Reforming the educational system

EDITORIAL

It is alarming but at present, only 65 out of 100 Grade 1 students are able to complete Grade 6. Of these, only 43 graduate from high school. With the small survival rate, most of these students do not even achieve standard mastery of English, Science and Math.

This, according to studies, is the result of many factors, particularly low government spending on education, which is at present only 3% of the Gross National Product, which drastically falls below the 6% global standard.

Education is a building blocks system. Employability cannot be assured if college education is flawed. College outcomes cannot be fixed if high school education is flawed. High school outcomes cannot be improved if elementary school fundamentals are lacking. Authentic reforms must begin at the lowest levels and work upwards. In English competitiveness for example, a low 2% of college graduates who apply in the business process outsourcing sector are accepted.

Whatever happened to the Omnibus Education Reform Act filed by Sen. Mar Roxas to strengthen the Philippine education system through timely interventions on the quality of teachers, the medium of instruction used and the evaluation of students' aptitude, among other aspects?

There is need to fix our educational system to promote social justice and better opportunities for the Filipino youth. This is the best way for us to catch up with our neighbors that have long made wise and huge investments in their own educational systems, Roxas pointed out in Senate Bill No. 2294.

The proposed Omnibus Education Reform Act aimed to correct “defects” of the educational system and promote higher standards in education for millions of Filipino students. Proposed reforms in the bill included institutionalizing long-term planning through five-year budget plans consistent with quantitative and qualitative targets and mandatory use of the mother tongue as medium of instruction for Grades 1 to 3.

Studies have reportedly shown that early education in the local language was more effective. He also proposed a “genuine” school-feeding program for Grade 1 and 2 students in the poorest provinces and municipalities and imposition of performance standards through diagnostic tests at the end of Grades 3 and 6 to identify individuals who will require special learning assistance as they proceed to the next grade level.

Others included electives for high school students to equip them with competencies needed as they decide to pursue college or join the workforce after graduation, intensive training and upgrading programs for teachers: a training program on teaching methods using the mother language for teachers in Grades 1 to 3 and upgrading courses for English, Science and Math teachers who are not majors in these subjects.

The proposed omnibus law sought to substantially improve the present system within ten years, and sets qualitative and quantitative results to be achieved in line with this goal. An initial appropriation of P19 billion was proposed to be allocated to the Department of Education, on top of its regular budget, to fund these reforms. A congressional oversight committee was also proposed to monitor the law's implementation. What happened to the bill?