Imagine being in Grade 10 and still unable to read. For many students in the Philippines, this is a harsh reality. They’ve spent years in school but still lack one of the most basic skills needed for success. How did the education system allow this to happen? Who should be held accountable—the teachers, parents, the Department of Education (DepEd), the government, or the students themselves?

This situation exposes a deep crisis in the Philippine education system, one that affects not just students, but the future of the nation. Let’s explore why this problem exists and how we might begin to address it.

The Government’s Role in Education

One significant issue is the government’s handling of education. Policies like the “No Child Left Behind” principle were created to help students, but they often lead to unintended consequences. Many students are promoted to the next grade level, even when they haven’t mastered essential skills like reading. This “mass promotion” of students, even those who “actually don’t meet the competency level,” allows them to progress through school without truly learning.

This practice is a large part of the reason why the country’s youth are being left behind based on international competency scores in basic subjects like math and reading. A well-meaning policy like “No Child Left Behind” ends up having the opposite effect, as students are pushed forward despite not being ready for the next level. They struggle to keep up, and this leads to poor performance in international rankings.

Another problem is the lack of funding for public schools. Many classrooms are overcrowded, and there aren’t enough teachers to give individual attention to struggling students. The government hasn’t invested enough in hiring more teachers, providing quality training, or improving school facilities. Without these crucial investments, it’s difficult for students to receive the education they deserve.

DepEd’s Role: Policies That Don’t Work

DepEd plays a major part in managing education in the country, but many of its policies fall short. One of the biggest issues is its focus on passing all students, regardless of whether they are ready. This leads to “mass promotion,” where students are pushed to the next grade even if they haven’t mastered basic skills like reading.

However, the DepEd has no formal issuance that allows for mass promotion. According to DepEd, “We understand that in the field, maaaring nangyayari ‘yung ganyan and that’s why that is something we are looking into in terms of ano ba ‘yung mga rason.” While there is no official policy, the practice continues due to various pressures in the system, such as the push to pass students to avoid failure rates, thus creating this unofficial mass promotion.

Teachers are pressured to promote students who aren’t prepared, largely to avoid conflict with DepEd and school administrators. This policy not only fails students but sets them up for even greater struggles in higher grades.

DepEd also frequently changes teaching methods and introduces new programs, often without proper training or testing. These rapid shifts can confuse teachers, making it harder for them to provide consistent and effective instruction. Without clear guidance, students are left behind, particularly in foundational subjects like reading.

Teachers: Overworked and Undersupported

Teachers are on the front lines of this issue, and they face many challenges. Some may argue that teachers are to blame for students who can’t read by Grade 10, but the problem is far more complex. Teachers in public schools are often overwhelmed, managing large classes and dealing with endless paperwork required by DepEd. This paperwork takes away time that could be better spent focusing on students who need extra help.

The constant pressure from DepEd to pass students, regardless of their actual progress, discourages teachers from holding students back. The “mass promotion” policy forces teachers to promote students even when they know those students are not ready to advance.

Additionally, many experienced teachers leave the country for better-paying jobs abroad, leaving schools with a constant turnover of new, less experienced teachers. Without the guidance of veteran educators, students suffer, especially those who are already struggling with basic skills.

The Role of Parents in Education

Parents play a critical role in their children’s education, but many are not as involved as they should be. Some parents believe that it’s entirely the school’s responsibility to teach their children and don’t check on their child’s progress or provide additional support at home. When students struggle with reading, they often need extra help, but if parents are not involved, it’s difficult for students to improve.

In some cases, parents may lack the time or educational background to assist their children. However, this lack of involvement leaves students more vulnerable to falling behind. Both school and home support are essential to helping students develop the necessary skills to succeed.

Students: Lack of Motivation and Discipline

While many factors contribute to students’ struggles, they also bear some responsibility. Some students lack motivation to study, often distracted by gadgets, social media, and games. These distractions take away focus from schoolwork, particularly from subjects like reading that require concentration and practice.

Discipline is another issue. Over time, teachers have been limited in how they can enforce rules in the classroom. Policies have shifted to protect students’ rights, but this sometimes makes it difficult for teachers to maintain control. Students often face few consequences for not participating or putting in effort, which leads to poor academic performance. For a deeper look into the challenge of discipline, you can explore this article, and for more on the lack of discipline in schools, read here.

The Problem With “Mass Promotion”

One of the most troubling issues is the “mass promotion” of students. This practice pushes students to the next grade level even if they don’t meet the necessary competency standards. As a result, students move through the system without truly learning the material, especially in critical areas like reading.

By promoting students who are not ready, the education system sets them up for failure. These students are likely to struggle even more as they advance, making it even harder for them to catch up. The “mass promotion” policy needs to be reconsidered, as it is a major contributor to why some Grade 10 students can’t read.

Teachers “Quiet Quitting”

One consequence of the overwhelming pressure and lack of support faced by teachers is what’s known as “quiet quitting.” This means that teachers do only the minimum required by their contracts, choosing not to go beyond what is expected. Many teachers feel burned out by the constant demands of paperwork, frequent changes in policies, and the pressure to pass students. To learn more about this growing trend among DepEd teachers, check out this detailed article on Helpline PH.

As teachers disengage, students are left without the attention and guidance they need. Those who are already behind, particularly in reading, fall even further behind. The quality of education declines when teachers are no longer motivated to give their best.

Suggestions for Addressing This Problem

Fixing the issue of Grade 10 students being unable to read is incredibly challenging. It involves many factors, and change won’t happen overnight. However, here are some suggestions that could gradually improve the situation:

1. Increase Government Investment in Education

One suggestion is for the government to allocate more resources toward education. This could include hiring more teachers to reduce class sizes, improving school facilities, and providing more support for struggling students. With smaller classes and more individualized attention, students who are falling behind could receive the help they need.

2. Reevaluate DepEd’s “Mass Promotion” Policy

DepEd could reconsider the “mass promotion” practice. Instead of automatically advancing students who don’t meet competency standards, DepEd might allow students to repeat a grade if necessary. This would give them more time to master basic skills like reading before advancing.

3. Provide Better Support for Teachers

Teachers need more support from DepEd and the government. Reducing their paperwork and administrative tasks would give them more time to focus on their students. Improving salaries and working conditions could also help retain experienced teachers, preventing the loss of valuable educators to jobs abroad.

4. Increase Parent Involvement

Encouraging greater parental involvement is essential. Schools could offer workshops to help parents understand how they can assist their children at home. Regular communication between parents and teachers could also ensure that students receive consistent support both at school and at home.

5. Encourage Student Accountability

Students must take responsibility for their own learning. While the system should support them, it’s important to create an environment where students understand the importance of education. Schools could enforce clear rules and consequences for poor performance, motivating students to take their studies more seriously.

Conclusion

The fact that some Grade 10 students in the Philippines can’t read reveals serious problems within the education system. The practice of “mass promotion,” lack of government funding, insufficient support for teachers, and limited parental involvement all contribute to this crisis. While there is no easy solution, these suggestions could help address the root causes of the problem. It will take cooperation from teachers, parents, DepEd, the government, and the students themselves to ensure that every child receives the quality education they deserve.

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