Education officials in the Philippines are bracing themselves for what they expect to be a disappointing performance in the upcoming release of the Program for International Student Assessment (PISA) test scores by the Organization for Educational Cooperation and Development (OECD). The PISA test, conducted every three years, evaluates educational systems in both OECD member and non-member states by assessing the scholastic performance of 15-year-old pupils in mathematics, science, and reading.
This will be the second time that the Philippines is participating in this global assessment, with the first participation taking place in 2018. The Department of Education (DepEd) views its involvement in the PISA as a valuable tool for gathering feedback and making informed policy decisions and reforms. The DepEd recognizes the importance of consistent participation in assessments to monitor improvements, identify gaps, and pinpoint areas for growth in basic education.
Vice President and Education Secretary Sara Duterte expressed her anticipation of the PISA results, stating that she expects them to be “not good.” During the culmination of the National Reading Month in November 2021, she emphasized the need to break away from repeating the same approaches and strategies that have led to underwhelming assessments and scores in previous PISA tests.
It is worth noting that the exams were administered during a period when face-to-face classes were not possible due to the COVID-19 pandemic. The Philippines, like many other countries, resorted to remote learning during this challenging time. However, in November 2022, the country resumed face-to-face classes.
Anticipating unfavorable PISA results, the DepEd has implemented several measures to address the learning losses accumulated over the years. One of these measures is the revitalized Matatag K to 10 curriculum, which aims to streamline the existing curriculum and focus on key competencies and foundational skills of learners.
Another initiative is the introduction of “Catch-Up Fridays,” dedicated to helping students catch up on missed lessons. These Fridays will also provide opportunities for students to engage in critical thinking and analysis through age-appropriate activities such as book writing, essay writing, and book reviews. The aim is to support non-readers and slow readers by dedicating a day solely to practicing and improving their reading skills.
Recognizing the need for comprehensive efforts to improve education outcomes, the House Committee on Basic Education and Culture, led by Pasig City Rep. Roman Romulo, acknowledges the importance of external support. Romulo highlighted the United States Aid for International Development (USAid) program called the Advancing Basic Education project (ABC), which specifically addresses low education outcomes in the poorest areas of the country.
Moreover, initiatives in Congress are underway to enhance the education system in the Philippines. One such initiative is the proposed amendments to the Expanded Government Assistance to Students and Teachers in Private Education (E-Gastpe) Act, which aims to provide vouchers to private schools based on quality metrics.
Looking ahead to the next PISA assessment in 2025, Romulo emphasizes the significance of focusing on students’ foundational skills and reading comprehension. By prioritizing these aspects and removing unnecessary competencies, Romulo believes that students’ interest in learning will increase once they comprehend what they are reading.
In conclusion, the Philippines is preparing for potentially disappointing PISA test results. However, the government, educational institutions, and lawmakers are actively implementing measures to address the challenges faced by the education system. By focusing on foundational skills, streamlining the curriculum, and providing targeted support, the Philippines aims to improve its performance in future PISA assessments and ensure quality education for all learners.
Source: The Manila Times
