One teacher blames mass promotion for the large numbers of gullible voters, spelling disaster for our nation.
“No one left behind” is a catchy line. It is compassionate. It is humane. It is applicable to different social services, but in the context of education, it is a good objective to aspire to. It means that the system should be so effective that everybody, with no exceptions, should receive quality education regardless of their circumstances. Together, children learn their lessons well. Together, they advance to the next stage.
This compassionate stance was emphasized during the pandemic, when conventional face-to-face learning had to be modified because of mobility restrictions. Because children could not come to school, online classes became the norm. Learning modules were printed out and brought to their homes. Teachers were advised to be compassionate – and rightly so. Life was already difficult as it was; the pandemic complicated the situation in ways that were not obvious. Family members got sock, parents lost their jobs, or children had to step up and earn a living to help out.
The effect of the pandemic – and of the continued policy of compassion — on the quality of our students’ learning has been considerable.
No less than the Second Congressional Committee on Education, or EDCOM2, pointed out in its report released in January:
“…Findings underscore the severe challenges faced by learners as they move across grade levels: highlighting the possible consequences of ‘mass promotion’ practices”, and once again, stressing urgent reforms demanded to ensure mastery of foundational literacy.”
With ‘mass promotion,’ no one does get left behind – even those who need additional help and who must stay where they are.
Mrs. Precy Catanauan, a retired high school principal from Caloocan, denies that mass promotion exists in the Department of Education. “It has no legal basis,” she says. During her time, she encouraged teachers to support struggling students through intervention and remedial programs. But if they still fail to meet minimum requirements despite these efforts, “a failing grade is appropriate.”
“Grades should reflect actual performance, not sympathy,” she says.
Dr. Arlene Ocol, current principal of Cielito Zamora Junior High School, acknowledges the temporary relief offered by mass promotion during difficult situations. But students who were allowed to move forward without mastering essential skills do struggle with their confidence and performance in the long run. “True advancement must be grounded on actual learning and student readiness.”
But while mass promotion is not, technically, a policy, it is an open secret. It is not at all new. A public school teacher from Antipolo City, who requested me to withhold his name, says that stopping this practice will not solve the problems in the educational system.
More should be done: those who want real educational reform should ensure that each student’s basic needs are met. Parents should have jobs that do not limit their ability to guide and provide for their children. There should be authentic upgrades in schools’ facilities and resources.
“Hence, preventing students, who do not meet the standards, [from being] promoted to the next level without addressing these deficits will just make things worse.”
Another teacher, this time from Quezon City, says mass promotion merely inflates the confidence of students, who later on comprise the voting population. “I blame it for the huge number of gullible voters come election time,” he says. “It’s bad for politicians if the voting public becomes brainy and able to think critically.”
He recalls the numerous lines used by his colleagues and school heads — much too often — to justify mass promotion: “How about the mental health and confidence of the children?” “It’s a pity if they would be left behind by their batchmates.” “They are going through something at home.” “Could you bear seeing the parents weeping?” “Just ask the kids to clean the room or repair the chalkboard.”
And the telling: “That would destroy our school’s accomplishment record! Use your heart! I don’t want to be summoned to the DO (Division Office)!”
For the past two decades, his position has been met with unpopularity with his peers and backlash from his superiors.
**
It is always good to be understanding and compassionate. Teachers are supposed to inspire, not terrorize. Education is supposed to be student-centric, meeting students where they are. But like all things, circumstances must be qualified. This is why we have standards in the first place, why there is a line between pass and fail.
Promoting students when they do not deserve to be promoted, done for millions of students across the years, and especially without the parallel efforts needed to narrow the socio-economic factors that shape children’s educational experience, ultimately spells tragedy for our country. And that is one big, lingering heartbreak.
