Recent events, including a viral social media post and the release of the PISA 2022 results, have brought significant attention to pressing issues within the Philippine education system. This article provides an in-depth examination of grade inflation, competency gaps, and their far-reaching consequences for the future of education and the workforce in the Philippines. As Diwa C. Guinigundo aptly states, “Unless we put education first in the list of priorities, we might be facing an existential problem” (Guinigundo, 2024).

Table of Contents

The Current State of Philippine Education

Grade Inflation: A Pervasive Problem

A viral Facebook post by Mary Rose Gemma S. Rodriguez, MDC, College President of Advance Central College, on July 22, 2024, highlighted a case where a student with consistently high grades (ranging from 88 to 94) demonstrated severe deficiencies in basic English language skills and comprehension. The post, which can be found here, included a report card showing high grades across subjects and an essay response that revealed significant language difficulties:

“I think to help all student is laptop and cellphone to helpful students because laptop is a good to help student and study of HM course.”

This incident is not isolated but indicative of a broader, systemic issue within the Philippine educational framework. Rodriguez’s post, coming from a college president, underscores the severity of the problem and its impact on higher education institutions.

Educators and employers alike have reported similar experiences, noting a growing disparity between students’ academic records and their actual abilities. This phenomenon, known as grade inflation, refers to the tendency for academic grades to increase over time without a corresponding increase in student achievement or knowledge.

Statistical Evidence of Educational Decline: PISA 2022 Results

The Programme for International Student Assessment (PISA) 2022 provides stark evidence of the challenges facing Philippine education. The Philippines ranked 77th out of 81 participating countries for 15-year-old learners, revealing significant gaps in key academic areas:

Mathematics: Filipino students scored 355 points, substantially below the global average of 472 points.
Reading: The Philippines’ score was 347 points, compared to the global average of 476 points.
Science: Filipino students obtained 356 points, well below the world average of 485 points.

These results paint a concerning picture of student competencies:

Only 16% of Filipino students reached Level 2 proficiency in mathematics, compared to the OECD average of 69%. This means that less than two out of ten Filipino students could “interpret and recognize, without direct instructions, how a simple situation can be represented mathematically.”
In reading, only 24% of students attained Level 2 or higher, compared to the OECD average of 74%. At this level, students can identify the main idea in a text of moderate length and find information based on explicit, though sometimes complex criteria.
In science, only 23% of students attained Level 2 or higher (OECD average: 76%). These students can recognize the correct explanation for familiar scientific phenomena and use such knowledge to identify, in simple cases, whether a conclusion is valid based on the data provided.

Alarmingly, almost no students in the Philippines were top performers (Level 5 or 6) in mathematics, reading, or science, compared to OECD averages of 9%, 7%, and 7% respectively.

Factors Contributing to the Education Crisis

The current state of Philippine education is the result of multiple, interrelated factors. Understanding these contributing elements is crucial for developing effective solutions.

Systemic Issues

No-Fail Policy

Many educators report feeling pressured to pass students regardless of their actual performance. This “no-fail” approach, while well-intentioned, can lead to automatic promotions that do not reflect genuine academic achievement. The policy aims to reduce dropout rates and maintain student motivation, but it may inadvertently contribute to a cycle of underachievement and inflated grades.

Transmutation of Grades

The current grading system in the Philippines allows for significant inflation of actual scores. For example, an initial class standing grade of 75 can be transmuted to 84 on the report card. This practice, while designed to standardize grading across different schools and regions, may obscure true student performance and create a false sense of achievement.

Overemphasis on Academic Honors

Schools, parents, and society at large place undue importance on academic honors, leading to a culture where grades are prioritized over actual learning. This focus on numerical achievements can lead to:

Pressure on teachers to assign higher grades
Students prioritizing memorization over understanding
A decrease in the value of critical thinking and problem-solving skills

Inadequate Assessment Methods

Many schools rely heavily on traditional testing methods that may not accurately measure a student’s full range of abilities. Multiple-choice exams, while efficient to grade, often fail to assess higher-order thinking skills or practical application of knowledge.

Resource Constraints

Underfunding

The Philippines significantly underspends on education compared to other countries. PISA 2022 data reveal that the cumulative expenditure per student in the Philippines, over ten years of age between 6 and 15, was equivalent to about USD 11,000 (PPP). This is substantially lower than the expenditure in many high-performing countries and economies. This substantial funding gap affects various aspects of education, including:

Quality of educational materials and resources
School infrastructure and facilities
Teacher salaries and professional development opportunities
Access to technology and modern learning tools

Lack of Qualified Teachers

The Philippine education system faces a critical shortage of well-trained educators, particularly in key subjects like mathematics and science. The PISA 2022 results highlight the impact of teacher shortages. In 2022, 43% of students in the Philippines were in schools whose principal reported that the school’s capacity to provide instruction is hindered by a lack of teaching staff (and 19% by inadequate or poorly qualified teaching staff). These figures have increased significantly since 2018, when they were 19% and 8% respectively. This shortage is exacerbated by:

Low salaries and limited career advancement opportunities for teachers
Inadequate pre-service training programs
Limited opportunities for ongoing professional development
Brain drain, with many qualified teachers seeking employment abroad

Inadequate Infrastructure

Many schools in the Philippines, especially in rural and economically disadvantaged areas, lack essential resources and facilities to support effective learning. Common issues include:

Overcrowded classrooms
Lack of proper sanitation facilities
Insufficient access to electricity and internet connectivity
Shortage of textbooks and other learning materials

These infrastructure deficiencies create significant barriers to quality education and contribute to the widening gap between academic performance and actual student competencies.

Societal Factors

Poverty and Economic Hardship

Economic challenges force many students to prioritize work over education or drop out of school entirely. Guinigundo (2024) cites data from the Philippine Institute for Development Studies (PIDS) showing that enrollees were 1.9 million short of the Department of Education’s target for the 2023-2024 school year. The impact of poverty on education is multifaceted:

Reduced attendance and higher dropout rates
Limited access to educational resources at home
Malnutrition affecting cognitive development and learning capacity
Increased pressure on students to contribute to family income

Overprotective Parenting

Some parents, in an effort to shield their children from academic challenges, may inadvertently hinder their ability to develop resilience and problem-solving skills. This overprotective approach can manifest in:

Completing homework or projects for children
Pressuring teachers to assign higher grades
Discouraging participation in challenging academic activities

Technological Distractions

The widespread use of smartphones, social media, and other digital technologies can detract from focused study time. While technology can be a valuable educational tool, excessive or unguided use can lead to:

Reduced attention spans
Decreased time spent on academic pursuits
Reliance on quick, surface-level information rather than deep learning

Cultural Attitudes Towards Education

Certain cultural attitudes in the Philippines may inadvertently contribute to the education crisis:

A focus on rote memorization over critical thinking
Emphasis on obedience and conformity rather than questioning and innovation
Perception of education primarily as a means to obtain a degree rather than as a lifelong learning process

Consequences of Grade Inflation and Competency Gaps

The disconnect between grades and actual competencies has both immediate and long-term consequences for students, the workforce, and Philippine society as a whole.

Short-term Effects

False Sense of Achievement

Students who consistently receive high grades without corresponding skill development may develop an inflated view of their abilities. This overconfidence can lead to:

Shock and disappointment when faced with more rigorous academic or professional challenges
Difficulty accepting constructive criticism or feedback
Resistance to putting in the necessary effort to improve skills

Reduced Motivation for Excellence

When high grades are easily attainable, students may lose the drive to excel and push their boundaries. This can result in:

Complacency in academic pursuits
Lack of preparation for competitive environments
Missed opportunities for personal and intellectual growth

Underdeveloped Critical Skills

The focus on grades over competencies can leave students lacking in essential skills:

Critical thinking and analytical abilities
Problem-solving capabilities
Effective communication skills
Ability to apply knowledge to real-world situations

Academic Integrity Issues

The pressure to maintain high grades can lead to increased instances of academic dishonesty, including:

Cheating on exams
Plagiarism in assignments and papers
Reliance on AI tools to complete work without understanding

Long-term Implications

Unprepared Workforce

Employers in the Philippines consistently report difficulties finding graduates with the necessary skills for the job market. This skills gap is highlighted in the 27th Annual Global CEO Survey by PricewaterhouseCoopers, as cited by Guinigundo (2024): “Some 54% of the CEOs of Philippine-based firms are worried about the viability of their business beyond the next 10 years unless they innovate the way they create, deliver, and capture value. The major obstacle cited by 71% of them was the lack of workforce skills.”

This skills gap can lead to:

Higher unemployment rates among recent graduates
Increased costs for companies to train new employees
Reduced competitiveness in global markets
Slower economic growth and innovation

Economic Impact

A workforce lacking in critical skills can have far-reaching economic consequences:

Decreased productivity in various sectors
Reduced foreign investment due to concerns about workforce quality
Limitations on the country’s ability to transition to a knowledge-based economy
Widening income inequality as skilled workers become more valuable

A population with limited critical thinking and analytical skills may face challenges in civic participation:

Increased susceptibility to misinformation and propaganda
Difficulty in evaluating complex social and political issues
Lower quality of public discourse and debate
Potential for poor decision-making in elections and policy matters

Brain Drain

The most talented and ambitious students may seek educational and career opportunities abroad, leading to:

Loss of human capital and potential innovators
Reduced capacity for domestic research and development
Dependency on foreign expertise in key sectors

Perpetuation of Educational Inequalities

The current system may exacerbate existing social and economic disparities:

Students from privileged backgrounds may have access to additional resources to supplement their education
Those relying solely on the public education system may fall further behind in terms of actual skills and competencies

Addressing the Crisis: A Multi-faceted Approach

Tackling the Philippine education crisis requires a comprehensive strategy involving various stakeholders and targeting multiple aspects of the education system.

Policy Recommendations

Revise Grading Systems

Implement more accurate and transparent grading policies that reflect true student performance:

Develop standardized assessment criteria across schools and regions
Introduce more nuanced grading scales that differentiate levels of achievement
Implement regular standardized testing to validate school-based assessments

Strengthen Teacher Training and Support

Invest in continuous professional development for educators to improve teaching quality:

Enhance pre-service teacher education programs
Provide ongoing training in modern pedagogical methods
Offer mentorship programs for new teachers
Create opportunities for teacher collaboration and best practice sharing

Increase Education Funding

Allocate more resources to education, focusing on:

Improving school infrastructure and facilities
Providing up-to-date learning materials and technologies
Increasing teacher salaries to attract and retain qualified educators
Supporting programs for students from disadvantaged backgrounds

Promote Critical Thinking and 21st Century Skills

Redesign curricula to emphasize:

Problem-solving and analytical skills
Digital literacy and technological competence
Creativity and innovation
Effective communication and collaboration
Adaptability and lifelong learning

Implement Education Quality Assurance Measures

Develop robust systems to monitor and improve educational quality. As Guinigundo (2024) suggests, “We should have started a couple of decades ago with correct instructional materials, more and more competent teachers and supervisors, stronger access to both hard and soft infrastructure, and even moral values instructions to our young students to break the perpetuation of corrupt values systems.”

Other measures include:

Regular school inspections and evaluations
Performance-based incentives for schools and teachers
Transparent reporting of school performance metrics to the public

Classroom-level Strategies

Authentic Assessment

Utilize diverse assessment methods that evaluate real-world skills and application of knowledge:

Project-based assessments
Performance tasks and simulations
Portfolio development
Peer and self-assessment techniques

Personalized Learning Approaches

Implement strategies to address individual student needs and learning styles:

Adaptive learning technologies
Differentiated instruction techniques
Flexible learning environments
Student-led goal setting and progress tracking

Effective Technology Integration

Use educational technology to enhance learning experiences and outcomes:

Blended learning models
Interactive digital content and simulations
Online collaboration tools
Data-driven instructional decision making

Emphasis on Practical Application

Connect classroom learning to real-world contexts:

Industry partnerships for internships and site visits
Case study analysis of current events and issues
Community service learning projects
Entrepreneurship and innovation challenges

Community Involvement and Support

Parent Education and Engagement

Provide resources and workshops to help parents support their children’s learning effectively:

Seminars on effective study habits and skills
Guidance on creating supportive learning environments at home
Information on interpreting grades and assessment results
Strategies for promoting critical thinking and curiosity

Industry-Education Partnerships

Collaborate with businesses to align education with workforce needs:

Regular curriculum reviews with industry input
Guest lecture series featuring professionals from various fields
Mentorship programs connecting students with industry experts
Collaborative research projects between schools and companies

Public Awareness Campaigns

Launch initiatives to educate the public about the importance of genuine academic achievement and lifelong learning:

Media campaigns highlighting success stories of critical thinkers and innovators
Community events showcasing student projects and achievements
Open dialogues between educators, parents, and community leaders
Promotion of reading and continuous learning culture

Support for Extracurricular Learning

Encourage participation in activities that complement formal education:

STEM clubs and competitions
Debate and public speaking programs
Arts and cultural enrichment activities
Environmental and community service initiatives

Additional Insights from PISA 2022

Pre-primary Education

In the Philippines, 84% of students reported attending pre-primary education for one year or more, slightly below the OECD average of 94%. Increasing access to quality pre-primary education could help improve long-term educational outcomes.

Grade Repetition

About 25% of students in the Philippines reported repeating a grade at least once, significantly higher than the OECD average of 9%. Addressing factors leading to grade repetition could help improve overall system efficiency.

School Autonomy

Only 32% of students in the Philippines attended schools where principals had the main responsibility for hiring teachers (OECD average: 60%), and 50% were in schools where teachers had the main responsibility for choosing learning materials (OECD average: 76%). Increasing school autonomy in these areas could potentially improve educational outcomes.

COVID-19 Impact

In the Philippines, 55% of students reported that their school building was closed for more than three months due to COVID-19. During remote learning, 41% of students had problems at least once a week with understanding school assignments, and 34% had difficulties finding someone to help with schoolwork. These challenges likely contributed to learning losses and widened existing educational gaps.

Conclusion

The crisis in Philippine education, characterized by grade inflation, declining competencies, and poor performance in international assessments, requires urgent, comprehensive, and sustained action. As Guinigundo (2024) emphasizes, “The Philippines should start thinking about developing human capital with strong academic competencies and the ability to think critically and creatively, with constant retooling and reskilling interventions.“

By addressing systemic issues, improving resource allocation, and fostering a culture that values true learning over superficial achievements, the Philippines can work towards an education system that genuinely prepares students for the challenges of the 21st century. The path forward demands collaboration among policymakers, educators, parents, industry leaders, and the broader community.

As the country navigates this critical juncture, it is essential to remember that education is not merely about grades or degrees, but about cultivating curious, capable, and engaged citizens who can contribute meaningfully to society. By reimagining and reinvigorating its approach to education, the Philippines has the opportunity to unlock the full potential of its youth and secure a brighter future for the nation as a whole.