he Philippines is not just slipping — it's being left behind. In education, especially in STEM (science, technology, engineering, mathematics), the gap is growing wider — and increasingly impossible to ignore.

International data underscore a harsh reality. In the 2022 survey by Organization for Economic Co-operation and Development (OECD), the Program for International Student Assessment (PISA) ranked the Philippines among the lowest-performing of 81 participating countries: the country averaged 355 in Mathematics, 347 in Reading, and 373 in science. By comparison, international mean scores stood at 472, 476, and 485 respectively.

That gap is not trivial. According to OECD’s own benchmarks, every 20-point deficit corresponds to roughly one year of lost learning for a 15-year-old — meaning many Filipino students are five to six years behind where they should be.

Moreover, proficiency data reveal entrenched underperformance: only about 23–24 percent of Filipino students achieved what PISA considers minimum proficiency (Level 2 or above) in science — far below the OECD average of 76 percent. Nearly none reached top levels (Level 5 or 6), which mark the ability to apply scientific understanding creatively and independently.

These are not just abstract numbers. They reflect systemic failure: a public school system that lacks adequate teaching resources, suffers from overcrowded classrooms, and has repeatedly reworked curricula — often without sustained policies to build teacher capacity or ensure quality science instruction.

The result: a generation of students who may graduate high school — but lack the analytical, scientific, and mathematical foundation required for 21st-century challenges. It falls upon the Marcos administration to recognize—and act on—this growing crisis. Vice President Sara Duterte, who President Marcos initially appointed as Education Secretary failed to make meaningful progress. Instead, her agency became mired in controversy, with allegations of overpriced and substandard teaching equipment that further eroded the trust in institutions responsible for shaping the next generation.

If the Philippines is to remain competitive and safeguard opportunities for its youth — from engineering and technology to research and innovation — then immediate, serious reforms in science education are not optional. They are essential.

Published 12/7/2025