education today in the philippines essay

Overview of Education in the Philippines

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First Online: 24 December 2021

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education today in the philippines essay

Lorraine Pe Symaco 3 &
Marie Therese A. P. Bustos 4

Part of the book series: Springer International Handbooks of Education ((SIHE))

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The Philippines has embarked on significant education reforms for the past three decades to raise the quality of education at all levels and address inclusion and equity issues. The country’s AmBisyon Natin 2040 or the national vision for a prosperous and healthy society by 2040 is premised on education’s role in developing human capital through quality lifelong learning opportunities. Education governance is handled by three government agencies overseeing the broad education sector of the country. At the same time, regional initiatives relating to ASEAN commitments are also witnessed in the sector. However, despite the mentioned education reforms and initiatives, the education system remains beset by challenges. This chapter will give readers an overview of the education system of the Philippines through an account of its historical context and its main providers and programs. Key reforms and issues within the sector are also discussed.

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Useful Websites

Ambisyon Natin 2040 . http://2040.neda.gov.ph/

Commission on Higher Education (CHED) https://ched.gov.ph/

Department of Education (DepED). https://www.deped.gov.ph/

ECCD Council of the Philippines (ECCD Council). https://eccdcouncil.gov.ph/

National Council on Disability Affairs (NCDA). https://www.ncda.gov.ph/

Technical Education and Skills Development Authority (TESDA) https://www.tesda.gov.ph/

UNESCO Institute for Statistics Philippines profile. http://uis.unesco.org/en/country/ph?theme=education-and-literacy

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Symaco, L.P., Bustos, M.T.A.P. (2022). Overview of Education in the Philippines. In: Symaco, L.P., Hayden, M. (eds) International Handbook on Education in South East Asia. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8136-3_1-1

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[OPINION] What society is today is a reflection of its education

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

[OPINION] What society is today is a reflection of its education

The Philippine educational system, by looking at its roots, came from our colonial past. It was when the Americans used education as a tool for us to act, speak, and even think in line with our colonizers, separate from the Spanish who only made some reforms when the Educational Decree of 1863 was enacted, enabling mestizos to study in Europe and gain liberal ideas, which sparked the Philippine nationalism and thus, revolution. We cannot deny the fact that our educational system is one big determiner of how well we perceive quality in many aspects of our lives.

One will agree that the educational system is a product of our distorted identity as a nation. It is true, however, that the other side of the coin is also the case. How we shape our society can be seen through the lens of education. This includes the way we view individual responsibilities, mental health, inclusion, providing critiques, and questioning the current and pressing issues that we face, among other things.

Unfortunately, there is a need for us to check our current value system, not just the value system that we got from the Spaniards which were repeatedly taught in basic education, such as the maniana habit, ningas kugon, palabra de honor, and inter alia . What I am referring to is our problematic behaviors such as gullibility, the low viewpoint of research, how we view mental health, how we choose the next president of the country, and others as well.

[OPINION] On the lack of public historians and intellectual spaces

On education and advancing social change

John Dewey presented the idea that the school system must be an important vessel to nurture learners into becoming valuable and performing members of society. This means that the traditional school system must be rehashed for it to become progressive, allowing learners to become enablers of cataclysmic socio-politico-economic change.

As an example, when the Basic Education Act of 1982 was still in effect, it was lacking in terms of instilling the “social’”part of education, which Dewey refers to as “Education for Democracy,” wherein true discourse and the engaging of different ideas based on evidence and meaningful engagements could not be observed well. This was because the focus of the Marcos administration, aside from institutional reforms, was only on strengthening the human capital production of the Philippines in terms of supporting the import-substitution-industrialization (ISI) companies – which also failed due to mismanagement and corruption.

Currently, even with the institutional changes such as the implementation of the K-12 program, free college education, and technical-vocational training courses, things are still lacking. Here, I am talking about our value system and how we take things on a larger scale as Filipinos. The national and local elections (NLE) is fast approaching, and with that, aside from instilling voter’s education, I argue that it is also important that we put our value system under scrutiny in order for us to hopefully come up with a consensus on progress and development.

In school, we learn different things such as solving for the area of any shape, writing poems, how to properly do an exercise, understanding how the human body works, among other things. But despite the rigorous undertaking for any individual to learn, it seems that these concepts are not in touch with reality, particularly with how each individual is taught and anticipated to participate as a full member of society.

It is always expected that the highest form of citizenship, for the most part, is through voting. Renato Constantino, in his essay entitled, “The Anti-Social Filipino” has pointed out that the educational system has failed to fulfill its role to transform the nation and instead has only equipped learners to become valuable workers and employees, not emancipated citizens who can see both the small and large scales of things in society. This essay was written more than 50 years ago, and I still ponder on the relevance of Constantino’s words, as it is also true today. The ills of the system must be addressed in order for its stakeholders to focus on sustaining this system.

I also lament teachers who have been alienated by the status quo. It is quite problematic that some of them, being renowned in their fields, have decided to not come to their senses and decide to become partisans, thus, supporting unqualified and even questionable candidates such as Ferdinand Marcos Jr. It is quite ironic that many teachers prohibit cheating, lying, and any form of academic, behavioral, and disciplinary misconduct, but fail to see that these misconducts are also happening in political spheres and even in government.

In line with this, it is frightening that it seems that many have forgotten that entitlement to one’s opinion is not equal to entitlement to facts. It is easy to manipulate and provide altercations without really addressing the most pressing issues at hand. It is like a modern-day divide-and-conquer strategy, but instead of foreign invaders, we are now influenced by our fellow Filipinos and it is now usually done via the internet and social media platforms.

[OPINION] On the Filipino obsession with patriotism and heroism

On realigning our values

The effects of academic neutrality and rather, lack of academic freedom even in basic education, is massive. In fact, this neutrality has led to tolerance. The core values of maka-Diyos, maka-kalikasan, makatao, and makabansa are not evident anymore. I agree that it is open to different interpretations and practices, but we must not forget that these core values are place each one of us on the common ground. For example, how can we exhibit maka-Diyos as a core value if we support extrajudicial killings, human rights violations, and people who practice and/or have records of graft and corruption?

One of our problems is that we tend to tolerate any problematic issues because they are outside our personal boundaries. As a nation, many of us do not believe in collective efforts and actions towards social justice, emancipation, and progress. This is a reminderof Karl Popper’s Paradox of Tolerance, wherein the more we tolerate anyone who does the slightest thing that can be considered as a red flag, the more they become powerful, which can result in intolerance.

We keep on focusing on our individuality that we have overlooked the real issues that we must address: structural inequality and poverty, the prevalence of political dynasties and warlords, lack of access to quality social services, work-related exploitation, human rights violations, fanaticism, among other things. As citizens, we must realize that we have become alienated by these structures that we keep on running in circles. I believe that this overhaul must start between the interaction of the teacher and students. As John Dewey has pointed out, education must be social. It must be in touch with reality and what solutions can be done in order for us to become proactive and engaging citizens. Once realized and implemented, there is still hope for a better Philippines – a country with progress in mind rooted in its core values. – Rappler.com

Juniesy Estanislao earned his Bachelor’s in Secondary Education, Major in Social Studies at Pamantasan ng Lungsod ng Marikina in 2018. He currently teaches Araling Panlipunan subjects at the Junior High School of Ingenium School Inc., Marikina City. He is also currently taking up a Master of Arts in Philippine Studies, Major in Development Studies at the Asian Center, University of the Philippines Diliman.

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Reimagining Philippine education

Education is our passport to employment and a stable future. Ask any parent about their dream for their child and it will always be: to finish school, earn a diploma, land a job, and lead a good life. A priceless inheritance that no one can take away. However, with many students graduating and lacking the competencies needed for employment, we need to ask ourselves—are we doing enough to prepare learners for the future? Are we equipping them with enough skills to thrive in the workplaces of today and tomorrow?

The passage of the K-to-12 law promised quality education and life-ready graduates, but 10 years into its implementation, challenges remain, keeping us from realizing what was promised.

Many of our senior high school students are not able to find jobs upon graduation. Even those with college degrees face similar challenges, with many of them having to take additional programs to upskill in order to find a job. Worse, students in their early years are not even learning properly.

One in every three Filipino children under the age of 5 are malnourished and stunted, affecting their capacity to learn. So by the age of 10, it is no longer a surprise that 90 percent of our learners cannot even read a simple text.

We also have a long way to go to capacitate our teachers, both preservice and in service. A study by Philippine Business for Education (PBEd) revealed that since 2010, 56 percent of teacher education schools scored below average passing rates in the board licensure examination for professional teachers. And once they are in service, challenges continue to burden them, including administrative work that takes time away from teaching.

Our resources are not enough to support teaching and learning, as we still haven’t met the international recommendations for education budget allocation. We continue to play catch-up in education spending, and we have not yet fully harnessed the resources that the private sector can offer.

These challenges in the education system necessitates work that is coordinated, collaborative, intentional—and with the Filipino learner at the heart of it all. This is precisely why during PBEd’s Higher Education Summit last Feb. 16-17 in Mactan, Cebu, over 80 leaders from the government, industry, academe, and civil society worked together to discuss the most pressing issues in education and employability, and how we can all work together to address them. These hurdles in education governance, early childhood care and development, teaching quality, standards and assessment, as well public-private complementarity keep us from realizing the promise of quality education.

PBEd’s series of higher education summits also speak to the commitment of multiple stakeholders and the power of coordination. Since the first summit in 2013, we have seen various efforts to improve education quality over the years, including the rise in the government industry academe councils in many local governments, as well as stronger involvement of industry associations and sector skills councils in skills development—such as review of curriculum, development of training programs, and work-based training. Collective work of multiple sectors allows for efforts and resources to be aligned, and initiatives to be implemented at scale.

And with the recent convening of the Second Congressional Commission on Education (EdCom II), we have a once in a lifetime opportunity to reform education. We should seize this moment to act on our promise of providing a comprehensive and responsive education system. We need strong voices to reverberate as we call for policy reforms to address the learning crisis together.

By we, I mean all of us in the community—students, teachers, both public and private sector, and civil society groups. We are the “citizen’s EdCom.”

We need to reimagine a better education for our children, more than just acquiring a diploma. We need to work toward an education system where learners are nourished and supported in the best ways possible, so they can succeed. It takes a whole-of-society approach to empower our youth to achieve their full potential and lead better lives. This is the best gift that we can give our children that no one can take away.

——————

Justine B. Raagas is executive director of Philippine Business for Education. For questions or comments, email [email protected] .

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PISA AND WHAT IT REVEALED ABOUT THE QUALITY OF OUR EDUCATION SYSTEM

The spotty quality of Philippine basic education is something we knew anecdotally but until the PISA results of 2018, did not have objective evidence to bring this into a national discourse on education quality. (Back in 2000, then Secretary of Education, Brother Andrew Gonzales, FSC, had Philippine Grade 7-8 students aged 12-13 years tested under TIMSS [International Math and Science Study] to dismal results. The next DepED Secretary, Senator Raul Roco took the Philippines out of TIMSS rationalizing the move by saying it was a waste of funds to pay for expensive testing if we already knew the outcome.)

The 2018 PISA results were not stellar. Test results for the country’s 15-year olds randomly tested as a group scored the country lowest among the 79 countries tested in Reading literacy and second lowest in Science and Mathematics literacy.

This was the first time the Philippines has ventured into the PISA, or Programme for International Student Assessment, and international testing since 2000. Despite of the poor results, the Department of Education (DepED) should be commended for taking a brave approach to PISA. By doing so, we now have a baseline around which we can hold discussions that are evidence-based and not tendentious. The results, dismal as they are, show where we are today as an education system and how far we need to go to be a better-performing one.

In the letter of invitation to the launch of a new program to push for quality in the education system ( Sulong EduKalidad ) using the PISA results as a springboard, Secretary Leonor T. Briones wrote, “The results, which we anticipate will mirror our performance in the National Achievement Test, will put into sharp focus the challenge we face as we aim to globalize our quality standards.”

What is PISA and why is it important?

PISA is a worldwide study by the OECD (Organization for Economic Co-operation and Development) that evaluates education systems in member and non-member countries. A total of 79 countries participated in the latest PISA test in 2018 by measuring 15-year olds’ academic performance in mathematics, science and reading.

The test, done every 3 years, is a system test where a randomly selected group of students in each participating country are tested. The aim of the test is to provide comparable data that would give each country a chance to benchmark its education system against the best in the world in order to improve on education policies, practices, and outcomes. The test does not focus on factual knowledge; rather, it focuses on problem-solving and cognition – two essential 21 st century skills.

The application of skills and knowledge to solve real-world problems serves as an indicator of how prepared a student might be for the real world.

In addition to testing students, PISA has survey questions that can provide insight that might help explain how country education systems perform. Access to this data should be invaluable to the Philippines and DepED (Department of Education) for policy planning and programming. In previous tests, PISA looked at factor inputs (quality of teachers, material inputs) and the effects these might have on learning outcomes in different countries.

Comparison between boys and girls test performance is also useful data for policy and programming. (In the 2018 test, data was also collected on bullying. Here, data on the Philippines should be studied more carefully given that reported bullying was highest for the Philippines among all countries in PISA 2018. This will be the subject of a future article.)

What does PISA tell us about our education system?

The headline news is that the Philippines scored lowest in Reading and second lowest in Mathematics and Science among the 79 participating countries.

15-year olds tested in Reading literacy had an average score of 340 (out of a possible 600) versus the OECD average of 487. A breakdown of this score revealed that 81% were reading below level. And of this number, 24% were one level lower and 57% were two or more levels below.

In Science literacy, the average scores were similar. The average score for the Philippines was 357 versus the OECD average of 489.

In Mathematics literacy, the average score for the Philippines was 353 versus 489 for the OECD average.

Philippine girls, in all three tests, were marginally better than boys but not by much.

The way forward

The initial conclusion points to low levels of reading comprehension which might be at the root of the problem. We pride ourselves as being a country with a high level of literacy.

The name of the game today, however, is about functional literacy (Reading, Writing, Arithmetic plus an ability to follow written and verbal instructions to accomplish given tasks and solve problems) proceeding to more complex problem-solving.

The latter requires an ability to break down problems into smaller parts and then re-assemble these in a meaningful manner in order to come up with a solution or create something new. Our 15-year olds, for the most part, are having difficulty doing this based on the PISA test results.

In management, if doing something does not produce the desired results, it is time to do something new. Putting more resources into the same old processes will only result in more of the same poor results.

What is needed is to think of a different way to get the superior results we are aiming for. The system needs to introduce self-correcting processes and mechanisms. More specifically, the Philippine education system needs to be better streamlined so that better results (i.e., Learning outcomes) can be realized.

What might be done?

One, de-clutter the curriculum.
Two, start with building strong fundamentals in Reading and Writing as basic building blocks (Learning tools). (The question of what language – English of Filipino – is a topic that needs more discussion at the national level and will be the subject of a future essay.)
Three, refocus and strengthen teacher pre-service and in-service training around the top two concerns.

On the curriculum, ours is actually comparable in scope to other countries including high-performing PISA countries with one major difference: The DepED curriculum is too cluttered with mandated competencies to be covered.

In science and mathematics, for example, a study that looked at high performing countries versus low performers did a correlation between the number of competencies required (i.e., things to be studied in a given school year) versus test scores.

The major finding: high-performing countries focused on a lesser number of competencies (8 to 12 in a given year) versus low-performing countries which covered as many as 80+ competencies in the same year. This meant that students in high-performing countries had time to digest concepts, do more practice on problem sets or written exercises, and generally had time gain facility and competence on the subject studied.

Students in countries that pushed for more competencies to be learned (including the Philippines), on the other hand, were forced to nibble on different competencies without much chance to internalize concepts, gain practice solving problems, or generate solutions. This “smorgasbord” approach does not result in deep learning or the acquisition of expertise.

Rethinking (de-cluttering) the curriculum should start in Grade 1. The early grades should focus on foundational competencies cutting down on the number of academic subjects to be taken. At higher grade levels, we should abandon the spiraling approach that DepED does in mathematics and science and move back to a more focused discipline approach to these two subject areas.

Teacher training and development is another area that needs to be better managed. Thankfully, DepED is embarking on this with at least two initiatives:

The Philippine Professional Standards for Teachers first rolled out in 2019; and,
The transformation of the National Educators Academy of the Philippines (NEAP) as the lead institute in DepED on teacher training and development to starting in 2020.

If these two initiatives can be implemented well and sustained, this will make a big difference in the long term.

But the key to turning these dismal results around has to begin with Reading and Writing. This starts with preparation for reading in Kindergarten and Grade 1 to at-level reading proficiency in all grade levels after. Here, reading does not mean in English alone (though this is the language of the PISA test as decided by DepED); reading in any language including the mother tongue will have a positive effect on test-taking whether for math, science or reading.

A 9-year plan

PISA not only provides us with a baseline of where we are today. It can also provide us with a benchmark target to aim for. This can be the Olympic target for our basic education system.

What should we be aiming for?

We should aspire to be at the world average within nine years (three PISA test cycles). By 2018 scoring, this means raising our 15-year olds’ average score by 130-140 points over a nine-year period. Objectively, this means bringing the reading level of our 15-year olds up by 3 levels (or one level per test cycle).

To realize this Olympic dream for gold, we need to start at the base (Grade 1) and scaffold a strong foundation building upwards to Grade 12. This will take time to realize results. In the next two PISA tests (2021 and 2024), we will still be doing remediation as our students are already in their late elementary years or junior high school.

But if we start at strengthening Reading at Grade 1 today (school year 2020-2021), by 2027, our Grade 1 students will be taking the PISA test and hopefully, we will be rewarded with much better results.

No quick fix

There may be a sense of urgency given the dire results. But a problem as complex as this needs systemic, systematic, and structural reform to be long-term and sustainable. This will take time and will demand patience and grit.

We need a clear strategy to address this problem and as in all strategy situations, we should ask ourselves four important questions:

Where are we today? (Dismal PISA results.)
Where do we want to be in 10 years? (At the PISA average or 3 reading levels higher than the 2018 scores.)
How do we get there? (De-clutter the curriculum to allow students to deepen learning of featured competencies + Focus on building strong foundational reading skills + Improved teacher pre-service and in-service training.)
How do you know you are on the right path and trajectory? (Continue international testing (PISA, TIMSS) + Restructure the National Achievement Tests as a proper assessment tool)

Quality, not spending

The politician response to this situation will be, without doubt, to spend more on education. While it is true that the Philippines is still below the desired share of GDP spending for education (and below our neighbors’ education spending), we should make sure that the manner by which we spend reflects quality and not quantity.

The annual budget for the Department of Education has grown five-fold in a short 10-year period. While this has helped the Department deal with material shortages, this Learning problem is less about a lack of resources and more about new ways to address the Low Learning situation. This is a concern about quality (how things are done).

The PISA results jolt us. But if it does to us what it did to Peru years ago (Peru had dismal results in its first PISA test but used this to rally its education sector to perform better), then there is hope that the same can happen here.

But this cannot be a quick fix. What is needed is not a one- or two-year effort. What is required is a sustained undertaking spanning multiple presidential administrations. That will be the true test of how focused we can be in reforming our education system and how serious we are in addressing this situation.

Juan Miguel Luz is a Fellow of FEU Public Policy Center

NOTE: This essay is a revision of the same article published by Rappler (December 11, 2019) by the author.

Essay on Education System In The Philippines

Students are often asked to write an essay on Education System In The Philippines in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Education System In The Philippines

The philippine education structure.

The education system in the Philippines is divided into three levels. These are the elementary level, the secondary level, and the tertiary level. The system is overseen by the Department of Education for basic education, and the Commission on Higher Education for college and university education.

Elementary Education

Elementary education in the Philippines is compulsory. It lasts for six years, starting at age six. The goal of this stage is to teach basic literacy, numeracy, and knowledge about the world. The curriculum includes subjects like Math, Science, English, Filipino, and Social Studies.

Secondary Education

Secondary education in the Philippines is divided into two parts: Junior High School (Grade 7-10) and Senior High School (Grade 11-12). These years prepare students for the next stage of their education or for work. They study a range of subjects, including electives based on their interests.

Tertiary Education

Tertiary education in the Philippines includes undergraduate and postgraduate studies. Students can choose from a wide range of courses. This stage is not compulsory but is important for those who want to pursue professional careers. The quality of tertiary education varies from institution to institution.

Challenges and Reforms

The Philippine education system faces challenges like lack of resources and overcrowded classrooms. To address these, the government introduced the K-12 program in 2013. This extended basic education to 13 years and aimed to improve the quality of education. The success of these reforms is still being evaluated.

250 Words Essay on Education System In The Philippines

The education system in the Philippines is managed by the Department of Education. It is split into three levels: elementary, secondary, and tertiary. Students start school at the age of 5 or 6. They spend six years in elementary school and four years in high school. After high school, they can choose to go to college for further studies.

Elementary education is the first step. It starts with kindergarten for children aged 5 or 6. This is followed by six years of primary education where students learn basic skills like reading, writing, and math.

High School Education

After completing elementary education, students move on to high school. This is a four-year program where they learn more advanced subjects. After high school, students can choose whether to go to college or start working.

College Education

College education is optional in the Philippines. Students who choose to go to college can study for a bachelor’s degree, which usually takes four years. They can also choose to study for a master’s or doctoral degree after that.

Quality of Education

The quality of education in the Philippines is improving. The government is working hard to make sure all children can go to school. They are also trying to improve the quality of teaching and learning in schools.

In conclusion, the education system in the Philippines is structured and comprehensive, aiming to provide quality education to all its students. This system, though facing challenges, is continually improving to ensure a bright future for the youth of the country.

500 Words Essay on Education System In The Philippines

Introduction.

The education system in the Philippines is unique and has evolved over many years. It is known for its strong emphasis on basic education, which is made up of six years of elementary school and four years of high school. In 2013, the K-12 program was introduced, adding two more years to the high school curriculum.

Structure of the Education System

The Philippine education system is divided into three levels. The first level is the elementary or primary level, which lasts for six years. Children usually start school at the age of six.

The second level is the secondary or high school level. This lasts for four years. Students usually enter high school at the age of 12 or 13.

The third level is the tertiary or higher education level. This includes colleges and universities. Students can pursue different degrees depending on their interests and career goals.

K-12 Program

The K-12 program was added to the education system in 2013. This program added two more years to the high school level, making it six years in total. The extra years are meant to prepare students for work, entrepreneurship, skills development, or higher education.

Teaching Methods

Teachers in the Philippines use a variety of methods to teach students. They use lectures, group work, and hands-on activities. They also use technology, like computers and projectors, to make learning more engaging.

Despite its strengths, the education system in the Philippines faces many challenges. One of these is the lack of resources. Many schools lack basic facilities like classrooms, libraries, and science labs. There is also a shortage of teachers in some areas.

Another challenge is the quality of education. Some students struggle with reading and math, even after finishing elementary school. This shows that the education system needs to improve in these areas.

The education system in the Philippines has made many changes to improve the quality of education. The K-12 program is one of these changes. It aims to prepare students for the future, whether they choose to work, start a business, or continue their studies. Despite the challenges, the country continues to work on improving its education system for the benefit of its students.

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Search UNICEF

Filipino children continue missing education opportunities in another year of school closure, together with four other countries, the philippines has kept its schools closed nationwide since the covid-19 pandemic.

Alyssa and siblings working on their assignments at home

MANILA,25 August 2021-- A child's first day of school—a landmark moment for the youngest students and their parents around the world—has been delayed due to COVID-19 for an estimated 140 million young minds, UNICEF said in a new analysis released as summer break comes to end in many parts of the world.

The Philippines is one of the five countries in the world that have not started in-person classes since the pandemic began, affecting the right to learn of more than 27 million Filipino students. While new variants are causing a rise of infections, UNICEF is advocating for a phased reopening of schools, beginning in low-risk areas. This can be done on a voluntary basis with proper safety protocols in place.

"The first day of school is a landmark moment in a child's life—setting them off on a life-changing path of personal learning and growth. Most of us can remember countless minor details—what clothes we wore, our teacher's name, who we sat next to. But for millions of children, that important day has been indefinitely postponed," said UNICEF Executive Director Henrietta Fore. "As classes resume in many parts of the world, millions of first graders have been waiting to see the inside of a classroom for over a year. Millions more may not see one at all this school term. For the most vulnerable, their risk of never stepping into a classroom in their lifetime is skyrocketing."

For an estimated eight million students around the globe—who should have been in the first grade— the wait for their first day of in-person learning has been over a year and counting, as they live in places where schools have been closed throughout the pandemic.

The first grade sets up the building blocks for all future learning, with introductions to reading, writing, and math. It's also a period when in-person learning helps children gain independence, adapt to new routines, and develop meaningful relationships with teachers and students. In-person learning also enables teachers to identify and address learning delays, mental health issues, and abuse that could negatively affect children’s well-being.

“In 2020, schools globally were fully closed for an average of 79 teaching days, while the Philippines has been closed for more than a year, forcing students to enroll in distance learning modalities. The associated consequences of school closures – learning loss, mental distress, missed vaccinations, and heightened risk of drop out, child labour, and child marriage – will be felt by many children, especially the youngest learners in critical development stages,” UNICEF Philippines Representative Oyunsaikhan Dendevnorov says.

While countries worldwide are taking some actions to provide remote learning, at least 29 per cent of primary students are not being reached. In addition to lack of assets for remote learning, the youngest children may not be able to participate due to a lack of support using the technology, a poor learning environment, pressure to do household chores, or being forced to work.

Studies have shown that positive school experiences during this transition period are a predictor of children’s future social, emotional and educational outcomes. At the same time, children who fall behind in learning during the early years often stay behind for the remaining time they spend in school, and the gap widens over the years. The number of years of education a child receives also directly affects their future earnings.

Unless mitigation measures are implemented, the World Bank estimates a loss of $10 trillion in earnings over time for this entire generation of students. Existing evidence shows the cost of addressing learning gaps are lower and more effective when they are tackled earlier, and that investments in education support economic recovery, growth and prosperity.

UNICEF urges governments to reopen schools for in-person learning as soon as possible, and to provide a comprehensive recovery response for students. Together with the World Bank and UNESCO, UNICEF is calling for governments to focus on three key priorities for recovery in schools:

Targeted programmes to bring all children and youth back in school where they can access tailored services to meet their learning, health, psychosocial well-being, and other needs;
Effective remedial learning to help students catch up on lost learning;
Support for teachers to address learning losses and incorporate digital technology into their teaching.

"Your first day of school is a day of hope and possibility—a day for getting off to a good start. But not all children are getting off to a good start. Some children are not even starting at all," said Fore." We must reopen schools for in-person learning as soon as possible, and we must immediately address the gaps in learning this pandemic has already created. Unless we do, some children may never catch up."

In the following weeks, UNICEF will continue to mobilize its partners and the public to prevent this education crisis from becoming an education catastrophe. Online and offline campaigns will rally world leaders, teachers, and parents around a common cause: reopen schools for in-person learning as soon as possible. The future of the world’s most vulnerable children is at stake.

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About unicef.

UNICEF promotes the rights and wellbeing of every child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere.

For more information about UNICEF and its work for children in the Philippines, visit www.unicef.ph .

Follow UNICEF Philippines on Facebook , Twitter and Instagram .

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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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Peace Education in the Philippines: My Journey as a Peace Educator and Some Lessons Learned

(Reposted from: The Journal of Social Encounters. 2020 )

By Loreta Navarro-Castro

In this essay, Loreta Navarro-Castro discusses the development of Peace Education in the Philippines. She also discusses her journey as a peace educator and organizer of peace education. She concludes with lessons that she learned in her work that may be useful for others interested in Peace Education and Advocacy.

Loreta Navarro-Castro is the founding director of the Center for Peace Education of Miriam College, Philippines. She also teaches in the International Studies and Education departments of the College. She is currently involved in the work of the Global Campaign for Peace Education; the GPPAC Peace Education Working Group; the International Campaign to Abolish Nuclear Weapons; and the Catholic Nonviolence Initiative of Pax Christi International.

Navarro-Castro, Loreta (2020) “Peace Education in the Philippines: My Journey as a Peace Educator and Some Lessons Learned,” The Journal of Social Encounters: Vol. 4: Iss. 2, 90-95.

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Topic: Education System , High School in The Philippines , Philippines

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