THE COUNTRY’S EDUCATION system stands at critical crossroads. For years, the Philippines has been struggling with challenging issues like quality, access, and equity which further deteriorated after the Covid-19 pandemic.
When the Department of Education (DepEd) introduced the Matatag Curriculum — an academic framework primarily designed to polish the Philippine K-12 program, many were made to believe that such would somehow improve the quality and relevance of education.
Coined from a Filipino virtue of resilience, the Matatag Curriculum failed to focus on strengthening foundational skills, decongesting the curriculum, and promoting learner well-being. Attempts to recalibrate the K-12 program, specifically on its goal to build a more robust and adaptable curriculum never came to be.
For the lack of an honest evaluation of its educational direction, the Program for International Student Assessment (PISA) gave the Philippines a failing mark.
In its assessment, PISA particularly took note of the “very low” score in reading, math, and science among Filipino students. Does this reflect a broader systemic crisis marked by overcrowded classrooms, undertrained teachers, outdated learning materials, and a curriculum that often prioritizes quantity over quality?
Implemented in 2012, the K-12 law aims to produce globally competitive graduates by introducing senior high school level, embarking on a promise of employability. For families, the additional years imposed additional burden while for educational institutions, they grappled with inadequate support systems.
A decade after its implementation, employers find senior high school graduates underprepared. Colleges and universities report that bridging gaps in foundational skills are still wanting.
Overall, included in the core issues are teacher training and compensation. As the backbone of the education system, many teachers are overworked, underpaid, and under-equipped. Shouldn’t the government prioritize investing in their continuous professional development and well-being. Educational iniquities are stark in far-flung areas where schools are lacking in modern facilities and digital tools.
Another concern is the curriculum that no longer reflects the country’s cultural diversity, local histories, and socioeconomic realities. The current curriculum has proven ineffective in addressing the unique challenges Filipino learners face.
Reform must also include strengthening early childhood education, enhancing technical-vocational training pathways, and promoting research-based policy-making. These are long-term efforts that require consistent political will, adequate funding, and public support.
The future of the country depends on an education system that genuinely equips learners not just with academic knowledge, but with critical thinking, empathy, adaptability, and a strong sense of civic responsibility.
Education is not merely a sector; it is the foundation of our national development. Let’s build it right.
