Lost in the curriculum: PH education needs more than another reform
Every year, thousands of Filipino student graduates carry certificates that promise readiness for the world. Yet when faced with international assessments, competitive workplaces, or even everyday communication, many discover that those certificates weigh far more than the knowledge they contain.
The problem has never been the students’ ability to learn. It is an education system that continues to demand more requirements while delivering fewer competencies.
In trying to teach everything, the curriculum has gradually mastered teaching too little. Students take many subjects but still lag behind in core competencies. This is caused by excessive unrelated subjects, leading to less mastery of English, science, and mathematics.
Teachers rush lessons because of the limited time, fighting against an overloaded curriculum. The educational system’s demands keep expanding, but learning isn’t.
Another thing, if K-12 was introduced to prepare students for college and employment, why are college students still required to take courses that seem disconnected from their chosen profession?
K-12’s goal is to move certain competencies that are only taught in college to senior high school (SHS). Yet, students often encounter similar courses again in college, raising questions about whether K-12 has been fully integrated into college curricula.
For students from low-income families, every additional course means: more tuition, more books, more projects, more laboratory fees, more commuting fees, more semesters before focusing entirely on professional competencies—resources that many of these families struggle to provide.
Instead of spending a large portion of college on unrelated requirements, students could have more opportunities for internships, laboratories, research, and practical applications. They could have additional time devoted to professional training that can strengthen both competence and confidence before entering the workforce.
If the SHS programs already fulfill part of the general education, colleges should recognize those competencies and adjust their curriculum accordingly. Otherwise, the promise of K-12 remains incomplete.
Reform does not always require adding another subject or another policy. Sometimes, it begins by removing what no longer serves students and strengthening what truly prepares them for the future.
Education’s purpose is to cultivate minds capable of thinking, creating, and leading. It should never become a race to complete the longest checklist of subjects. Until then, Filipino students will continue to carry the weight of outdated systems instead of the opportunities they deserve.
Andrey Kim G. Malabed,
malabedkim@gmail.com
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