The country’s leading think tank is calling on the government to boost digital connectivity in schools across the country to improve students’ critical thinking skills.
“The start of another school year is upon us, and aside from the usual problems of providing basic school facilities for our public school students, we must address the lack of critical thinking skills that would allow them to navigate the challenges of the real world,” said Professor Victor Andres “Dindo” Manhit, president of The Stratbase ADR Institute.
“We want our learners to be capable of critical thinking so that they can analyze information and distinguish the real from the fake, form their opinions from sound and logical arguments, solve problems, and make evidence-based decisions in different aspects of their lives.”
But critical thinking will not be achieved without the foundational skills obtained from the areas of math, science and reading, he warned.
Manhit said he supports the new leadership at the Department of Education as it seeks to improve the Philippines’ performance in the next round of ranking of the Program for International Student Assessment, which measures the performance in these three subjects of students all over the world.
In the recent PISA ranking, the Philippines scored 353 in reading, 340 in mathematics, and 357 in science, among the lowest in its ranking.
“We were hoping that the dismal results in 2018 would prompt us to work harder for the sake of our students, but then the pandemic happened, and our schools were not ready to quickly shift to online learning creating what experts call a learning gap that must be addressed,” Manhit said.
“As of 2022, we remain one of the most learning challenged countries in the world. This has a tremendous impact not only on our economic future as a country but on the quality of life of our people,” Manhit said.
“Technological advances have allowed foundation subjects like math, science, and reading to be taught more effectively, with interactive e-learning modules enriched with a multi-media learning experience,” Manhit said.
“The conventional classroom methods can now be complemented by the rich content and digital skills that could be acquired through exposure to the online world – of course with proper guidance and precaution from mentors.”
Unfortunately, the glaring and persistent digital divide in the Philippines leaves students in disadvantaged areas far behind their counterparts in more “connected” geographical locations.
The Philippines faces significant challenges in providing adequate broadband connectivity, particularly in rural areas. As of 2021, only about 27% of the population had access to fixed broadband, a stark contrast to the 90% mobile broadband penetration rate. While mobile broadband is more widely available, its quality and speed can vary, often being insufficient for high-quality digital learning.
As a result, as of 2024, the Department of Education (DepEd) oversees approximately 47,612 public schools in the Philippines. With 69% of these schools having internet connectivity, albeit with limited bandwidth to serve the requirements of its students and teachers, this leaves about 31% of schools without any internet access. This translates to around 14,760 schools that lack internet connectivity.
“Our legislators should bear this in mind as they deliberate on the DepED budget for next year and the years to come,” Manhit said.
