PISA RESULTS AND WHAT IT MEANS FOR THE PHILIPPINES

DEEANE MORIAH DELOS SANTOS-TANGLAO

Former Education Secretary Leonor Briones on Wednesday urged the education sector to see the Programme for International Student Assessment (PISA) 2022 results as only one of the bases for improving basic education.

Briones, who is currently the Centre Director of INNOTECH, a regional centre on educational innovation and technology of the Southeast Asian Ministers of Education Organization (SEAMEO), made the call as one of the resource persons in the discussion of the Senate Committee on Basic Education on the PISA 2022 results.

The recently released Programme for International Student Assessment (PISA) results have once again placed the spotlight on the state of education in the Philippines. Conducted by the Organisation for Economic Co-operation and Development (OECD), PISA assesses the proficiency of 15-year-old students in reading, mathematics, and science literacy, providing valuable insights into the effectiveness of education systems worldwide.

Unfortunately, the latest PISA results paint a sobering picture for the Philippines. Despite efforts to improve educational outcomes, Filipino students continue to lag their peers in other countries. In reading, mathematics, and science, Filipino students scored significantly below the global average, highlighting persistent challenges in the Philippine education system.

So, what do these results mean for the Philippines, especially for the Department of Education under its leader, Vice President Sara Z. Duterte, and what steps can be taken to address the underlying issues?

The PISA 2022 was administered from March 2022 to May 2022 before the return of in-person classes.

First and foremost, the PISA results serve as a wake-up call for policymakers, educators, and stakeholders across the country. They underscore the urgent need for comprehensive education reform aimed at enhancing teaching quality, curriculum relevance, and student engagement. Simply put, the status quo is no longer acceptable if we are to equip Filipino students with the skills and competencies needed to thrive in the 21st century.

One key area for improvement is teacher training and professional development. High-quality teaching is the cornerstone of any successful education system, yet many Filipino teachers lack access to ongoing training and support. By investing in teacher training programs, mentorship initiatives, and professional learning communities, the Philippines can empower educators to deliver effective instruction that meets the diverse needs of students.

In addition, curriculum reform is essential to ensure that education remains relevant and responsive to the demands of the modern world. This includes integrating critical thinking, problem-solving, and digital literacy skills into the curriculum, as well as promoting inquiry-based learning and real-world application of knowledge. By equipping students with these essential competencies, the Philippines can prepare them for success in an increasingly complex and interconnected global society.

The PISA results underscore the importance of equitable access to education for all Filipino children, regardless of their socio-economic background or geographical location. Addressing disparities in resources, infrastructure, and opportunities is critical to levelling the playing field and ensuring that every child has the chance to fulfil their potential.

-oOoThe author is Teacher I at Angeles City National Trade School