PISA: Pointers for review
Credit to Author: JESUS JAY MIRANDA JR. OP| Date: Sat, 14 Dec 2019 17:06:01 +0000
The results of the 2018 Program for International Student Assessment (PISA) are out. Of the 79 participating countries, the Philippines ranked last in reading comprehension and second to the last in both mathematics and science. In sum, the results were dismal.
PISA is the international student assessment of the Organization for Economic Cooperation and Development (OECD) and it gauges whether the youth of a country (15-year-old students) possess the ability to use their knowledge and skills to meet real-life challenges. So, it is undeniably appalling that the country did not figure well in the assessment.
More than being at the bottom of the rankings, what should cause alarm are the country’s averages, which are way below the overall averages of the OECD countries: In reading, we had 340 while the OECD average was at 487; in mathematics, 353 against 489; and in science knowledge, 357 against 489. These data mean that many of the country’s youth are below average in being equipped “to meet real-life challenges.”
One hard reality that needs to be checked is the fact that teaching in basic education has become less and less a profession of choice in the country. Most of those who have the qualities of becoming very good teachers are the ones not attracted to teaching. If a student has financial means, the natural talent and strong academic inclination, he will most probably end up in a tertiary program that can help him get a high paying job in the future. Unfortunately, teaching is not part of the options.
In education programs in the country, many students are academically or financially challenged. Not uncommon are the instances when failing to get admitted in choice courses results in taking up an education degree in college. Exceptional are the cases of students who truly bear a sense of heroism of making the teaching profession as their vocation in life. So, if many teachers are subpar or uninspired, what can we expect from those whom they teach? This situation must change.
The Department of Education — or, education in general — needs upgrades. Improvement in PISA is impossible with budget cuts. It is understandable that this government, which has been proven to be decisive in confronting hard realities, is pressured to prioritize some other areas that also require financial attention. But the government must also come to terms with the urgent need for the sustainable and effective training of teachers, improvement of the curriculum, provision for the best learning materials, and a respectable and just remuneration and benefits for educators.
Achieving progress in education should not be like in lotteries, where you hope for big stakes by betting loose change. Investment is a must, and it should not only come as financial allocations, but also as time for thorough and continuous reviews of the situation, efforts of experts and stakeholders to sincerely develop the system, and a ton of compassion to prevent corruption.
In Scandinavian countries, quality education is popularly known for its “less is more” approach to education. Students spend less time in school and more time in their homes. Yet, they exhibit a very satisfactory assessment result on student learning, according to PISA.
Learning happens naturally if it is enjoyable and students are not stressed by being hampered by too many topics in too many subjects. Philippine education mistakenly equates quantity with quality of learning. Students only develop shallow concentration instead of acquiring depth and mastery of topics taken up in school.
Success stories of many students revolve around the principle of “big ideas” for learning.
This is akin to what Grant Wiggins and Jay McTighe explain: “Developing and deepening student understanding is the ability to make meaningful learning via ‘big ideas’ and to transfer learning to new situations.” One may argue that the student population between the Philippines and the Scandinavian countries is notably different. But number of students would not be an issue if educators are focused on creatively looking for solutions.
Continuity of learning from primary to tertiary level is also an issue. The learning interests and performances of students diminish and fade as they move up to higher learning. Thus, the sustainability of education structures of Philippine education from basic, secondary, to tertiary education needs re-thinking.
Surely, there is a gargantuan task that the Education department has to address. But knowing and having the courage to face the issue is already an indication of early success.
Jesus Jay Miranda, OP is the secretary-general of the University of Santo Tomas. He holds a doctorate in Educational Leadership and Management (ELM) and teaches at the Graduate School of UST and the ELM Department of the Bro. Andrew Gonzalez, FSC–College of Education of De La Salle University-Manila. Contact him at jaymiranda.op@ust.edu.ph.