The Philippines’ education system has been facing numerous challenges for years. Recent findings from the Second Congressional Commission on Education (EDCOM 2) have revealed that the situation worsened significantly during Vice President Sara Duterte’s tenure as the Department of Education (DepEd) Secretary. Allegations of mismanagement, neglect, and misuse of confidential funds have raised serious concerns about how the system has been run and its impact on students, teachers, and the overall state of education in the country.
EDCOM 2 Findings: Mismanagement and Neglect
According to Rep. France Castro of the ACT Teachers party-list, the EDCOM 2 report confirmed their long-standing claims about VP Duterte’s leadership. Castro described her tenure as marked by gross mismanagement, which further deepened the education crisis.
One of the most alarming allegations is that Duterte treated DepEd’s confidential funds like her personal piggy bank instead of addressing critical issues like teacher shortages, lack of school facilities, and outdated educational materials. This mismanagement reportedly left the real needs of students and teachers unmet.
MATATAG Curriculum and Classroom Backlog
A key issue during Duterte’s stint as DepEd Secretary was the failed implementation of the MATATAG curriculum. The program was intended to improve the quality of education but was hindered by late textbook deliveries and insufficient teacher training.
Additionally, the classroom shortage ballooned to over 165,000 during this period. With such a massive backlog, countless students continued to endure overcrowded classrooms, making effective learning nearly impossible.
Missed Learning Days Due to Class Suspensions
The EDCOM 2 report also highlighted the significant number of learning days lost due to class suspensions and calamities. Instead of taking proactive steps to address these disruptions, no concrete solutions were implemented, further affecting students’ learning outcomes.
Leadership Issues in Public Schools
Another major problem during Duterte’s term was the lack of fully designated school principals. The data showed that 55% of public schools operated without fully designated principals. This gap in leadership affected the quality of education and the proper management of schools.
Over 12,000 schools had incorrect school head assignments, a direct violation of DepEd’s own policies. Without effective leadership, schools struggled to meet their educational goals, leaving both teachers and students at a disadvantage.
Criticism of Duterte’s Leadership Style
Former ACT Teachers party-list Rep. Antonio Tinio criticized Duterte’s “autocratic and militaristic” approach to managing the education system. Tinio argued that this style was completely inappropriate for addressing the complex challenges in the sector.
Instead of collaborating with teachers and stakeholders to find effective solutions, Duterte allegedly prioritized her personal interests and political ambitions. This leadership style only alienated educators and further deepened the problems faced by the education system.
Call for Reform Under Sec. Sonny Angara
Rep. Castro urged the current Education Secretary, Sonny Angara, to avoid following in Duterte’s footsteps. She emphasized the importance of listening to teachers and implementing reforms to address the education crisis.
She called for immediate action to fill the vacant principal and teaching positions in public schools. “Why delay this any further? It’s time to act now!” Castro stressed.
Impact on Students and Teachers
The effects of these issues on students and teachers have been devastating. Overcrowded classrooms, poorly trained educators, and a lack of resources have hindered students’ ability to learn and succeed. Teachers, on the other hand, have been left overworked and unsupported.
Without significant reforms, the future of Philippine education remains bleak.
The Way Forward: Addressing the Crisis
The education crisis requires urgent attention. Experts suggest the following steps to improve the situation:
- Increase funding for classrooms and school facilities to reduce overcrowding.
- Prioritize teacher training programs to ensure educators are equipped to deliver quality education.
- Appoint qualified school principals to improve leadership and school management.
- Implement transparent use of funds to avoid corruption and misuse.
- Collaborate with stakeholders, including teachers, parents, and students, to address their needs and concerns.
Frequently Asked Questions (FAQs)
What is the MATATAG curriculum?
The MATATAG curriculum is an educational program aimed at improving the quality of education in the Philippines. However, it faced issues such as late textbook deliveries and inadequate teacher training under VP Duterte’s leadership.
Why is the lack of school principals a problem?
Principals are crucial for managing schools effectively. Without them, schools face leadership gaps that can lead to poor organization, lower quality education, and mismanagement of resources.
What is EDCOM 2?
EDCOM 2 stands for the Second Congressional Commission on Education. It is tasked with evaluating the state of the Philippine education system and proposing reforms.
How can the government address the education crisis?
The government can address the crisis by increasing funding for education, filling vacant positions for teachers and principals, providing proper training, and ensuring transparency in the use of funds.
Conclusion: A Call for Change
The findings from the EDCOM 2 report have shed light on the worsening education crisis during Sara Duterte’s tenure as DepEd Secretary. Allegations of mismanagement, neglect, and misuse of funds have created significant setbacks for students and teachers alike
As the new Education Secretary, Sonny Angara has the opportunity to turn things around by addressing these issues and implementing much-needed reforms. The future of Philippine education depends on decisive action and a commitment to prioritize the needs of students and educators over personal and political interests.
