A shocking reality stares the Philippine education system in the face. Nearly 19 million graduates from 2019 to 2024 are functionally illiterate. This means they struggle with basic reading, writing, computing, and understanding simple stories—skills every graduate should master.
On May 4, Senator Loren Legarda sounded the alarm. She urged the government to act swiftly and fix the cracks in foundational education. As a co-commissioner of the Second Congressional Commission on Education (EDCOM II), she called the latest 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS) results a “painful indictment” of the system.
“This isn’t just about going to school or getting a diploma,” Legarda said. “It’s about genuine learning. When millions finish basic education without comprehension skills, they enter the world unprepared—armed only with a piece of paper that carries no real value.”
The Philippine Statistics Authority now defines “functional literacy” beyond reading and writing. It includes higher-level thinking—integrating different pieces of information and drawing conclusions.
Legarda emphasized the importance of prioritizing foundational learning. “If a child cannot read or grasp basic competencies by Grade 3, they fall behind in all subjects. Learning depends on understanding and processing text.”
She added, “Reading with comprehension fuels curiosity, independent thinking, and lifelong learning. It equips children not just to find answers, but to ask the right questions and face the world confidently.”
The consequences of widespread functional illiteracy extend beyond individuals. Legarda warned it weakens the workforce’s competitiveness and deepens social inequality. An education system churning out graduates without comprehension skills cannot build a capable, innovative workforce or engaged citizens.
“This failure steals opportunities, hinders economic growth, and shakes the foundations of democracy,” she said.
To fight this, Legarda called for focused interventions in provinces hit hardest by functional illiteracy. She also stressed early-year education must be strengthened, especially where reading and comprehension begin.
Beyond programs, she underscored the urgent need for safe, well-equipped classrooms and schools staffed with qualified principals, teachers, and personnel. They must have the tools and training to provide quality education that empowers the next generation.
The question is clear: Will the government rise to the challenge of transforming Filipino education, or will millions continue to graduate unprepared for the world ahead? The nation’s future hangs in the balance.