Gatchalian sounds alarm on ‘major crisis in PH basic education’

After the dismal results of the Philippines in the Southeast Asia Primary Learning Metrics (SEA-PLM) in 2019 and the Programme for International Student Assessment (PISA) in 2018, another global assessment shows that the country’s basic education learners “have failed,” Senator Win Gatchalian said.

The chair of the Senate basic education panel cited the results of “The Trends in International Mathematics and Science Study (TIMSS) 2019” which showed that Grade 4 Filipino learners are lagging behind their peers when it comes to Science and Math.

They garnered average scores of 297 in Mathematics and 249 in Science, Gatchalian said.

With these scores, the country got the lowest among all 58 participating countries for both tests, he said.

Gatchalian said this study “points to a major crisis in the country’s basic education system that will not be resolved by ‘business as usual.’”

“This is a major crisis. The country has been participating in global assessments as an additional tool to measure the effectiveness of the basic education curriculum. The dismal result for the third time is so depressing and should serve as a wake-up call,” he said.

Among the Filipino learners who participated in the TIMSS, zero percent achieved scores within the highest tier or “Advanced International Benchmark” (625 average score) for both Mathematics and Science.

Learners who scored in the “Advanced International Benchmark” in Mathematics can explain their reasoning and apply their understanding and knowledge of relatively complex situations. In Science, this means being able to demonstrate knowledge of the scientific inquiry’s process and communicating understanding of life, physical, and Earth sciences.

Gatchalian said this report shows a pattern of Filipino learners failing to master basic competencies and underperforming among their peers in regional and global assessments.

The lawmaker warned that the failure to implement reforms would only aggravate this learning crisis.

HE reiterated the need to decongest the K to 12 curriculum and ensure its focus on boosting learners’ basic competencies in Reading, Writing, Math, and Science. The Department of Education (DepEd) is eyeing the results of its curriculum review by 2021.

Gatchalian also emphasized the need to ensure that teachers are capable of teaching the K to 12 curriculum.

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