Inday unhon dakan!
EDCOM 2 has released its findings on the
state of education in the Philippines, revealing alarmingly low learner
proficiency. While approximately 30% of Grade 3 learners demonstrate adequate
literacy and numeracy skills, proficiency declines sharply in higher grades, dropping
to around 1.36% in Grade 10 and just 0.4% in Grade 12, or roughly four out of
every 1,000 learners. The report identifies weak foundational skills and the
practice of mass promotion, in which learners advance despite low mastery, as
key contributors to this trend.
This situation raises questions about
where implementation gaps occur. Discussions often focus on teachers and
classroom practices, but systemic challenges extend beyond individual
educators. School heads and other educational leaders also play a central role
in ensuring that policies translate into effective learning experiences.
Research in the Philippines indicates
that when school leaders engage in instructional leadership, including
supervising instruction, mentoring teachers, and fostering professional growth,
teachers report higher efficacy and improved classroom implementation, which in
turn correlates with better student outcomes (Rodulfa, 2023).
Supervisory reports suggest that some
school heads are increasingly preoccupied with administrative and financial
management tasks, limiting their capacity to focus on curriculum delivery and
instructional support.
Similarly, teachers facing insufficient
guidance may adopt coping strategies that prioritize manageable tasks over
pedagogical rigor. Over time, such practices can reduce instructional quality
and weaken the learning environment. Learners may perceive this institutional
laxity, sometimes turning to AI-generated outputs for assignments and
assessments.
Addressing these challenges requires
coordinated accountability across all levels of the education system. Teachers,
school leaders, and other educational administrators must work collaboratively
to implement policies consistently, maintain instructional rigor, and support
continuous professional development. Without such efforts, low proficiency
levels are likely to persist, further affecting student learning and outcomes.
Ultimately, improving learning outcomes
is a shared responsibility. Sustained, focused, and evidence-based action from
teachers, school heads, and educational leaders is essential for fostering an
environment where teaching and learning thrive. When leadership and
instructional practices are aligned, the system can move beyond coping
strategies and mediocrity toward meaningful, measurable improvements in learner
achievement.
Learning will only thrive where
accountability, focus, and collaboration replace habit and neglect.
