Confronting gaps in the Philippine education system

THE COUNTRY’S EDUCATION system shows strain across many stages of learning, starting from early childhood and stretching through college. Yet, it remains one of the least supported areas in public policy.

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According to the Philippine Statistics Authority, 24 million Filipinos ages 10 to 64 are functionally illiterate. About 5.8 million cannot read or write at a basic level. In 2024, one in five high school graduates reached adulthood without basic reading, writing, arithmetic and comprehension skills.

The World Bank found that 91% of 10-year-old Filipino children struggle to read simple text. The government point to the coronavirus pandemic as part of the reason the problem grew worse.

Despite this, many parents still believe that children under age 5 are “too young” for school. Long distances to child development centers limit access, while many families rely on relatives or older siblings for childcare because at least 40% of parents work away from home.

According to the Second Congressional Commission on Education (EDCOM 2), teachers feel the weight of these early gaps once children reach Grade 3. Many students perform one to two grade levels below what is expected.

Learning camps engaged only 10% of students who needed extra help. Only a little more than half of those targeted completed assessment requirements. Several policies meant to support reading, math and science improvement have been pending since 2023.

Lost learning days also add to the problem, as class suspensions due to weather, local holidays and other disruptions wipe out a large portion of the school year. In some regions, students already missed more than 40 school days. EDCOM 2 link these absences to steep drops in Grade 4 Math and Science performance.

Selective schools like the Philippine Science High School System face capacity limits. Between 2022 and 2025, more than 5,800 students who passed the entrance exam were unable to secure a slot. Private school students passed at higher rates than those from public schools, highlighting concerns about foundational learning differences.