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Assignment 1 (EED SCI 121)

The document discusses the 2022 PISA results which showed Philippine students performing poorly in math, science, and reading. An advocacy group called PBEd said this indicates the education system is in its worst state and requires immediate action. PBEd urged stakeholders to work together using opportunities like the ongoing EDCOM 2 to reform education and support students.

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29 views

Assignment 1 (EED SCI 121)

The document discusses the 2022 PISA results which showed Philippine students performing poorly in math, science, and reading. An advocacy group called PBEd said this indicates the education system is in its worst state and requires immediate action. PBEd urged stakeholders to work together using opportunities like the ongoing EDCOM 2 to reform education and support students.

Uploaded by

jessaroxiecasten
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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2022 PISA results a 'clear indication' that PH education

system is in ‘worst state’ --- PBEd

An advocacy group on Wednesday, Dec. 6, said that the Philippines’ dismal ranking in
the 2022 Programme for International Students Assessment (PISA) for the second time
was a “clear indication” that the education system is in its “worst state” and “much work”
needs to be done.

“The poor performance of our learners is not just a problem of education alone, but our
country as a whole,” said the Philippine Business for Education (PBEd).

PBEd issued the statement after the Department of Education (DepEd), in a national
forum, presented the latest results of PISA which showed that Filipino students
remained poor performers in mathematics, science, and reading.

For PBEd, the weaknesses in the basic education system will eventually translate into
the weakness of the country’s workforce --- “affecting the productivity and key source of
our economic growth and competitiveness.”

PBEd stressed that a “crisis of this magnitude” requires swift action and great effort from
all sectors.

“As the voice of business in education reform, we hope to rally once more our partners
in the industry, government, and academe to take action for education–through the
window of opportunity that we have in the ongoing work of the Second Congressional
Commission on Education (EDCOM 2),” PBEd said.

“Now more than ever, the PISA results show the dire need of Filipino learners of our full
support,” PBEd stressed.

“The state of education in the Philippines demands immediate attention, collective effort,
and a commitment to improvement so we can give our children the best learning
experience that they deserve,” the group added.
Meanwhile, PBEd welcomed the country’s continuous participation in large-scale
international learning assessments as this provides us measurement of the impact of
the pandemic on learning.
“Efforts must also be made to use this assessment as guidance to improve our current
situation and see the value of making data-driven decisions in education governance,”
PBEd added.

While the PISA 2022 results showed that the performance of Filipino students in the
three subject domains “remained stable” despite the Covid-19 pandemic, there were no
significant improvements noted.

In math, reading, and science, the Philippines was ranked as among the lowest
performers among the 81 countries under the Organisation for Economic Cooperation
and Development (OECD) countries.

In math, the Philippines is 76th. The OECD average is at Level 2 or a score of 472 but
the Philippines’ average is at Level 1b or a score of 355.

In reading, the country ranked 79th. The OECD average is at Level 2 or a score of 476
but the Philippines is at Level 1a or a score of 347.

In science, the Philippines ranked 80th. The OECD average is at Level 3 or 485 score
points but the Philippines is at Level 1a or a score of 356.

• https://mb.com.ph/2023/12/5/pisa-2022-no-significant-improvements-seen-in-ph-
students-performance
• https://mb.com.ph/2023/12/6/2022-pisa-results-a-clear-indication-that-ph-education-
system-is-in-worst-state-pb-ed
CASTEN, JESSA ROXIE H. BEED-1B (EED SCI 121)

Improving the standard of education in the Philippines is a complex and multi-faceted


task that involves various stakeholders, policies, and resources. The Department of
Education (DepEd) plays a crucial role in affecting positive change in the education
system. There are several key areas where DepEd could focus its efforts to bring about
meaningful improvements.

Creating a high standard of education requires a collective effort from policymakers,


educators, communities, and stakeholders, with a shared commitment to excellence,
equity, and student success. It's essential to maintain a focus on continuous
improvement and to adapt to the ever-changing needs of students and society.

Firstly, enhancing the quality of teachers is essential. DepEd should invest in


comprehensive professional development programs to equip educators with the
necessary skills and knowledge to deliver high-quality instruction. This includes training
in innovative teaching methods, subject expertise, and effective classroom management
techniques.

Furthermore, updating and revising the curriculum is vital. The curriculum should be
relevant, flexible, and responsive to the needs of the 21st century. Introducing subjects
or topics that address emerging global challenges, such as climate change, digital
literacy, and critical thinking, can better prepare Filipino students for the future.

Addressing infrastructure and resource gaps is also important. Many schools in the
Philippines lack basic facilities, such as libraries, laboratories, and technology
resources. DepEd should prioritize equitable distribution of resources and ensure that
all schools have access to a safe and conducive learning environment.

In addition, promoting inclusive education is crucial. DepEd should work towards


creating an educational system that caters to the diverse needs of all learners, including
those with disabilities and special needs. This involves providing appropriate support
services, implementing inclusive teaching practices, and fostering a culture of
acceptance and understanding among students and educators.
Lastly, fostering partnerships with community stakeholders, parents, and local
organizations can greatly benefit the education system. Collaborative efforts can lead to
increased engagement, improved school facilities, and additional support for students,
ultimately contributing to a more holistic and effective approach to education.

In conclusion, the improvement of the education system in the Philippines requires a


comprehensive and sustained effort from DepEd, in collaboration with various
stakeholders. By focusing on teacher quality, curriculum relevance, resource allocation,
inclusive education, and community engagement, DepEd can contribute to raising the
standard of education and providing better opportunities for Filipino students to thrive
and succeed.

Addressing these challenges requires a holistic approach that considers the diverse
needs of students, provides targeted support and interventions, offers inclusive and
engaging instructional practices, and fosters a supportive learning environment. By
recognizing and addressing these potential barriers to learning, educators and
caregivers can help all children thrive and succeed in subjects like math, science, and
reading.

It's important to note that improvement in educational outcomes often requires a long-
term, multifaceted approach that addresses various aspects of the education system.
Collaboration among stakeholders, continuous assessment and adjustment, and a
focus on equity and inclusion are integral to achieving high results in these subjects
areas.

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