Building Foundations in Learning: A Call for Enhancement of Basic Education

By Sensei Adorador

Two of my students, Dindo Española and Patricia Maglaque, recently excelled in the Licensure Examinations for Teachers (LET) in 2023 and 2024, respectively. Another student, Rex Raboy, secured the 11th spot in the LET 2023, as recognized by the Professional Regulation Commission (PRC). These achievements bring immense pride, as these students entered our university as raw talents. Through dedicated efforts from both the students and our institution, they were shaped into exemplary educators ready to make a meaningful impact in the field of education.

While licensure examinations are significant milestones, they are not the ultimate measure of a teacher’s effectiveness. Beyond pen-and-paper tests, the true essence of teaching lies in the ability to transfer knowledge effectively and inspire students to learn. Licensure exams merely verify the accumulation of knowledge—not only from college courses but also from the entirety of a student’s educational journey, beginning in basic education.

Reflecting on the growth of these top-performing students, I observed their ability to translate theoretical concepts into practical, meaningful teaching strategies. Their success in the licensure exams is a testament to their preparedness and competence, but their journey toward excellence began much earlier. Their foundational education during their formative years laid the groundwork for their achievements.

Early education plays a critical role in shaping essential skills such as comprehension, analysis, and problem-solving. Students with strong comprehension skills in elementary school are more likely to excel in higher education. Conversely, those who lack these foundational skills often struggle with complex tasks later in life. I have encountered students who find it challenging to read and analyze a three-page text or identify its central idea. Such difficulties often stem from inadequate instruction during their formative years, particularly in lower-performing sections of schools.

The same holds true for mathematics. The basic principles taught in elementary school are vital for understanding more advanced concepts. Many students who struggle with mathematics in high school and college trace their difficulties back to weak foundational knowledge. I often hear students say they chose courses without math to avoid dealing with numbers. While some professions may not require advanced mathematical skills, a solid grasp of basic mathematics fosters analytical thinking—an invaluable asset in both personal and professional contexts.

Students who lacked strong preparation during their early education face significant challenges and must work twice as hard to catch up. It is not enough to possess a passion for teaching; aspiring educators must also demonstrate a commitment to learning and self-improvement. Failure in board exams does not necessarily indicate unfitness for the profession. Instead, it highlights gaps in preparation and education that require attention.

This disparity in foundational education also sheds light on systemic inequities. Students from affluent backgrounds often have greater access to schools with superior resources, experienced teachers, and curricula that emphasize foundational skills. As a result, their vocabulary, writing, and analytical abilities frequently surpass those of students from under-resourced public schools, perpetuating inequalities that extend through higher education and professional life.

These inequities underscore systemic challenges within the Department of Education. Despite numerous programs and initiatives, the quality of education remains inconsistent. Efforts often prioritize superficial projects over sustainable solutions. Why do we neglect the basics? Why do we overlook the significance of foundational skills in favor of initiatives that fail to address root issues?

To effect meaningful change, we require strong leadership in education—leaders who prioritize foundational learning and commit to addressing systemic deficiencies. Our goal should not solely be the production of a few topnotchers but the creation of an educational system where every student, irrespective of their background, has an equal opportunity to succeed. Mastery of the fundamentals is essential to preparing future educators and professionals with the skills needed for excellence.

Celebrating the achievements of outstanding graduates is important, but it is equally crucial to ensure that every student has access to quality education. Addressing systemic issues and prioritizing foundational skills are key to fostering an equitable and effective education system. Only then can we truly empower educators and students to thrive in their respective fields.

Sensei M. Adorador is a faculty member at the College of Education, Carlos Hilado Memorial State University. He is currently pursuing a PhD in Psychology, specializing in Social Psychology, at the University of the Philippines Diliman. He regularly contributes to Inquirer, Daily Guardian, and Rappler.