Philippines Education 101: A Peace Corps Blog
The two things I liked most about the first days of orientation were, number one, walking around our extremely posh compound/jail (we were virtual prisoners at a resort in Cavite City) seeing so many new but familiar faces, most of which I could attach names to, sharing snatches of conversation that all rang with the same frenetic anticipatory excitement. Number two: I absolutely loved all the mosquitoes.
The two things I liked least were, number one, that I'd learned the Philippines was dubbed “Posh Corps” amongst other volunteers for its comparatively comfortable living standards. Most of us here would have running water and electricity, for one, and some of us would have aircon, flatscreen TVs, and regular access to internet. This disappointed rather than relieved me, as it did many of my fellow Batch 269 trainees, for some reason.
Number two: I was starting to get a bit of a feeling that my specific task –- teaching English -– was maybe kind of sort of not as vital as some of the other tasks. The Coastal Resource Management (CRM) volunteers would be working with local fisherfolk to establish sustainable fishing practices and to preserve the most diverse marine habitat in the world. Children/Youth/Family (CYF) volunteers would be working with the large population of abused, neglected, and starving kids. Even back home, when many of us teachers explained what we’d be doing to friends and family we were often met with some variant on "Oh, you’re just teaching English."
The first days of training featured info sessions applicable to all volunteers, so it wasn’t until our fourth day in country that we got briefed on our specific tasks. What I learned about the current climate of Philippines education system was both fascinating and, believe it or not, sort of kind of ever so slightly familiar. We were told:
1. Only 6 out of 10 students complete elementary school (age 11). Only 4 of those graduate high school (age 15), and only 2 will have basic proficiency in what they’ve been taught.
2. Of all students taking the high school equivalency exam, 5% receive passing scores. In order that at least half students be considered proficient, the passing mark would have to be lowered to 30%.
3. When teachers take the student achievement test, their scores are only marginally better than their pupils’ marks.
4. Due to the lack of classrooms, many schools use the “two shift” system, where half the students go to class from 5am-11 and half attend from noon to 7pm.
5. When an outside agency did a review of one government-approved textbook, it found 500 errors in the book. A revision was submitted by this agency. The revision contained 250 errors.
6. Teachers are hired on a first-come basis, as long as they meet the minimum qualifications.
7. Teacher training classes are oftentimes seen as purely part of the "reward system" of promotions; many attendees seek the certificate rather than the skill.
As I listened I thought about my years teaching college writing, and even my years as a student. I'd gone to a very good high school, and the colleges where I'd taught were not exactly failing. And yet, there were most (if not all) of these same problems. A percentage of apathetic or underprepared or even illiterate students. A lack of qualified teachers. A lack of classroom space. Bad textbooks. Poor hiring/firing practices.
Which isn't saying I saw no differences. Sometimes the degree makes all the difference.
But more important, I came away from that info session feeling that Peace Corps English teachers might very well be doing much more than just teaching English. We sure as heck wouldn't be overhauling the Filipino educational system.
But still. Still, our presence might be a good thing.
I didn't leave that info session lamenting the Filipino educational system. I didn't leave expecting to change or develop it or to make progress. I left realizing that the Filipino people were hopeful for their nation's future, that they cared about their schools, that they saw the problems, and had solutions, and that I would be working alongside them rather than doing some kind of scholastic intervention. And knowing that was a relief.
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