Mababang PISA rank ng Pilipinas – Ano ang implikasyon sa edukasyon? | The Mangahas Interviews
Sa resulta ng 2022 Programme for International Student Assessment o PISA, kabilang ang Pilipinas sa mabababa ang proficiency sa reading, mathematics at science. Ibig sabihin mas mababa sa global average ng Organization for Economic Co-operation and Development ang score na nakuha ng bansa.
Ayon sa Department of Education, nangangahulugan daw ito na lima hanggang anim na taong huli ang learning competency ng mga estudyanteng Pilipino. Magsisilbi raw itong wake-up call sa sitwasyon ng ating edukasyon.
Ang paliwanag ng DepEd sa naging resulta ng PISA at ang plano ng kagawaran para mas mapabuti ang edukasyon, pakinggan sa buong panayam kay DepEd Assistant Secretary Francis Cesar Bringas sa #TheMangahasInterviews.
Ayon sa Department of Education, nangangahulugan daw ito na lima hanggang anim na taong huli ang learning competency ng mga estudyanteng Pilipino. Magsisilbi raw itong wake-up call sa sitwasyon ng ating edukasyon.
Ang paliwanag ng DepEd sa naging resulta ng PISA at ang plano ng kagawaran para mas mapabuti ang edukasyon, pakinggan sa buong panayam kay DepEd Assistant Secretary Francis Cesar Bringas sa #TheMangahasInterviews.
Transcript
00:00 (upbeat music)
00:02 (speaking in foreign language)
00:09 - Program for International Student Assessment.
00:24 (speaking in foreign language)
00:26 Assistant Secretary for Field Operations
00:28 at Department of Education,
00:29 C. Asek Francis Cesar Panchet-Bringas.
00:34 (speaking in foreign language)
00:38 (speaking in foreign language)
00:42 (speaking in foreign language)
00:46 (speaking in foreign language)
00:50 Program for International Student Assessment.
00:58 (speaking in foreign language)
01:02 Every three years.
01:07 (speaking in foreign language)
01:15 Covering mathematics, reading,
01:17 (speaking in foreign language)
01:20 Sadly,
01:21 (speaking in foreign language)
01:22 sadly,
01:23 (speaking in foreign language)
01:24 percentage increase
01:25 (speaking in foreign language)
01:26 but statistically,
01:27 (speaking in foreign language)
01:28 these are insignificant.
01:29 (speaking in foreign language)
01:32 of proficiency in these three areas.
01:34 (speaking in foreign language)
01:35 For example,
01:37 (speaking in foreign language)
01:41 reading as a level 1A
01:43 and (speaking in foreign language)
01:44 as a level 1A.
01:46 (speaking in foreign language)
01:50 competency is level two.
01:53 So (speaking in foreign language)
01:54 the level one,
01:55 (speaking in foreign language)
01:56 level 1A, 1B and 1C.
01:59 So (speaking in foreign language)
02:01 level one,
02:02 specifically 1B for math,
02:05 1A for reading and 1A for science.
02:08 Meaning we are below the minimum competency.
02:12 (speaking in foreign language)
02:16 Well,
02:35 (speaking in foreign language)
02:37 analysis of the Philippine results.
02:39 (speaking in foreign language)
02:43 It's really an achievement score for the learners.
02:46 (speaking in foreign language)
02:50 And how they apply this learning to real life situations.
03:02 So (speaking in foreign language)
03:07 education factor,
03:08 (speaking in foreign language)
03:09 socioeconomic factor,
03:10 (speaking in foreign language)
03:11 family factor and may,
03:12 (speaking in foreign language)
03:12 community factors
03:13 (speaking in foreign language)
03:14 that involve
03:15 (speaking in foreign language)
03:16 (speaking in foreign language)
03:17 So special assessment
03:18 (speaking in foreign language)
03:19 it's not really an aptitude test alone.
03:21 - All right.
03:22 (speaking in foreign language)
03:26 (speaking in foreign language)
03:30 (speaking in foreign language)
03:34 - In Muslim in the now.
03:35 (speaking in foreign language)
03:39 15.3 months to 16.2 months.
03:42 - 16.2 months.
03:43 - Okay.
03:44 (speaking in foreign language)
03:45 - So normally that's a grade seven.
03:47 (speaking in foreign language)
03:51 To be exact 7,193 students nationwide.
03:56 Nationwide in all the 16 regions around the country
04:02 represented.
04:02 (speaking in foreign language)
04:06 In 106 divisions in 16 regions nationwide.
04:12 (speaking in foreign language)
04:13 Public and private schools.
04:15 - Yes, it is mix of public and private schools.
04:17 (speaking in foreign language)
04:21 It's a two stage sampling design,
04:31 which is a special design that they use
04:33 (speaking in foreign language)
04:37 (speaking in foreign language)
04:41 No, it's only for the students.
04:49 It's a computer assisted, it's computer based.
04:51 It is conducted in English.
04:53 (speaking in foreign language)
04:57 (speaking in foreign language)
05:01 (speaking in foreign language)
05:05 (speaking in foreign language)
05:23 (speaking in foreign language)
05:27 Now this 2022 PISA,
05:35 (speaking in foreign language)
05:37 particularly on creative thinking.
05:40 So it's not merely doing computations,
05:42 but more on applications to real life.
05:45 (speaking in foreign language)
05:51 It's not computations or anything like that,
05:53 but it's more on application to real life.
05:56 (speaking in foreign language)
05:57 This is a cumulative study of their overall learning.
06:00 (speaking in foreign language)
06:04 Right, not all the test takers got the same test items.
06:15 (speaking in foreign language)
06:20 (speaking in foreign language)
06:24 (speaking in foreign language)
06:46 English is our second language,
06:50 (speaking in foreign language)
06:54 (speaking in foreign language)
07:06 (speaking in foreign language)
07:10 Among the findings of the PISA result,
07:13 (speaking in foreign language)
07:37 (speaking in foreign language)
07:41 (speaking in foreign language)
07:45 (speaking in foreign language)
08:15 It's a different kind of preparation
08:17 because we need to condition
08:19 (speaking in foreign language)
08:21 to be in school once again, or face to face.
08:25 (speaking in foreign language)
08:29 But more so on the preparation
08:42 and conditioning of the minds of the learners
08:45 that this particular exam is not an exam
08:47 that you take for granted
08:49 because (speaking in foreign language)
08:54 (speaking in foreign language)
09:14 (speaking in foreign language)
09:17 (speaking in foreign language)
09:21 (speaking in foreign language)
09:25 (speaking in foreign language)
09:29 (speaking in foreign language)
09:33 (speaking in foreign language)
09:58 (speaking in foreign language)
10:02 Yeah, precisely, that is one of the findings
10:14 of the PISA results of the Philippines.
10:17 (speaking in foreign language)
10:26 Anyway, (speaking in foreign language)
10:31 As far as I can recall, BARM at that time,
10:45 (speaking in foreign language)
10:49 Ministry of Education of BARM.
10:51 So since (speaking in foreign language)
10:56 (speaking in foreign language)
11:00 Including region 4A Calabarzon,
11:02 (speaking in foreign language)
11:04 were statistically higher than the national average
11:07 for all the three domains.
11:09 (speaking in foreign language)
11:13 (speaking in foreign language)
11:17 (speaking in foreign language)
11:22 (speaking in foreign language)
11:26 Yes, region 9 and 10, particularly in region 10,
11:31 (speaking in foreign language)
11:35 Lower than the national average.
11:39 (speaking in foreign language)
11:43 (speaking in foreign language)
11:49 Oh, well, overall, in general,
11:55 (speaking in foreign language)
12:00 We are not really expecting (speaking in foreign language)
12:05 given the factor (speaking in foreign language)
12:10 in the Philippines by third party,
12:18 including our own internal assessment,
12:20 and they all point towards the same direction.
12:23 So (speaking in foreign language)
12:26 since (speaking in foreign language)
12:28 internal and external,
12:29 we are expecting (speaking in foreign language)
12:32 would yield the same results.
12:34 And true enough, (speaking in foreign language)
12:39 (speaking in foreign language)
12:44 Compared with COVID, (speaking in foreign language)
12:52 (speaking in foreign language)
12:56 (speaking in foreign language)
13:19 (speaking in foreign language)
13:24 (speaking in foreign language)
13:28 (speaking in foreign language)
13:32 (speaking in foreign language)
13:36 Advancement of our teachers,
13:38 (speaking in foreign language)
13:38 National Reading Program,
13:40 we have the National Learning Camp,
13:42 we have the National Mathematics Program,
13:44 we even have a National Science Program,
13:47 (speaking in foreign language)
13:51 Not only during the pandemic,
13:59 but even prior to the pandemic.
14:01 (speaking in foreign language)
14:05 Before the pandemic.
14:06 (speaking in foreign language)
14:10 We have been experiencing losses even during the pandemic.
14:16 (speaking in foreign language)
14:18 Basic inputs in the department,
14:20 (speaking in foreign language)
14:22 setting classrooms, teachers, and learning materials.
14:26 (speaking in foreign language)
14:28 That is why (speaking in foreign language)
14:31 (speaking in foreign language)
14:35 Spending for the next years.
14:37 (speaking in foreign language)
14:41 (speaking in foreign language)
14:45 Assessment reports.
14:47 (speaking in foreign language)
15:12 That is precisely why (speaking in foreign language)
15:16 Human Resource strand.
15:18 (speaking in foreign language)
15:22 Training and after training,
15:26 (speaking in foreign language)
15:28 Teachers that undergo this training.
15:29 (speaking in foreign language)
15:33 But now we are really bent on looking at
15:39 (speaking in foreign language)
15:43 as a result of this training of our teachers.
15:46 We now have a National Educators Academy
15:49 of the Philippines transformation
15:51 (speaking in foreign language)
15:54 in terms of professional development
15:56 and their capacity to teach better in our schools.
16:00 (speaking in foreign language)
16:04 (speaking in foreign language)
16:08 Well, one of the important things that we are looking at
16:16 is (speaking in foreign language)
16:20 (speaking in foreign language)
16:24 Administrative tasks.
16:30 (speaking in foreign language)
16:34 Major steps going forward.
16:36 (speaking in foreign language)
16:40 Administrative officers and project development officers
16:44 to handle all these administrative tasks.
16:47 (speaking in foreign language)
16:49 And they could focus more on the classroom instruction.
16:52 (speaking in foreign language)
16:55 That we have started for the past two years,
16:57 past three years.
16:58 (speaking in foreign language)
16:59 And we have been lobbying for more funds
17:04 for the provision of non-teaching positions
17:08 in all our schools all over the country.
17:10 (speaking in foreign language)
17:14 Learning tools at (speaking in foreign language)
17:19 (speaking in foreign language)
17:38 (speaking in foreign language)
18:06 We have been using our textbooks
18:08 that are aligned with the K-12 curriculum.
18:11 (speaking in foreign language)
18:15 Development and provision of textbooks
18:26 and learners materials that are aligned
18:29 with the new curriculum for next school year.
18:31 (speaking in foreign language)
18:35 (speaking in foreign language)
18:39 (speaking in foreign language)
18:49 And this is a long process.
18:51 (speaking in foreign language)
18:55 So I'm finding really I'm (speaking in foreign language)
19:14 There are too many competencies
19:16 (speaking in foreign language)
19:20 is to reduce the number of learning areas,
19:26 particularly in the primary grades,
19:29 as grades one, two, and three.
19:32 (speaking in foreign language)
19:37 Mother tongue as a separate subject.
19:40 (speaking in foreign language)
19:44 So (speaking in foreign language)
20:05 (speaking in foreign language)
20:09 (speaking in foreign language)
20:13 For creative, (speaking in foreign language)
20:14 or critical thinking.
20:16 (speaking in foreign language)
20:20 (speaking in foreign language)
20:47 Okay, the reduction of learning areas
20:50 in the primary grades is just one
20:52 of the features of the new curriculum.
20:54 (speaking in foreign language)
20:58 That includes critical thinking, media, literacy,
21:11 (speaking in foreign language)
21:15 (speaking in foreign language)
21:19 (speaking in foreign language)
21:22 Their learning to real life situations.
21:25 (speaking in foreign language)
21:29 This time.
21:38 (speaking in foreign language)
21:41 (speaking in foreign language)
21:46 Or learning from one another.
21:48 (speaking in foreign language)
21:52 You can only get so much from seminars.
21:59 (speaking in foreign language)
22:02 (speaking in foreign language)
22:06 (speaking in foreign language)
22:21 (speaking in foreign language)
22:26 (speaking in foreign language)
22:31 When they have inter-school visits.
22:34 (speaking in foreign language)
22:38 All the way up to the regional level.
22:48 (speaking in foreign language)
22:52 Regional offices.
22:53 (speaking in foreign language)
22:57 (speaking in foreign language)
23:01 (speaking in foreign language)
23:05 (speaking in foreign language)
23:10 (speaking in foreign language)
23:14 Upscale at the national level.
23:21 (speaking in foreign language)
23:25 (speaking in foreign language)
23:29 (speaking in foreign language)
23:33 (speaking in foreign language)
23:37 (speaking in foreign language)
23:48 (speaking in foreign language)
23:52 (speaking in foreign language)
23:56 or approaches (speaking in foreign language)
24:01 (speaking in foreign language)
24:04 for this particular content or particular lesson.
24:08 (speaking in foreign language)
24:10 Depending on which approach is best fit for such content.
24:14 (speaking in foreign language)
24:18 for this particular lesson.
24:20 (speaking in foreign language)
24:24 (speaking in foreign language)
24:28 Reading, writing, math.
24:29 (speaking in foreign language)
24:31 Functional literacy.
24:32 (speaking in foreign language)
24:36 Compute, comprehend, contrast, critique, correlate.
24:43 (speaking in foreign language)
24:47 (speaking in foreign language)
24:57 (speaking in foreign language)
25:01 Literacy and numeracy at the early grades.
25:04 (speaking in foreign language)
25:08 One, two, and three.
25:17 (speaking in foreign language)
25:19 For numeracy, reading, and literacy.
25:23 (speaking in foreign language)
25:25 We start with the foundation.
25:27 We start them early so that they will have more chances
25:31 of developing into greater levels
25:33 (speaking in foreign language)
25:34 higher grades.
25:35 (speaking in foreign language)
25:39 The teacher is boss.
25:48 The principal is God.
25:51 (speaking in foreign language)
25:54 In fact, this is true.
25:55 (speaking in foreign language)
25:59 (speaking in foreign language)
26:03 How about the area?
26:08 (speaking in foreign language)
26:09 If we allow our students to think critically,
26:11 it follows the freedom of expression.
26:14 (speaking in foreign language)
26:15 That is right.
26:16 (speaking in foreign language)
26:27 We are now trying to reinvent that.
26:30 (speaking in foreign language)
26:31 Freely expressing one's opinions
26:34 as long as it is respectful and courteous
26:37 inside the classroom.
26:38 (speaking in foreign language)
26:39 And we are always advocating for that in our schools.
26:42 (speaking in foreign language)
26:45 Gatherings.
26:45 (speaking in foreign language)
26:47 (speaking in foreign language)
26:51 (speaking in foreign language)
26:55 (speaking in foreign language)
27:24 Because there is open communication
27:26 and there is free expression of ideas
27:30 within a group or within a classroom,
27:32 then (speaking in foreign language)
27:34 (speaking in foreign language)
27:38 So if you are referring to that,
27:39 (speaking in foreign language)
27:42 indicators.
27:43 (speaking in foreign language)
27:46 Of course, you're over all climate and environment
27:53 and culture of the schools.
27:55 (speaking in foreign language)
28:00 (speaking in foreign language)
28:01 Of course, education and health would be top priorities.
28:04 (speaking in foreign language)
28:09 (speaking in foreign language)
28:13 Yeah.
28:35 (speaking in foreign language)
28:37 So the reintroduction of the good manners
28:40 and right conduct would be a bold step
28:42 in making sure now at an early age,
28:44 we are able to train our learners
28:45 to be nationalistic, patriotic.
28:48 (speaking in foreign language)
28:52 It's easier to build young minds
29:07 or young characters than to repair broken adults.
29:11 (speaking in foreign language)
29:13 We are looking into starting them very young
29:15 to build their foundation into good value,
29:18 into values that are nationalistic and patriotic.
29:23 (speaking in foreign language)
29:27 We have already requested this realignment for the fund
29:33 to the efforts of the National Learning Recovery Program.
29:37 (speaking in foreign language)
30:00 Yes, we actually have, with the launch
30:03 of the MATATAG curriculum,
30:04 (speaking in foreign language)
30:08 And we will follow up with that,
30:10 with the revision of our senior high school curriculum.
30:13 (speaking in foreign language)
30:17 We have already told our national partners that,
30:19 (speaking in foreign language)
30:23 After senior high school,
30:25 (speaking in foreign language)
30:26 The review of the implementation of the senior high school
30:29 and possibly,
30:30 (speaking in foreign language)
30:34 (speaking in foreign language)
30:38 It's really time for us to review
30:51 the offerings of our senior high school.
30:54 Okay, what about (speaking in foreign language)
30:56 outside the school system?
30:57 (speaking in foreign language)
31:01 What do you want them to do to be able to help you shore up
31:07 (speaking in foreign language)
31:11 (speaking in foreign language)
31:20 Meaning it is a call to action,
31:22 not only for the Department of Education,
31:24 but call to action to all people,
31:28 to all agencies,
31:29 (speaking in foreign language)
31:32 Because it calls to action,
31:34 it's a whole of nation approach.
31:37 (speaking in foreign language)
31:37 Education is the business of everyone.
31:39 It cannot be like the sole,
31:41 the responsibility solely of the Department of Education.
31:44 (speaking in foreign language)
31:47 But we cannot discount the contributions of the community.
31:52 (speaking in foreign language)
31:53 Environment, (speaking in foreign language)
31:54 families, (speaking in foreign language)
31:55 local government units,
31:57 and other government agencies,
31:58 (speaking in foreign language)
32:00 into the attainment of the goals
32:02 that is ultimately to have quality education
32:05 and to produce graduates that are employable.
32:08 But what exactly could the families
32:11 and local government units do?
32:12 (speaking in foreign language)
32:16 (speaking in foreign language)
32:20 What exactly could they do actually
32:28 to prepare our children better for school?
32:31 (speaking in foreign language)
32:36 Local government units,
32:37 when it comes to utilization of the special education fund,
32:40 it's just that (speaking in foreign language)
32:42 align (speaking in foreign language)
32:44 (speaking in foreign language)
32:45 objectives (speaking in foreign language)
32:47 improvement of our educational system
32:49 with that of the local government's development plans.
32:52 (speaking in foreign language)
33:04 In the same manner,
33:05 (speaking in foreign language)
33:09 Does DepEd have any picture on ground,
33:33 (speaking in foreign language)
33:37 Based on the notes
34:00 (speaking in foreign language)
34:01 of curriculum and teaching,
34:03 (speaking in foreign language)
34:07 It's an overall,
34:19 it's a general description of these factors.
34:23 (speaking in foreign language)
34:28 Because the piece really is not focused
34:31 on getting the comparative performance of the schools,
34:37 but more on the overall performance of a country
34:41 and comparing it to other countries
34:42 and the OECD countries.
34:46 (speaking in foreign language)
34:50 (speaking in foreign language)
34:54 (speaking in foreign language)
34:58 (speaking in foreign language)
35:02 (speaking in foreign language)
35:10 Started it all.
35:11 (speaking in foreign language)
35:15 Before the exit of the past administration,
35:19 (speaking in foreign language)
35:21 basic education development plan for 2030.
35:24 (speaking in foreign language)
35:28 (speaking in foreign language)
35:35 (speaking in foreign language)
35:37 Or a focus direction of the department
35:39 in the next six years.
35:41 (speaking in foreign language)
35:44 What should people take as messages
35:47 or as key lessons from the PISA?
35:50 (speaking in foreign language)
35:54 PISA is telling us a complete picture
35:57 of the educational system
35:59 as affected by its environment.
36:02 So calling for a collective action
36:06 so that we can reach the goals of the Philippines
36:09 for better quality of education.
36:11 (speaking in foreign language)
36:12 This has been described as the worst situation ever,
36:15 the worst, bad, worst, worst.
36:17 (speaking in foreign language)
36:19 Oh, well, some people will claim that.
36:21 (speaking in foreign language)
36:22 We are making progress.
36:23 (speaking in foreign language)
36:26 Although statistically insignificant,
36:28 (speaking in foreign language)
36:30 in some math and reading.
36:31 I mean, yes, math and reading, except for science.
36:34 (speaking in foreign language)
36:36 But we are looking at it positively
36:38 as a step towards greater increase
36:42 in the next PISA results.
36:43 (speaking in foreign language)
36:47 (speaking in foreign language)
36:51 (speaking in foreign language)
36:53 Count the journalists in.
36:54 (speaking in foreign language)
36:58 So you've done both.
37:03 I think (speaking in foreign language)
37:04 math and science courses.
37:06 Why should people be afraid of numbers and science?
37:09 (speaking in foreign language)
37:13 Because when you look at it,
37:16 everything that we do in our everyday life,
37:18 (speaking in foreign language)
37:20 (speaking in foreign language)
37:24 (speaking in foreign language)
37:33 With large numbers or funds or money,
37:37 (speaking in foreign language)
37:38 or project program funds.
37:40 (speaking in foreign language)
37:44 (speaking in foreign language)
37:48 Oh, well, on the contrary,
37:53 (speaking in foreign language)
37:54 math science and math majors
37:56 among our rank of qualified teachers.
37:58 (speaking in foreign language)
38:02 But surprisingly, math and science,
38:07 (speaking in foreign language)
38:08 available teachers for this to--
38:10 (speaking in foreign language)
38:14 We have recorded in the department,
38:24 (speaking in foreign language)
38:28 in foreign countries to seek greener pastures
38:31 as teachers as well.
38:32 (speaking in foreign language)
38:36 (speaking in foreign language)
38:39 After three years,
38:39 (speaking in foreign language)
38:43 But of course,
38:46 (speaking in foreign language)
38:50 so long as,
38:56 (speaking in foreign language)
38:58 (speaking in foreign language)
39:04 (speaking in foreign language)
39:07 Always a pleasure to talk to you.
39:09 (speaking in foreign language)
39:13 Thank you, Malu.
39:23 It's always a pleasure.
39:24 (upbeat music)
39:30 (upbeat music)
39:36 (upbeat music)