4 Years Behind in Literacy

By Herman M. Lagon

Our students are in an educational crisis with no clear solution. Despite years of education reforms, pandemic school closures, and increased government spending, the Second Congressional Commission on Education (EDCOM 2) report shows the harsh reality: Filipino students are 4–5 years behind in literacy. The pandemic isolated students and exacerbated their learning deficits. These troubling findings should motivate all stakeholders in the education system, from students to policymakers, teachers, and communities.

The “backlog” in education has become so commonplace it is almost darkly comical. Our students always try to catch up, but education system data is bleak. EDCOM 2’s Year Two Report, Fixing the Foundations: A Matter of National Survival, notes that our students still learn lessons from Grade 4 by Grade 8 or 9. How did we arrive? Were we too focused on small wins to notice that our nation was falling behind in educational quality?

Acknowledging that students in remote areas, like BARMM, face unique challenges is one thing. It is different when we realize these issues are interconnected. I teach in Iloilo and have seen how even well-funded public institutions struggle with access and engagement. However, we should consider why students are four to five years behind. Could we have underestimated education’s power for decades?

Education is seen as an equalizer by many. It should be, but many learners are trapped by it. A trap that begins with a lack of resources and worsens with an evolving educational system that leaves too many students behind. From personal experience, I have seen schools with great potential but poor basics like late textbooks, overcrowded classrooms, and outdated curricula. Even weather disruptions and some non-curricular activities led to frequent class cancellations. These challenges affect all students.

EDCOM 2’s report shows the learning crisis is not new. Its history is deep. COVID-19’s far-reaching effects exacerbated but did not cause the problem. However, it may have revealed years of poor learning infrastructure, inconsistent curriculum, and a school system that struggled to adapt to the digital age. We were too quick to admit we had failed to provide quality education, so we joined the education reform late.

The government’s focus on digital learning may be the pandemic’s silver lining. However, many students lack reliable internet or devices to access online education. Many students fell further behind after 2020’s online learning shift. As an educator, I saw how students already struggling with academic pressure had to deal with resource shortages. Only 31% of our college students have basic literacy skills, according to EDCOM 2, and this problem is especially severe for those 50–70.

The government has tried to address access issues with the “free tuition law,” but the truth is more profound. Our students are years behind due to pandemic-exacerbated learning losses. Out students, especially those leaving Grade 3 before the pandemic, were a year behind in literacy, according to EDCOM 2. The pandemic increased these gaps to three years. Without intervention, this gap will make it harder for many students to catch up academically and professionally for life.

We must also consider learning loss outside the classroom. Visits to rural schools show that poorer students have fewer opportunities to succeed. Though talented, they lack resources. For students from low-income families, the choice is often between helping their family eat or going to school. The EDCOM 2 report correctly states that the government must address poverty and malnutrition to overcome success barriers like education.

The problem goes beyond structural and economic factors. According to EDCOM 2, disengagement is another major issue. Out students struggle to catch up academically and feel connected to their studies. Disengagement is understandable when the curriculum feels disconnected from students’ lives and goals. Lack of relevant coursework, outdated teaching methods, and poor teacher-student relationships can make students feel like education is pointless. I have always believed in creating a classroom that reflects my students’ experiences and dreams. Students can lose motivation quickly if this connection breaks.

Teacher preparation is another issue. Teachers who lack professional development and use outdated pedagogical methods teach many students. Modern learners require more relevant teacher training programs. I remember facilitating professional development sessions for fellow educators and realizing how few resources we had to improve our teaching methods. We just tried to keep up with education’s rapid changes. Our students were still behind, though.

The curriculum is too complicated. Despite K-12 education advances, we struggle to provide current learning materials. Many classrooms use outdated methods and flood students with textbooks that feel disconnected from life. We need a curriculum overhaul that emphasizes practical skills, interdisciplinary learning, and workforce readiness, not just the next test.

EDCOM 2 suggests improving school infrastructure, supporting Alternative Learning Systems (ALS), and creating a better learning environment. We must invest in student well-being, create a safer learning environment, and improve education overall. This requires more funding and better resource allocation that seems to be lacking in this year’s national budget.

Unfortunately, time is running out. Without immediate action, we risk losing a generation of students. Education must be a national priority, not an afterthought. It is supposed to be the great equalizer, but many students find it the biggest obstacle. Do not prolong this literacy crisis. Real action is needed, not just reports and suggestions. Everyone, especially those in government, should invest in an education system that equips students for today’s challenges and tomorrow’s opportunities. Otherwise, future generations will bear the consequences.

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Doc H fondly describes himself as a ”student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.