THE House Committee on Basic Education and Culture chaired by Pasig Rep. Roman Romulo on Monday reviewed the intervention programs of the Department of Education (DepEd) for students in need of remedial classes.
Romulo noted that the success rates presented by DepEd are not reflected in the Programme for International Student Assessment (PISA) test results in English, science and mathematics.
PISA is a worldwide comparative study of secondary-level students’ performance levels in reading, mathematics, and science literacy. The Philippines joined PISA in 2018 to achieve global standards for basic education.
However, it ranked incredibly low in the test results — 78th out of 78 countries which participated in 2018, and 77th among 81 countries in 2022.
Negros Occidental Rep Francisco “Kiko” Benitez said that the majority of DepEd’s interventions are ineffective because they are only inviting students who are more likely to stay in the school system than those who want to drop out after failing classes. These optional summer classes are also limited at ensuring that students in need of remedial classes will attend.
“There should be an assessment tool to measure the effectiveness of DepEd intervention programs that are funded to resolve perennial issues in the basic education of the country,” Benitez said.
DepEd intervention programs include the Comprehensive Rapid Literacy Assessment (CRLA) for Grades 1 to 3, and the National Learning Camp (NLC), an end-of-school-year (EOSY) voluntary learning recovery program open to all students.
DepED also recently implemented the MATATAG Curriculum which aims to improve basic education by decongesting curriculum, focusing on foundational skills, balancing cognitive demands, reducing learning areas, and clear articulation of 21st century skills, on par with international standards.
DepEd Undersecretary for Curriculum and Teaching, Gina Gonong noted improvements in the performance levels among elementary and secondary students.
DepEd Bureau of Curriculum Development Director Jocelyn Andaya added about 34% to 64% of 2.7 million students nationwide had an increase in reading, science and mathematics proficiency levels.
DepEd Schools Division Superintendent of Quezon City Dr. Carlene Sedilla said the intervention programs of DepEd depend highly on teachers’ accountability.
“We cannot retain students without proper and effective interventions. Teachers should be prepared for differentiated instructions per region, by grade and proficiency level,” she said.
The panel discussed career development opportunities for teachers that can promote good performance and fair salary grading. “The time scheduling of teachers is so congested in a day that other ancillary works outside teaching are often dismissed,” Romulo said.
Maria Lourdes Chua of the Federation of Private School Administrators (FAPSA) emphasized that improving the performance levels of students requires the distribution of textbooks and the prudent use of resources to fund and build education-related programs and infrastructures.
Romulo checked the current enrollment status for the incoming school year, especially those affected by the habagat (southwest monsoon) which was worsened by Typhoon Carina.
He also welcomed representatives from the Bangsamoro Autonomous Region in Muslim Mindanao who were present and hoped the panel discussion was beneficial to them.
