PISA Results Mirror PH Education’s Lost Days, ‘Grave Crisis’

It only takes about two to almost three months of learning loss in the 2023-2024 School year, and that is a manifestation of a much bigger issue. Being a vice chairperson of the Alliance of Concerned Teachers (ACT), Jonathan Geronimo follows that these teaching days are lost due to the existence of the education crisis. The PISA results mirror PH Education’s lost days, ‘grave crisis, showcasing the difficulties experienced by the students and their teachers due to flawed organizational strategies and inadequate sponsorships.

The Second Congressional Commission on Education (EDCOM II) and the Philippine Institute for Development Studies (PIDS) point out that closures have incurred 53 teaching days and extra non-teaching responsibilities for the teachers. This translates to a loss equivalent to over one-fourth of a school term or 180 instructional days as dictated by the DepEd.

According to the DepEd Order No. 23 (2016), schools both public and private should open 202 days every year, out of which 180 days should be ineluctable student contact days.

– Government actions such as closing down of schools because of conflict or typhoons

– The non-teaching work included in teachers’ professional practice, including workshops and administrative work.

– Student off-class activities

Breakdown of Lost Days

Calamities with extreme heat among them contributed to 32 school days lost as indicated by EDCOM 2 and PIDS data. Teachers were observed to be involved in various non-teaching activities, and this cost twelve school days. Out of it, nine days were spent due to local non-working days activities related to students and conflicts. Dr. Mike Abrigo of the Philippine Institute for Development Studies said that the heat index effectively disrupted face-to-face classes in April and the beginning of May.

Revised Curriculum and the Problems Associated with It

Last year, the DepEd modified this curriculum to help lessen the load for both the teachers and the students due to an excessive number of lessons being offered. Former education secretary and Vice President Sara Duterte also admitted that under the old curriculum, students failed to learn basic competencies such as reading and mathematics.

In the new Matatag Curriculum, basic competencies are highlighted to make new learners more competent and proactive. However, as observed, a decongested curriculum cannot also rectify the loss of contact time as highlighted by the executive director of EDCOM 2 Karol Mark Yee. With no actual teaching days, students hardly have time to learn lessons.: Implication to PISA Results and Reading Literacy in the Philippines. This is evident from the Programme for International Student Assessment (PISA) outcomes.

From the scores obtained in 2018 and those obtained in year 2022, little improvement was observed in reading, math, and science performances in the Philippines. The country stays at the bottom with 347 points in reading, 355 points in math, and 356 points in science. These PISA results mirror PH education’s lost days, ‘grave crisis, which demonstrates that lost contact time and inadequate resources impede the performance of students.

Jonathan Geronimo states this lost contact time is tied to other problems in the public-school system. He demands extensive reforms, with particular emphasis on enhancing the budget for education, construction of classes, recruiting skilled teachers, and enhancing infrastructure quality. Another aspect that can be linked to the need for adequate administrative staff is contact time that is spent on administrative tasks.

DepEd Order No. 002 (2024) which aims to recover the lost teaching days does not allow adding more administrative loads on teachers. The government has therefore said that the next academic year, 2024-2025, will begin on July 29, and education will return to using the June-April academic calendar. It is for this reason that Geronimo focuses on calling now for major solutions. If revolutionary measures like an increase in the education budget and improvement in school infrastructure had been possible in the previous years, their good results are visible today.

Conclusion

The PISA results mirror PH education’s lost days, ‘grave crisis,’ highlighting the need for immediate and substantial reforms. Addressing these issues requires bold investments and a commitment to long-term solutions that prioritize the quality of education and the well-being of both teachers and students.