“A system where learner proficiency has collapsed to near-zero levels, as students progress from Grade 3 to Grade 12.”
This was how the Second Congressional Commission on Education, or EDCOM II, laid out the state of Philippine education in its final report and the result of a three-year national assessment, Turning Point: A Decade of Necessary Reform.
The report showed that more than 75 percent of Filipino students remain below minimum proficiency in reading, mathematics, and science. Even more alarming is that 91 percent of children are unable to read proficiently by late primary age, defined as Grades 3 to 4, or roughly ages nine to ten. This is the stage when students are expected to move from learning how to read to reading in order to learn.
Related articles: EDCOM 2 Flags Critical Gaps: 24M Functionally Illiterate Filipinos, Only 8% of Children with Disabilities in Public Schools
When that transition fails, everything that follows becomes harder.
The report also drew attention to the scale of functional illiteracy. This does not mean people cannot read at all. Rather, it means many Filipinos struggle to understand written instructions, perform basic calculations, read forms, follow medication labels, or apply information in daily life, even if they finished high school or college.
Nearly one-third of Filipinos fall into this category, including a significant share of college students.
EDCOM II is clear on one point that is often misunderstood. The COVID-19 pandemic did not create poor learning outcomes; it only amplified already existing problems. With the country among the last to fully resume face-to-face classes—reopening only in 2022—tens of thousands of public schools lacked reliable internet access, making remote and modular learning difficult and ineffective for many students.
At its core, the report argued that Filipino learners are not the problem. Students remain motivated and aspirational. The failure lies in the system. Without fixing foundational skills early and rebuilding pathways that allow learners to move forward meaningfully, access to education alone will not lead to learning, social mobility, or dignity.
