The current state of Philippine education is deeply concerning. Currently, nine out of 10 young Filipino learners struggle with basic reading skills. They are also the world’s weakest in math, reading, science, and creative thinking.
It did not help that, on assuming the presidency on June 30, 2022, Ferdinand “Bongbong” Marcos Jr. had put the Department of Education (DepEd) under the purview of his running mate, Vice President Sara Duterte, more to please a political ally than improve the quality of Philippine education. Ms. Duterte obviously possessed neither the qualifications nor the inclination for such an immense responsibility.
The President can only atone for such a sin by addressing the crisis he helped create. Whether the appointment of lawyer and politician Juan Edgardo “Sonny” Angara as the country’s 39th education secretary could do the job is too early to tell. Angara was appointed to the post when VP Sara gave up her DepEd portfolio on June 19 of 2024.
What we know, however, is that Filipino students will once again take the Programme for International Student Assessment, with a special focus on the science subjects in 2025. The DepEd has formed a task force to help them prepare for the upcoming international assessments, rolling out special science programs and providing computers for test-takers.
While these efforts are commendable, long-term reforms to improve educational outcomes sustainably should be done in parallel with it.
Central to this effort is the need for highly-skilled and well-supported teachers. As United Nations (UN) Secretary-General António Guterres has emphasized, teachers are essential to nurturing every country’s greatest resource: the minds of its people. The teachers are the biggest inputs to learning, and if we want our students to perform better, we need better and more qualified teachers.
Currently, there are efforts in Congress — through Senators Sherwin Gatchalian and Loren Legarda — to enhance the teaching licensure process in a bid to strengthen the pool of qualified teachers in the country. The proposed reforms under Senate Bills 2830 and 2840 provide more flexible pathways in gaining licensure for teaching, allowing for portfolio assessment, aside from the traditional written exam.
Once upon a time, most teachers took their courses from the Philippine Normal College (now Philippine Normal University) in Manila. Today, practically every major city has a state-run college and university offering a bachelor’s degree in elementary and secondary education. This is commendable because it allows young men and women to take the course close to their hometown. However, compared with the country’s premier institution in the sciences of teaching, there is still an urgent need to bring up to par the quality standard of these local colleges and universities.
The teaching profession faces significant challenges, including retirements, migration, and attrition, highlighting the urgency of these reforms to attract and develop qualified talent, while strengthening the teaching force.
Under the proposed amendments, graduates of accredited programs may submit portfolios demonstrating professional standards, a practice also adopted in countries like Australia. However, this option may be limited to high-performing teacher education institutions (TEIs) to ensure rigorous monitoring and quality assurance.
Probationary teachers with prior experience in advanced basic or tertiary education, as well as those with overseas teaching experience, may also qualify to submit portfolios under guidelines set by the Professional Regulation Commission (PRC), Teacher Education Council (TEC), and Commission on Higher Education (CHED).
Senate Bills 2830 and 2840 aim not only to create a more inclusive and effective system that recognizes diverse qualifications and practical experiences in the teaching field, but also to help augment teacher shortage in basic education.
Another objective of these bills is to improve the Board Licensure Examination for Teachers (BLEPT). The proposed measures will require the PRC to submit the licensure exam questions and answers to the TEC immediately after the exam, a move that most education experts and stakeholders call as the unveiling of the black box. This is necessary since, for the longest time, there has been a clear lack of transparency in the examination of the test’s construction, content, relevance, and alignment with the demands of quality education.
A three-strike rule is also proposed for repeaters, in which aspiring teachers who failed the licensure examination thrice will be required to complete a refresher course in a CHED-recognized TEI within one year before retaking the examination.
A 2023 study conducted by the Philippine Business for Education (PBEd) revealed the dismal performance of TEIs, where 56% have performed below average in the annual licensure exam for teachers in elementary and secondary education. While first-time takers generally passed the tests, most repeaters failed to make the grade, thus the need for the three-strike rule.
These are just some of the crucial amendments that must be immediately implemented to ensure that we are testing and screening aspiring teachers better and welcoming into the profession only those with relevant qualifications and practical experience.
It is high time that we pass the amendments to the Teacher Professionalization Act, so we can strengthen our teaching workforce and elevate educational standards.
The bills are currently pending in the Senate Committee on Civil Service, Government Reorganization and Professional Regulation, chaired by Senator Ramon “Bong” Revilla Jr. Amending the Teachers Professionalization Act could be the next best step, not only in empowering teachers, but also in providing much-needed and better support for Filipino learners to help them achieve their full potential. – Rappler.com
