Education is often seen as the key to breaking the cycle of poverty. Unfortunately, access to quality education remains a distant dream for many Filipino children.
Growing up, I didn’t notice any poverty markers in the province because life there is simple. However, as I entered my teenage years and studied in Metro Manila, I clearly saw the distinction of the social classes that exist in the Philippines.
I noticed that a large proportion of the country’s wealth remains concentrated in the hands of a few families or corporations, while millions of Filipinos, particularly in rural areas, continue to live in extreme and abject poverty.
This inequality is perpetuated by an education system that often does not reach the most marginalized communities, inadequate healthcare services, and limited access to economic opportunities, particularly in the countryside.
The Philippines also struggled with political instability, corruption, and ineffective governance, which further impede economic development. Even though there have been programs designed to alleviate poverty, such as conditional cash transfers and microfinance initiatives, these have often been undermined by systemic inefficiencies and corruption at various levels of government. In my experience, these initiatives are usually just for show and a way to garner voters when the election season comes near.
Education is often seen as the key to breaking the cycle of poverty. Unfortunately, access to quality education remains a distant dream for many Filipino children. Public schools, while free, are often overcrowded, underfunded, and lack essential resources. In rural and marginalized areas, schools may be located far from students’ homes, making it difficult for children to attend regularly. Even when they do attend, many students lack the support and materials they need to succeed, resulting in lower educational attainment.
The lack of quality education limits the employment prospects of the new generation. In a rapidly globalizing world, the skills required to compete in the job market―critical thinking, technical knowledge, language proficiency―are often out of reach for those in poverty. As a result, many young Filipinos are trapped in low-wage, informal, or seasonal jobs, where they are at risk of exploitation and poor working conditions. The cycle of poverty becomes even harder to break when the young generation is left without the tools needed to build a brighter future for themselves.
This is why I feel an overwhelming sense of gratitude and privilege upon reflecting on my circumstances. I am fortunate enough to attend a prestigious institution, something many people worldwide may not have the opportunity to do. Not only do I have the financial resources to pursue this education, but I am also in a fortunate position where I do not have to constantly worry about meeting my basic needs.
This contrasts sharply with the reality faced by many people in developing countries, where daily struggles for food, shelter, and safety are all too common. In this context, the fact that I can focus on my studies without the looming concern of survival or financial instability feels like an immense blessing. It serves as a powerful reminder of the privileges I enjoy and motivates me to approach my education with a deep sense of responsibility and appreciation.
The poverty that continues to plague the Philippines is one of the greatest challenges facing the new generation of Filipinos. It affects their access to education, healthcare, social mobility, and mental and emotional well-being. However, this should not be seen as a hopeless situation. The cycle of poverty can be broken with collective effort, political will, and a renewed sense of solidarity. The new generation has the potential to transform the Philippines into a nation where all people, regardless of their socio-economic background, have the opportunity to live lives of dignity, opportunity, and fulfillment.
The author is an MBA student at the Ramon V. Del Rosario College of Business of De La Salle University. He can be reached at john_jester_fajardo@dlsu.edu.ph.
The views expressed above are those of the author and do not necessarily reflect the official position of DLSU, its faculty, or its administrators.
