5 days ago
‘Decades of neglect': PBEd urges decentralization amid PH education crisis
The Philippine Business for Education (PBEd) is sounding the alarm on the worsening state of Philippine education, calling for urgent decentralization and localized reform delivery to address what it calls a 'generational crisis' in learning and workforce readiness.
At the core of its latest push, PBEd unveiled a four-point agenda aimed at reversing decades of systemic neglect and failed top-down reforms:
Institutionalize decentralization by empowering Local School Boards (LSBs), reforming Special Education Fund (SEF) spending, and strengthening school leadership.
Scale up early learning and remediation programs, including ECCD and the Aral Law, to ensure children master reading, writing, and math at grade level.
Realign tech-voc and higher education curricula to match industry needs and close the education-to-employment gap.
Invest in quality instruction and better classrooms, through lower student-teacher ratios and sustained professional development for educators.
'We need reforms that transcend administrations—systems that ensure continuity and local ownership,' said PBEd Executive Director Bal Camua during an education forum held in Pasay City on Monday.
"National policy can set directions, but delivery must be localized,' he added.
PBEd, a non-profit advocacy group founded by top business leaders in 2006, bases its findings on national education data, global assessments, and direct engagements with schools and education agencies across the country.
A learning crisis generations in the making
Despite major reforms over the years—EDCOM I, K–12, and the ongoing EDCOM II—the country continues to suffer from low learning outcomes, high dropout rates, and a mismatch between what students learn and what the workforce demands.
According to PBEd, nine out of 10 students cannot read at grade level, a statistic that paints a dire picture of the country's future.
'That's not just a learning gap. It weakens our future workforce,' said Samantha Ulchico, PBEd Senior Program Manager.
In underserved regions, only 7% of learners who start Grade 1 finish college, and across the country, 4 in 10 college students drop out before graduation.
Camua warned, 'Our learners are racing against time. This is no longer just an education issue—it's a national economic crisis.'
Teachers overworked, graduates underprepared
At the heart of the problem are teachers who are stretched thin and teaching outside their expertise. More than 62% are teaching subjects beyond their specialization, and many lack access to modern training or classroom support.
'Can we truly expect effective learning when teachers themselves are not given the right training or support?' Camua asked.
'Many of them are products of the same broken system.'
Even for those who complete their education, job prospects remain dim due to a growing disconnect between the education system and labor market requirements.
Meanwhile, the country's three major education bodies—DepEd, CHED, and TESDA—continue to function in silos. PBEd pointed to TESDA's severe assessor shortage, which has created a backlog of students unable to receive certifications.
Fragmented system, centralized decisions
Despite having a structure for local education governance, many Local School Boards remain inactive, and SEF funds are often spent mostly on infrastructure rather than on teacher training, learning resources, or student support.
Camua argued that decentralization is not merely a policy choice but a necessity if the country wants to close the learning gap and empower schools.
'The issues in NCR are not the same as those in BARMM or Samar,' he said.
'Solutions must come from those who understand the context best—our school leaders and LGUs.'
PBEd urged that principals be supported not just as administrators but as instructional leaders who are equipped to drive learning outcomes at the school level.
Running out of time
As EDCOM II enters its final year, advocates fear that momentum for reform will stall again.
'We are down to the last three years of this administration,' said Uichico. 'If we don't act now, another generation will pass through our classrooms without the skills and hope they deserve.'
'The window for change is closing fast. We cannot afford to waste another decade,' Ulchico added.
Camua then emphasized that the crisis spans administrations and must be addressed with long-term structural reforms.
"A six-year term is not enough to solve generational problems. We need institutional continuity," he said. —LDF, GMA Integrated News
