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    Educational System in The Philippines A Key or A Problem To Literacy?

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    Lucy Marie Ramirez
    The Philippine public school system faces many challenges including overcrowded classrooms, large class sizes, insufficient teachers and textbooks. This has contributed to high dropout rates and low literacy. Several reforms have attempted to address these issues, such as the Child a Reader Program to promote reading proficiency. However, under-resourced schools and overworked teachers have made effective implementation difficult. Additional reforms around language of instruction and early childhood education aim to better prepare students, but addressing the systemic lack of resources remains a key challenge to improving literacy.

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    Educational System in The Philippines A Key or A Problem To Literacy?

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    Lucy Marie Ramirez
    25 views2 pages
    The Philippine public school system faces many challenges including overcrowded classrooms, large class sizes, insufficient teachers and textbooks. This has contributed to high dropout rates and low literacy. Several reforms have attempted to address these issues, such as the Child a Reader Program to promote reading proficiency. However, under-resourced schools and overworked teachers have made effective implementation difficult. Additional reforms around language of instruction and early childhood education aim to better prepare students, but addressing the systemic lack of resources remains a key challenge to improving literacy.

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    The Philippine public school system faces many challenges including overcrowded classrooms, large class sizes, insufficient teachers and textbooks. This has contributed to high dropout rates and low literacy. Several reforms have attempted to address these issues, such as the Child a Reader Program to promote reading proficiency. However, under-resourced schools and overworked teachers have made effective implementation difficult. Additional reforms around language of instruction and early childhood education aim to better prepare students, but addressing the systemic lack of resources remains a key challenge to improving literacy.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    25 views2 pages

    Educational System in The Philippines A Key or A Problem To Literacy?

    Uploaded by

    Lucy Marie Ramirez
    The Philippine public school system faces many challenges including overcrowded classrooms, large class sizes, insufficient teachers and textbooks. This has contributed to high dropout rates and low literacy. Several reforms have attempted to address these issues, such as the Child a Reader Program to promote reading proficiency. However, under-resourced schools and overworked teachers have made effective implementation difficult. Additional reforms around language of instruction and early childhood education aim to better prepare students, but addressing the systemic lack of resources remains a key challenge to improving literacy.

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    Educational System in the Philippines; A key or a problem to literacy?

    The Philippine public school system is often described as overburdened and under-
    resourced. The litany being talked about the following: not enough classrooms for student
    enrollment, overcrowded classrooms, large class sizes, not enough teachers, not enough textbooks,
    poor quality of available textbooks, less than ideal classroom settings, increasing enrollment of
    former private school students in public schools because of their lower tuition fees, increasing
    dropout rates and it is the most typical and well-known information among all Filipinos. According
    to Department of Education, their budget allocation increases every year but not still not sufficient
    to address the herculean problems facing the Philippine public school educational system.
    Elementary education is free and compulsory, while secondary education is also free but not
    compulsory in public high schools.

    One cannot talk literacy without addressing the kind of setup of our educational system
    here in the Philippines. The country‘s old boast of being one of the most highly educated
    developing countries with high enrollment rates at all levels is no longer true. More disturbing than
    the completion rate is the poor quality of teaching and learning. It is apparent that reading
    proficiency is the key to early literacy success and eventual success in school and the work world.
    One could not help but empathize with the public school teachers who work long hours during the
    day and on into the night because they have to write out long detailed plans that their administrators
    require. They were too tired to teach the next day and yet, had to contend with students who cannot
    learn because they have not had a decent meal and often number more than 60 in classrooms which
    are certainly less than ideal. How promising those teachers were, but how they lacked the exposure
    and the professional development opportunities to be excellent teachers.

    One reform that the Department of Education launched before was the ‘’Child a Reader
    Program’’ (ECARP) with a goal that every child must be a successful reader. The Every Child a
    Reader Program has spawned two major programs, which is established with the hope of being
    essential for classroom planning and on the national level and do not just generate more clerical
    work for the already overworked, underpaid public school teachers. The first is the Philippine
    Informal Reading Inventory, the assessment component of ECARP which is done by the teachers
    one on one especially for the oral reading portion. The second program is the New Zealand
    Reading Recovery Program for Grade 1 students, a short-term, school-based intervention program
    for low literacy achievers. It involves intensive one-to-one lessons for 30 minutes a day with a
    trained literacy teacher for an average period of 20 weeks.

    Another important education reform that directly relates to reading is the medium of instruction
    used in schools. President Aquino refers to an ambitious tri-lingual approach that poses a
    challenge: “learn English well to connect to the world, learn Filipino well to connect to the country,
    retain your mother tongue to connect to your heritage.” It improves on the bilingual policy as
    medium of instruction because the majority of students do not have the background in English and
    Filipino, the national language to succeed in either language. It is now recognized and buttressed
    by research and empirical evidence that the use of the mother tongue in the early grades promotes
    better learning of subject areas and also of English and Filipino. We should build on the cultural
    and linguistic diversity of Philippine society, rather than view it as a liability. For school year
    2011-12, Education Secretary Br. Armin Luistro FSC announced the formal implementation of the
    first-ever universal public kindergarten program for 5-year olds which will better prepare the
    children for the rigors of formal schooling. At least one million (1.12 to be exact) preschoolers
    signed up for this. This is the initial step under the K+12 program which will add two years to the
    present Basic Education Curriculum of six years of elementary and four years of high school. This
    measure is seen as a vital step that will solve deficiencies in the competencies in the core subjects
    of English, Math, and Science among a majority of high school graduates, as well as gain
    recognition for Filipino professionals among employers abroad

    You would realized how futile it all seemed: for us to preach about the love of reading when the
    students of this country did not have books to learn to read with in the first place? How can one
    talk about love for reading when the students could not even read and in fact hated reading because
    their reading classes only meant learning meaningless words and endless worksheets? It was not
    as if the teachers deliberately meant to make the classes so tedious--they just had neither the
    resources nor the knowhow to do otherwise. How could I convince the teachers about the books I
    love when these were so alien, so inaccessible to them? Where was the joy to be found in all that?

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