Educational Challenges in the

Philippines
Written by Niyang Bai

The Philippines, a developing country in Southeast Asia with a population of over 100
million people, has a long history of colonization, with Spain being the first colonial
power to arrive in the country in 1521. The Spanish colonial period lasted for over 300
years, during which the country’s education system was heavily influenced by the
Catholic Church. The Spanish government established schools that primarily catered to
the Spanish elite, and education was mainly focused on religious instruction.

After the Spanish-American War in 1898, the Philippines was ceded to the United States.
The American colonial period brought significant changes to the country’s education
system, with the government introducing a public school system that aimed to provide
education to all Filipinos. The American government established public schools that
followed an English-language curriculum, which aimed to prepare Filipinos for the
workforce and eventually lead to their assimilation into American society.

The Philippine education system underwent further changes after the country gained
independence in 1946. The government implemented reforms that aimed to make
education accessible to all Filipinos, regardless of their socioeconomic status. The 1987
Philippine Constitution states that “the State shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such
education accessible to all.”

Despite efforts to make education a key priority in the country since independence in
1946, the Philippine education system continues to face significant challenges that
prevent many Filipinos from accessing education.
Ongoing class of Teacher Mercedita Guese at Lawang Bato Elementary School with her
students using notebooks provided by the city government and worktexts developed by
Department of Education, local school board and Synergeia Foundation. Photo
by Congwingatchalian

Poverty
Poverty has long been a pervasive and intractable challenge in the Philippines, and
education remains one of the most critical casualties of this social malady. The
Philippine Statistics Authority has reported that approximately 16.7 million Filipinos live
below the poverty line, with many of them struggling to make ends meet on a daily
basis. Consequently, education becomes an unaffordable luxury for many families,
especially those living in the most impoverished communities. The inability to send their
children to school forces them to work instead, perpetuating the cycle of poverty for
generations.

In recent years, the Philippine government has launched several initiatives aimed at
addressing the problem of poverty and its impact on education. One such program is
the Pantawid Pamilyang Pilipino Program (4Ps), which provides cash transfers to
poor families to help them meet their basic needs, including education expenses such
as school supplies, uniforms, and transportation costs. The program has been successful
in increasing school enrollment and reducing dropout rates in poor communities across
the country.

The 4Ps program has been the subject of much research, and several studies have
shown its effectiveness in improving access to education for impoverished families. For
instance, a study by Montilla et.al. (2019) found that the program had a positive impact
on school participation, with a significant increase in the number of children enrolled in
school. The study also noted that the program had helped to reduce dropout rates,
particularly among girls.

Another study by Howlett et.al. (2018) looked at the impact of the 4Ps program on the
education outcomes of children living in poor communities. The study found that the
program had a positive effect on both school enrollment and attendance, with children
from beneficiary households having higher rates of school attendance than their
counterparts from non-beneficiary households. The study also showed that the program
had a significant impact on children’s nutritional status, as it helped families to afford
healthier food options.

Despite the success of the 4Ps program, however, some experts argue that cash
transfers alone are not enough to address the root causes of poverty. They emphasize
the need for more comprehensive poverty reduction strategies, such as creating more
job opportunities and improving social services. According to a study by Ibon
Foundation (2019), poverty reduction in the Philippines requires a multi-dimensional
approach that includes investment in education, healthcare, and social services, as well
as policies that support job creation and income growth.

One example of a comprehensive poverty reduction strategy is the Sustainable

Livelihood Program (SLP), which is implemented by the Department of Social Welfare
and Development (DSWD). The SLP aims to provide sustainable livelihood opportunities
to poor households, enabling them to increase their income and improve their standard
of living. The program offers various forms of assistance, including skills training, micro-
enterprise development, and access to credit facilities.

A study by the International Labor Organization (ILO) (2018) found that the SLP had a
positive impact on poverty reduction and employment creation in the Philippines. The
study noted that the program had helped to increase household income, improve food
security, and reduce the incidence of child labor in beneficiary households. The study
also highlighted the importance of partnership between the government and the private
sector in creating sustainable livelihood opportunities.

Combined with the above, it is easy to see that poverty remains a major obstacle to
education in the Philippines, with millions of families struggling to afford basic
necessities, let alone the cost of education. While cash transfer programs such as the
4Ps have proven effective in increasing school enrollment and reducing dropout rates,
they are not enough to address the root causes of poverty. To achieve sustainable
poverty reduction, a more comprehensive approach is needed, which includes
strategies to create more job opportunities, improve social services, and support
education and skills development. By addressing poverty in a multi-dimensional
manner, the country can ensure that all its citizens have equal an equal right to
education.

Ongoing armed conflicts

The ongoing armed conflict in some parts of the Philippines has created many
challenges in the education sector. In particular, the situation has greatly impacted the
lives of many children, making it difficult for them to continue their studies. With
schools being forced to close and students being displaced, the government has
recognized the need for alternative education systems that can provide access to
education to those who have been affected by the conflict.

One of the measures implemented by the government to address this issue is the
Alternative Learning System (ALS). The ALS is a non-formal education system designed
to provide basic education and skills training to out-of-school youth and adults who have
not completed their primary or secondary education. The program is designed to reach
marginalized communities, including those affected by armed conflict, who may not
have access to traditional formal education.

The ALS program has been successful in providing educational opportunities to those
who have been affected by the armed conflict. For example, in 2021, the ALS program
reached over 900,000 learners, providing them with access to basic education and skills
training. Furthermore, the program has also been successful in improving the literacy
rate in the Philippines, particularly in areas affected by the conflict.

One of the reasons why the ALS program has been successful is that it has been able to
adapt to the unique challenges faced by learners in conflict-affected areas. For
example, the program has developed modules that are designed to be delivered in a
modular format, making it easier for learners to access education even if they have to
relocate due to conflict.

In addition to the ALS program, there are also other initiatives that have been
implemented to address the education challenges faced by those affected by the armed
conflict in the Philippines. For example, the United Nations Children’s Fund (UNICEF) has
implemented a program that aims to improve access to quality education for children
affected by the conflict. This program includes initiatives such as providing temporary
learning spaces, training teachers, and providing learning materials to students.

The UNICEF program has been successful in improving access to education for children
affected by the conflict. For example, in 2021, the program provided temporary learning
spaces to over 18,000 learners, enabling them to continue their studies despite the
conflict.

Moreover, international organizations such as the Global Partnership for Education (GPE)
and the World Bank have also recognized the importance of education in conflict-
affected areas. These organizations have provided funding for education programs in
the Philippines, enabling the government to improve access to education and skills
training for those affected by the conflict.

For instance, the GPE provided a grant of $20.9 million to the Philippines in 2019 to
support the implementation of its education sector plan. The grant aims to improve
access to quality education for all, including those affected by the conflict.

Additionally, the World Bank has also provided funding to support the education sector
in the Philippines. In 2020, the World Bank approved a $300 million loan to support the
government’s efforts to improve the quality of education and increase access to
education for all, including those affected by the conflict.

In conclusion, the armed conflict in some parts of the Philippines has greatly impacted
the education sector, making it challenging for children to continue their studies. The
government has implemented the Alternative Learning System, which provides non-
formal education to out-of-school youth, including those affected by armed conflict. The
ALS program aims to provide marginalized communities with access to education and
skills training, helping them to rebuild their lives and communities. Additionally,
international organizations such as UNICEF, GPE, and the World Bank have also
recognized the importance of education in conflict-affected areas and have provided
funding to support education programs in the Philippines. These initiatives are critical in
providing educational opportunities to those affected by the conflict, enabling them to
rebuild their lives and communities.

Children in school uniforms attend a class. Photo by Ron Lach.

Lack of resources and infrastructure

Another important issue facing the education system in the Philippines is the lack of
resources and infrastructure in many schools, especially in rural areas. This challenge is
widespread and affects a significant number of schools in the country.

According to a report by the Department of Education, around 5,000 schools in the

Philippines have no access to electricity, while 10,000 have no access to potable water.
This lack of basic amenities puts students and teachers at a significant disadvantage,
affecting the quality of education they receive. In addition, many schools lack adequate
classrooms, textbooks, and teaching materials, making it challenging for students to
learn effectively. This challenge is not only limited to rural areas but is also present in
urban areas.
The lack of resources and infrastructure in schools affects the quality of education that
students receive. Without proper facilities, students may not be able to attend classes
regularly, or they may be distracted by external factors, making it difficult for them to
concentrate on their studies. The lack of textbooks and teaching materials also hinders
the learning process, as students may not have access to the necessary information to
understand the concepts taught in class.

To address this issue, the Philippine government has invested in infrastructure projects
to improve schools’ facilities. For example, the government has constructed classrooms,
provided electricity, and installed water systems in schools that lacked these amenities.
In addition, the Department of Education has implemented the K-12 program, which
aims to provide students with a quality education that is globally competitive. The
program includes initiatives such as the provision of free textbooks, school facilities,
and teacher training.

In recent years, the government has also implemented several programs aimed at
improving access to education in remote areas. The above-mentioned Alternative
Learning System (ALS), aiming to provide basic literacy and numeracy skills, as well as
functional and life skills to its learners, for example, provides non-formal education to
out-of-school youths and adults who cannot attend formal schooling. This program is
vital in ensuring that every Filipino has access to basic education.

However, despite these efforts, some experts argue that the government’s efforts are
insufficient to address the scale of the problem. They highlight the need for greater
investment in education, particularly in rural areas, to ensure that every child has
access to quality education. According to a study by the Philippine Institute for
Development Studies (PIDS), there is a strong correlation between education and
poverty reduction. The study found that increasing access to education can lead to
better employment opportunities and higher income levels, ultimately leading to
poverty reduction.

Moreover, the lack of resources and infrastructure in schools is not only limited to the
Philippines but is also a common problem in other developing countries. For example, in
sub-Saharan Africa, nearly 30 million children of primary school age are not in school,
and many of those in school face similar challenges to those faced by students in the
Philippines. These challenges include lack of access to basic amenities such as
electricity, water, and adequate classrooms.

To conclude, the lack of resources and infrastructure in schools is a significant challenge

facing education in the Philippines, particularly in rural areas. While the government has
implemented several initiatives to address this issue, there is still a need for greater
investment in education to ensure that every child has access to quality education.
Providing access to education is vital in ensuring that every Filipino has the opportunity
to reach their full potential and contribute to the development of the country.

COVID-19
The COVID-19 pandemic has undoubtedly brought numerous challenges to the
education system of the Philippines, affecting not only students but also teachers,
parents, and educational institutions. In March 2020, the Philippine government ordered
the closure of schools to curb the spread of the virus. As a result, millions of students
had to shift to online or distance learning, which was a struggle for those without access
to technology or reliable internet connection.

One of the major issues that the pandemic has exposed is the digital divide. The digital
divide refers to the gap between those who have access to digital technologies and
those who do not. In the context of education, the digital divide means that students
who lack access to technology and the internet are at a disadvantage compared to
those who have them. According to a survey conducted by the Department of Education
in July 2020, only 64% of the students who responded had access to a smartphone,
while 55% had access to a laptop or desktop computer. This means that a significant
portion of the student population is left out of the digital learning experience.

To address the digital divide and the challenges posed by the pandemic, the
Department of Education has implemented various distance learning programs. One of
these is DepEd TV, a program that provides televised lessons to students in grades 1 to
10. DepEd TV was launched in October 2020 and is aired on free-to-air television
channels. The program aims to provide alternative modes of learning for students who
do not have access to the internet or digital devices. The lessons cover various subjects,
such as English, Math, Science, and Filipino.

Another program that the Department of Education has implemented is DepEd

Commons, an online platform that provides free access to digital resources for teachers
and students. The platform contains thousands of learning materials, such as lesson
plans, videos, and quizzes. Teachers can use the platform to create their own digital
lessons, while students can access the materials to supplement their learning. DepEd
Commons was launched in 2019 but gained more significance during the pandemic
when traditional classroom teaching became challenging.

Apart from these initiatives, the government has also partnered with telecommunication
companies to provide free internet access to public school teachers and students. In
May 2020, the Department of Education signed a memorandum of agreement with
Globe Telecom and Smart Communications to provide free internet access to public
school teachers and students until the end of the year. The initiative aimed to ensure
that teachers and students have access to online resources and can participate in online
classes.

While these initiatives are commendable, some experts argue that the government’s
response to the pandemic has been inadequate, particularly in addressing the needs of
marginalized communities. According to a study by the Philippine Institute for
Development Studies, only 14% of students in the poorest households have access to a
computer or tablet, while 16% have access to the internet. The study also found that
only 27% of students in rural areas have access to the internet, compared to 47% in
urban areas. This shows that students from marginalized communities are at a greater
disadvantage when it comes to online learning.

To address this issue, experts suggest that the government should provide laptops and
tablets to students who lack access to technology. The Department of Education has
recognized this need and has launched a laptop and tablet program for public school
teachers and non-teaching personnel. Under the program, the government will provide
laptops and tablets to eligible teachers and non-teaching personnel to support their
work in distance learning. However, some argue that the program should be expanded
to include students who lack access to technology.
The COVID-19 pandemic has exposed the digital divide in the Philippine education
system, with many students lacking access to technology and the internet. The
government has implemented various initiatives, such as DepEd TV and DepEd
Commons, but experts suggest that more needs to be done, particularly for
marginalized communities. Providing laptops and tablets to students without access to
technology is a crucial step towards creating a more equitable and inclusive learning
environment.

Conclusion
In conclusion, the challenges facing the education sector in the Philippines are complex
and multifaceted, ranging from poverty to armed conflict, lack of resources and
infrastructure, and the digital divide. Addressing these challenges will require a
comprehensive and multi-dimensional approach, including strategies to create more job
opportunities, improve social services, and support education and skills development,
as well as providing alternative learning opportunities in conflict-affected areas and
investing in education infrastructure. Bridging the digital divide is also essential,
particularly in light of the COVID-19 pandemic. By ensuring that all Filipinos have equal
access to education, the country can unlock the full potential of its people and
contribute to sustainable development. The government, supported by international
organizations and the private sector, must continue to prioritize education and invest in
its future.

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