STEM ed in Ph: Quo vadis?!

By Dr. Herman M. Lagon

AMIDST the global pursuit of excellence in science, technology, engineering, and mathematics (STEM) education, the country faces a formidable challenge to keep pace. This challenge is especially pronounced within the underprivileged yet academically promising segment of our society. Despite ongoing efforts to enhance educational outcomes, including the K-12 push, our country consistently ranks low in global assessments of students’ STEM performance. These rankings underscore the need for decisive action from key stakeholders, as we collectively endeavor to illuminate a brighter future for math and science education in our nation.

Recent reports, such as the 2018 Programme for International Student Assessment (PISA), have revealed that the Philippines secured one of the lowest positions in science and mathematics among participating countries. Similarly, the 2019 Trends in International Mathematics and Science Study (TIMSS) and the 2019 Southeast Asia Primary Learning Metrics (SEA-PLM) reinforced this concerning trend, with the Philippines ranking at the bottom among participating nations.

Recognizing the urgency of the situation, the current government acknowledges the country’s educational gaps and commits, albeit only in a tone of a verbal assurance, to enhancing students’ STEM performance. With a grain of salt, it conveyed its commitment by expressing unequivocal verbal support for the inherent link between STEM education and the socio-economic advancement of the nation. Surprisingly, it went beyond mere rhetoric by articulating a promised dedication to fostering a thriving educational ecosystem that empowers individuals and propels societal development. Nevertheless, specific plans and budget allocations for STEM education remain uncertain and yet to be proven in flesh.

Corollary to this, numerous intertwined challenges impede progress in STEM education. Insufficient government funding on the most fundamental (not intelligence funds) educational needs, substandard teaching quality, outdated curricula, limited access to digital education (including connectivity and gadgets), a stark mismatch between education and job market requirements, inadequate investment in research and development, insufficient parental involvement and support, unequal access to quality instruction, high dropout rates, lack of strong wellness and values formation programs, and inadequate school facilities all contribute to the current subpar educational landscape. Addressing these challenges necessitates the collaborative efforts of the dedicated professionals within the Department of Education (DepEd), the Commission on Higher Education (CHED), the Technical Education and Skills Development Authority (TESDA), lawmakers, local government units (LGUs), non-governmental organizations (NGOs), and our education experts.

In light of this, we extend an invitation to prioritize the provision of quality education for all and further empower our underprivileged yet academically talented youth. Ensuring access to educational resources and infrastructure, improving teacher training programs, and enhancing science and math instruction at the basic education level are essential steps. The provision of ample funding for educational reforms, including the upgrade of classroom facilities and the provision of modern learning materials, has become more critical than ever.

To inspire and engage students in STEM fields, the government should seriously consider measures that raise awareness of the benefits and significance of STEM careers. Collaborative efforts among educational institutions, government agencies, and private enterprises can establish mentorship programs, scholarships, and internship opportunities for deserving students. By exposing students to real-world applications of STEM, such as medicine, engineering, research, technology, and innovation, we can ignite their passion and encourage them to pursue rewarding STEM-related careers.

Initiatives aimed at strengthening students’ numeracy and literacy skills from an early age offer a promising way forward. Alongside this, teacher training programs should encompass various branches of science and math, promoting a comprehensive understanding of these subjects. Additionally, the establishment of high-quality math and science high schools in diverse provinces and towns will grant deserving students access to exceptional education.

However, it is vital to recognize that policy changes and initiatives alone cannot drive substantial progress. It requires unwavering commitment, accountability, and sustained support from all stakeholders involved. The challenges faced by underprivileged yet academically talented students are not insurmountable. By investing in their education, we can unlock their potential and equip them with the necessary skills for a brighter future. We cordially invite everyone to collaborate and provide our Filipino youth with the opportunities they truly deserve, thereby establishing a strong foundation in math and science that will propel our country forward on the global stage.

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Dr. Herman Lagon fondly describes himself as a ‘student of and for life’ who, like many others, aspires to a life-giving and why-driven world that is grounded in social justice. He is a professor of ISUFST, a student of USLS, a retiree of Ateneo, and an alumnus of UP, UI, and WVSU.