Nearly half of Filipino students fail to meet grade-level reading proficiency by Grade 3, with learning outcomes continuing to decline through senior high school, according to a report by the Second Congressional Commission on Education.

The findings were detailed in the report Turning Point: A Decade of Necessary Reforms, released on 26 January, which drew on studies conducted by the Philippine Institute for Development Studies and other research partners.

The report flagged a severe “proficiency collapse” in the Philippine education system, noting that while 30.5 percent of Grade 3 students meet reading proficiency standards, the figure drops sharply to just 0.4 percent by Grade 12, underscoring systemic gaps as students advance through the education pipeline.

EDCOM II, created under Republic Act No. 11899, was mandated to conduct a comprehensive review of the country’s education sector, with PIDS serving as its primary research partner. Since 2023, PIDS has produced more than 40 studies, discussion papers, and policy notes to support the commission’s work.

Among the major challenges identified were early childhood stunting, which affects 23.6 percent of Filipino children, limited access to early education, the practice of promoting students to higher grade levels without mastery of foundational skills, and reduced instructional time.

The report found that schools hold an average of only 191 actual class days per year, with some regions losing up to 42 school days annually due to class suspensions and a congested calendar of mandated activities.

The studies also highlighted the burden placed on teachers, stressing the need to reduce non-instructional tasks and strengthen classroom support to improve teaching quality and learning outcomes.

These findings informed the proposed National Education and Workforce Development Plan (NatPlan) 2026–2035, a 10-year roadmap designed to align policies, funding, and accountability mechanisms across the Department of Education, Commission on Higher Education, and Technical Education and Skills Development Authority.

The plan seeks to replace fragmented policies with a coordinated, whole-of-system approach across education agencies.

At the report’s launch, EDCOM II acknowledged PIDS for providing the analytical foundation for its recommendations.

“This recognition reminds us that our work has real impact and inspires us to continue our efforts with integrity and excellence,” PIDS President Philip Arnold Tuaño said.

“As the country confronts serious challenges, rigorous analysis and clear recommendations become even more important to ensure that reforms are grounded in evidence and responsive to the country’s real needs,” he added.

EDCOM II said the report is intended to guide legislative and executive action over the next decade, supporting efforts to address persistent learning deficits and implement long-term structural reforms in Philippine education.