Foundational learning skills
IN THE PROVINCE of Iloilo, a welcome development within the educational landscape is unfolding, one that speaks volumes about the essential nature of foundational learning skills in the lives of young learners. The progress reported by the Iloilo Schools Division in enhancing reading and mathematical calculation proficiencies among elementary and high school students is proof to the efficacy of targeted educational interventions. It is also a reminder to educators and policymakers on the importance of equipping young minds with these critical skills.
The “Tib-ong Bumulutho” program of the provincial government has demonstrated that with strategic initiatives, dedication and collaborative effort, the tide of educational challenges, especially those exacerbated by the COVID- 19 pandemic, can be turned. The pandemic’s disruptive impact on education, halting in- person learning and thereby affecting students’ ability to read and perform basic mathematical calculations, was significant. Yet, through the resilience and commitment of the educational community in Iloilo, these challenges were met head-on.
Reading and mathematics are the very bedrock upon which the edifice of lifelong learning and critical thinking is built. Proficiency in reading opens the door to knowledge, enabling students to explore worlds beyond their immediate experience, foster an appreciation for literature, and develop the analytical skills necessary for discerning and critical thought. Similarly, competence in mathematics equips students with the ability to navigate the world quantitatively, understanding patterns, solving problems, and making informed decisions.
The success of the “Tib-ong Bumulutho” program, as evidenced by the significant improvement in reading and numeracy skills among students from Grade 3 to Grade 11, underscores a crucial insight: targeted intervention works. By focusing on capacity building for teachers, hiring remedial instructors, and employing a concerted effort at the district and municipal levels, the program has remediated learning gaps, and perhaps even set a new standard for educational equity.
This achievement is not an end but a beginning. It serves as a compelling case for the replication of similar initiatives across other provinces. The collaborative model employed in Iloilo, involving the Department of Education, local government units, private organizations, and the community at large, highlights the potential of collective action in addressing educational challenges.
As we move forward, it is imperative that the educational community take note of these successes and integrate these lessons into their strategies. Investing in foundational reading and mathematical skills is unlocking the potential of every child, enabling them to lead more informed, productive, and fulfilling lives. We must ensure that every child has the opportunity to succeed and thrive in the ever-evolving landscape of the 21st century.