and invest in its future.

7 Key Issues And Problems Of

Philippine Education
Across the years our educational system has been rocked by controversies which have
remained unabated up to this day. Amidst the welter of issues, two of them have managed to
stand out in importance: quality and relevance. The major difficulty in education in the
Philippines is the short-sighted policy of sacrificing the quality and quantity of education for
reasons of economy.

The key issues and problems in Philippine education which need further debate and depth
analysis as well as immediate resolution include the following:

1. Deteriorating quality of education

It is uncommon to hear college teachers decry the quality of students that come to them. They
lament the students’ inability to construct a correct sentence, much less a paragraph. Private
schools have been assailed as profit-making institutions turning out half-baked graduates who
later become part of the nation’s educated unemployed. All these are indications of the poor
quality of education.

There are multiple factors which have led to low educational standards. Studies and fact-
finding commissions have shown that the deteriorating quality of education is due to the low
government budget for education; poor quality of teachers; poor management of schools;
poor school facilities such as laboratory and library facilities; poor learning environment; the
content of the curriculum; inadequate books and science equipment; the poor method of
instruction; shortages of classrooms; and others.

2. Colonial, feudal, imperial, commercial, and elitist orientation in Philippine

education

A rather sweeping indictment is that the Philippine educational system has been and still is
basically American in orientation and objectives. Even now, despite years of independence,
our educational system has not succeeded in eliminating the chronic colonial mentality which
abounds like a mental blight within or without the academe. At present, quality education is
financial-capacity based, making higher education more of a privilege rather than a right.

3. Shortage of school buildings, textbooks and equipment

Since 1960, elementary enrolment has been expanding at the rapid rate of 4% a year owing to
increase in the number of children and in the enrolment ratio.

The shortages of classrooms and textbooks are particularly severe. The nationwide classroom
shortage is estimated to be 40,000 and the DECS (now DepEd) operates two shifts in many
schools. The textbook problem is even more serious. A survey done in preparation for a
World Bank education loan found that the pupil-textbook ration in the public elementary
schools is 10:1 and 79% of the textbooks are more than 5 years old. This situation has
persisted for many years.

Other teaching tools, such as science materials, teaching devices and audio-visual aids, are
also in short supply. Perennial graft and corruption in the acquisition of books and in the
construction of school buildings has often been reported. This situation handicaps the
teaching staff in their work.

4. Overworked and underpaid teaching staff

Teaching has often been referred to as the “most notable of all professions.” To many
teachers, however, the noble image of their profession has been transformed into an illusion.
Over the last three decades, we have come to think of the Filipino teachers as overworked
and underpaid professionals.

The fact that teachers are paid subsistence wages is only half of their sad story. Their daily
bout with dilapidated classrooms, overcrowded classes, and lack of teaching materials,
among others, make the teachers hardly rewarded work even more difficult.

Aside from classroom instructions, teachers perform a host of backbreaking and time-
consuming jobs unrelated to the teaching function. The National Research and Development
Center for Teacher Education under the DECS listed 76 extracurricular activities performed
by public school teachers. Such activities include Operation Timbang, census taking, tax
consciousness drive, Clean and Green Drive, Alay-Tanim, Alay-Lakad, fund raising
campaigns, lining the streets to welcome foreign dignitaries, etc. To do all these, teachers are
forced to work two or three hours overtime everyday. They also have to report during
weekends and holidays and even during their yearly vacation time.

5. Bilingual policy and the problem of a national language

The bilingual policy in education aims to develop a Filipino who is proficient in both English
and Filipino. For the past 20 years, since the DECS adopted the bilingual policy, Tagalog-
based Pilipino has been used to teach over half of the subjects in the elementary and
secondary curriculum of both public and private schools. Mathematics and the natural
sciences continue to be taught in English. Despite the findings of the Ateneo Social Weather
Survey that 92% of Filipinos already speak and understand Tagalog, many provinces north
and south of Metro Manila still encounter problems with the language. This is unfortunate
because Pilipino is used in nationally conducted exams and tests. While the bilingual policy
is a law which not even the Secretary of Education can change, it has become a growing
concern that many students are deficient in communication skills.

6. Mismatch

The major problem of the tertiary level is the large proportion of the so called “mismatch”
between training and actual jobs, as well as the existence of a large group of educated
unemployed or underemployed. The literature points out that this could be the result of a
rational response to a dual labor market where one sector is import-substituting and highly-
protected with low wages. Graduates may choose to “wait it out” until a job opportunity in
the high paying sector comes.

To address this problem, it is suggested that leaders in business and industry should be
actively involved in higher education. Furthermore, a selective admission policy should be
carried out; that is, mechanisms should be installed to reduce enrolment in oversubscribed
programs and promote enrolment in undersubscribed ones.

7. Globalization issue in education

It is in the educational sector where the concept of globalization is further refined and
disseminated. It comes in varied forms as “global competitiveness,” “the information
highway,” “the Third Wave Theory,” “post modern society,” “the end of history,” and
“borderless economy.”

The so-called Philippines 2000 was launched by the Philippine government to promote
“global competitiveness,” Philippine Education 2000 carried it to effect through training of
more skilled workers and surplus Filipino human power for foreign corporations to reduce
their cost of production.

The Philippines, including its educational sector, is controlled by US monopoly capital

through loan politics. This task is accomplished by the IMF, the World Bank and a
consortium of transnational banks, called the Paris Club, supervised by the WB. The
structural adjustments as basis for the grants of loans, basically require liberalization,
deregulation and privatization in a recipient country.

As transplanted into the educational sector, deregulation is spelled reduced appropriation or

reduced financial assistance to public schools through so called fiscal autonomies;
privatization and liberalization is spelled commercialized education or liberalization of
governments’ supervision of private schools and privatize state colleges and universities.

The WB-IMF and the Ford Foundation have earmarked $400M for Philippine education.
These loans financed the Educational Development Project (EDPITAF) in 1972; the
Presidential Commission to Survey Philippine Education (PCSPE) in 1969; the Program for
Decentralized Educational Development (PRODED) in 1981-1989. As pointed out by many
critics, “the massive penetration of WB-IMF loans into the Philippine Educational System
has opened it wide to official and systematic foreign control, the perpetuation of US and other
foreign economic interest, and to maximize the efficiency of exploiting Philippine natural
resources and skilled labor.”

A number of studies and fact-finding commissions such as the Sibayan and Gonzales
Evaluation (1988), the Presidential Commission to Survey Philippine Education (PCSPE,
1969), and the Congressional Commission on Education (EDCOM, 1991-1992) have pointed
out that the problems of Philippine education are the problems of quality and political will.

THE CURRENT EDUCATION ISSUES IN THE PHILIPPINES — AND HOW CHILDHOPE RISES TO THE
CHALLENGE
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 78th 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.
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.
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:
  Equity
 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.
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

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.
opping 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.

CURRENT TRENDS AND

ISSUES IN PHILIPPINE
EDUCATION
BY: ENRICO S. SUSI
While countries are at different points in their COVID-19 infection rates worldwide,
there are billions of schoolchildren affected by school closures due to the pandemic.
Despite the overwhelming consequences of the pandemic, this unprecedented
global crisis has also been an extraordinary time for learning. The Department of
Education (DepEd) ensures the continuous delivery of its programs and services at all
levels while ensuring the health, safety, and well-being of all learners, teaching and
non-teaching personnel, and support the overall effort of the Philippine government
to prevent the further transmission of the contagion, while ensuring the continuous
delivery of quality, accessible, relevant, and liberating basic education. DepEd is also
committed and passionate to provide solutions to existing challenges within its
jurisdiction. Some of the challenges and issues currently dealing with by DepEd are
the following:

Filipino Learners’ Reading Comprehension

In 2018, Programme for International Student Assessment (PISA) a worldwide study

by the Organisation for Economic Co-operation and Development that examines
students’ knowledge in reading, mathematics, and science released a result wherein
the Philippines ranked last in reading comprehension among 79 participating
countries[1]. PISA 2018 main subject assessed was the reading performance of 15-
year-old students. The Philippines had an average reading score of 340, more than
200 points below China (555) and more than 100 points less than the OECD average
(487). PISA reiterated that reading proficiency is essential for a wide variety of human
activities - from following instructions in a manual; to finding out the who, what,
when, where, and why of an event; to communicating with others for a specific
purpose or transaction. Likewise, the Philippines also placed the second-lowest in
mathematics and science. This report must be used to improve the present condition
of our educational system. There is a need for critical literacy to address this problem.
It must be treated seriously by our education leaders to prevent further drop in the
quality of education in our country. In the context of Covid-19 pandemic, giving
students a solid foundation in critical literacy is also a challenge. Teachers of reading
are having difficulty to cascade the concept of critical literacy to their students.
Teachers’ training should now focus towards enabling students to visualize,
synthesize, and make connections to and beyond the materials that they are given
rather than just plainly gathering details. Further, PISA report mentioned that
expenditure per student in the country is 90 percent lower than the global average
and the ability of each student to learn and comprehend the materials presented is
further hampered by the absence of viable teaching materials and an environment
that is not very conducive to classroom learning. Our leaders must provide proper
investment to education as it will serve as the backbone of our economy in the
future. Providing quality education will help our future generations to be globally
competitive and productive individuals. Continuous strengthening of the literacy and
comprehension programs and review of K-12 curriculum can also help to improve
our current education situation.
DepEd to launch pilot face-to-face classes in selected schools

In light of the emergence of contagious variants of COVID-19, the Department of

Education (DepEd) postponed the implementation of face-to-face classes in the
country. More than a year since the distance learning modality was implemented,
President Rodrigo Roa Duterte’s approved the Department’s proposal of the pilot
implementation in consideration of education quality, mental health, and economic
issues amidst the pandemic[2]. The operational guidelines on the pilot implementation
of face-to-face learning modality provide health and safety standards in terms of
personal protective equipment, sanitation, detection and referral, ventilation, contact
tracing, and quarantine, coordination, and contingency measures. From the
guidelines, Secretary Briones explained that class size will be reduced to 12 learners
for Kindergarten, 16 learners for Grades 1 to 3, and 20 learners for technical-
vocational students, while class sessions will only run for a maximum of three hours
for Kindergarten to Grade 3 and four hours for Senior High School. The
implementation of Blended Distance Learning has not been reassuring as certain
issues continue to be highlighted, particularly the inequities faced by marginalized
and vulnerable segments of society who have fewer resources to make full use of
alternative modes of learning. Unicef Philippines has also enumerated the negative
effects of school closures among children, such as learning loss, high dropout rates,
and mental health and socio-emotional issues. Another study of World Bank on the
impact of COVID-19 on Philippine households cited by the UN body found that only
20 percent of school-aged children were engaged in learning activities while
adhering to community quarantine guidelines. While the need to resume face-to-
face classes is crucial to the education and well-being of children, the health and
safety is as important and should also be prioritize. Education partners and
stakeholders should come together once again in this endeavor and work in unity to
serve the interest of our Filipino learners.

DepEd’s K to 12 Curriculum Review

The curriculum review was one of the programs initiated by the Department of
Education (DepEd) to address issues on the quality of education in the country.
DepEd recognizes the need to decongest the current curriculum. The review would
cover the most essential learning competencies included in the curriculum this
school year, which has shifted to distance learning due to the pandemic. The review
is being undertaken to relieve students of overwhelming requirements in all their
subjects. Citing initial results of the K to 12 review, Usec. Diosdado San Antonio,
DepEd Undersecretary for Curriculum and Instruction, said that the curriculum review
“has actually showed that our curriculum standards, performance and context
standards are comparable with those standards of any other country around the
world.” Usec. Diosdado San Antonio further explained that the Intended Curriculum,
specifies what students are expected to learn in school in terms of knowledge,
understanding, skills, values, and attitudes to be acquired and developed [3]. It also
involves how the outcomes of the teaching and learning process will be assessed
that are embodied in curriculum framework. San Antonio also noted that the review
of the Implemented Curriculum or the “actual teaching and learning activities taking
place in schools through interaction between learners and teachers as well as among
learners” is also a crucial step and is also ongoing. After the review of Intended and
Implemented Curriculum, DepEd will then continue to review the Attained
Curriculum, which specifies the knowledge, understanding, skills, and attitudes that
learners attain as an outcome of teaching and learning, assessed through different
means and/or demonstrated in practice. Various teachers’ groups in the country have
also been urging DepEd to review the K to 12 program. The Teachers’ Dignity
Coalition and the Alliance of Concerned Teachers (ACT) Philippines emphasized that
a “comprehensive” review of the K to 12 program is “very much needed” to address
challenges and problems in its implementation. The DepEd’s prime reason for this
curriculum review is to teach Filipino schoolchildren the correct knowledge, skills, and
values so that they will learn and grow up as a productive citizen of our country.

References[edit]
1. ↑ https://gpseducation.oecd.org/CountryProfile?
primaryCountry=PHL&treshold=5&topic=PI
2. ↑ https://www.deped.gov.ph/2021/09/21/deped-to-launch-pilot-face-to-face-classes-
in-selected-120-schools/
3. ↑ https://mb.com.ph/2020/02/18/deped-partial-k-to-12-curriculum-review-results-
available-in-march/

TOP 5 PROBLEMS AND ISSUES IN THE

PHILIPPINE EDUCATIONAL SYSTEM

1. GRAFT AND CORRUPTION

HE CITED EVELYN CHUA'S BOOK ENTITLED "ROBBED" BY PHILIPPINE
CENTER FOR INVESTIGATIVE JOURNALISM (PCIJ) TELLING HOW THE
CORRUPTION IS GETTING WORSE IN THE DEPARTMENT OF EDUCATION
(DEPED). HE SAID THAT LEEWAYS FOR CORRUPTION IN THE AGENCY ARE
THROUGH BOOKS AND TEACHERS' SALARIES. THE BOOKS, HE POINTED OUT, ALSO
HAS A LOT OF PROBLEMS SUCH AS WRONG INFORMATION AND TYPOGRAPHICAL
ERRORS. "THE BACK PROBLEM IS CORRUPTION. EVEN THE SALARIES OF THE
TEACHERS ARE BEING CORRUPTED".

2. REALITY IN THE PHILIPPINE BUDGET

EDUCATION AS A SECOND PRIORITY IS THE TOP PROBLEM IN THE
EDUCATIONAL SYSTEM. EVEN THOUGH THE 1987 PHILIPPINE CONSTITUTION
ARTICLE XIV SECTION 5 (5) STATES THAT " THE STATE SHALL ASSIGN THE
HIGHEST BUDGETARY PRIORITY TO EDUCATION AND ENSURE THAT TEACHING
WILL ATTRACT AND RETAIN ITS RIGHTFUL SHARE OF BEST AVAILABLE TALENTS
THROUGH ADEQUATE REMUNERATION AND OTHER MEANS OF JOB SATISFACTION
AND FULFILLMENT," IN REALITY, MOST OF THE BUDGET OF THE GOVERNMENT
GOES TO THE PAYMENT OF DEBT.

3. LOW OF SALARY ON THE TEACHING WORKFORCE

THE LOW OF SALARY FOR THE TEACHERS "DEMORALIZES" THEM. "IF YOU
WANT THE BEST MINDS TO TEACH, YOU MUST GIVE GOOD SALARY TO THEM. "
EVEN THOUGH PRESIDENT BENIGNO AQUINO III SAID THAT THERE ARE NO
BUDGET TO RAISE THE SALARIES OF THE TEACHER, SALGADO SAID THERE ARE
ADEQUATE FUNDS BUT THAT THERE IS MISAPPROPRIATION LIKE THE P10
BILLION PRIORITY DEVELOPMENT ASSISTANCE FUND (PDAF) CONTROVERSY.
"WE DO NOT HAVE MUCH MONEY IN THE WORLD, BUT IT COULD BE DONE BY THE
GOVERNMENT," HE SAID ABOUT RAISING THE SALARIES.
4. TUITION AND OTHER FEES INCREASE
HE POINTED OUT THAT THERE IS A PROBLEM ON THE COMMERCIALIZATION
OF EDUCATION THROUGH THE CONTINUING INCREASE OF TUITION AND
EDUCATION BECOMING MORE EXPENSIVE. HE CONCEDES THAT PRIVATE SCHOOL
RAISING THEIR FEES IS JUSTIFIABLE BUT THE QUESTION LIES NOW ON THE
JUSTIFICATION AND APPROPRIATION OF THE FEES COLLECTED.

5. BULLYING
STUDENT RIGHT VIOLATIONS, HOWEVER, DEPEND ON THE STRICTNESS OF
A SCHOOLS DIVISION OF THE STUDENT AFFAIRS, HOW TIGHT THEY ARE IN
SCREENING AND COMPOSING A STUDENT ORGANIZATION. THE PROBLEM ON
BULLYING, FOR HIM, ALSO LIES ON THE IMPLEMENTATION OF THE LAW IN
SCHOOLS. "IF SCHOOLS CAN'T IMPLEMENT IT, THERE IS SOMETHING WRONG
WITH THE SCHOOLS, HE SAID". IT WOULD BE GOOD IF THE SCHOOL WILL
INSTANCE CLOSE CIRCUIT TELEVISION (CCTV) CAMERAS IN THEIR AREAS TO
MONITOR THE ACTIVITY OF THE STUDENTS. TEACHERS MUST ALSO BE TRAINED
TO HANDLE BULLYING. "THE LAW IS THERE, BUT THE LAW IS GOOD AS THOSE
WHO IMPLEMENT IT".