So-called functionally illiterate Filipino graduates are increasing due to the practice of schools of promoting students despite poor learning levels, particularly in basic education, the Coordinating Council of Private Educational Associations (COCOPEA) has found.
COCOPEA is the umbrella organization of private schools in the Philippines.
The group cited Philippine Statistics Authority (PSA) data showing that 18.96 million students are not “functionally literate.” Functional literacy is defined as the ability to read, write, compute, and comprehend.
COCOPEA counsel Joseph Noel Estrada said that students often pass from one grade level to the next even if they do not meet the required competencies.
“I think what’s happening is that students are moved from one grade level to the next, and the next set of teachers tries to have the students catch up through remediation. But as the data shows, it’s not enough. They graduate, but the deficiencies compound,” Estrada said.
Structural limitations in public schools also make it difficult to retain students who do not meet competencies, citing issues such as classroom congestion.
While private schools are allowed to not enforce their academic standards, public schools have less flexibility due to the government’s obligation to uphold students’ right to education and provide social services.
“For example, in public schools, a student might already have health issues from the beginning. From the start, they’re unable to study properly and might rely on feeding programs; all these social issues have to be considered,” Estrada said.
The COCOPEA counsel urged a shared responsibility among communities, parents, and students to approach the problem, saying that students should also be accountable for their learning outcomes.
He supported proposals to focus on essential fundamental literacies in early education rather than overloading students with other subjects.
“Because giving a student many subjects they can’t even understand is useless,” he said.