SENATOR Loren Legarda urged education officials to address the country’s declining literacy and numeracy rates by strengthening teacher training and redefining functional literacy standards.

“What are we doing differently from before, and what concrete steps can we take now to improve literacy and numeracy?” Legarda asked, emphasizing that reforms must result in clear, actionable measures that directly address learning gaps.

Education officials acknowledged that literacy challenges stem from multiple factors, including the removal of the developmental reading course from teacher education programs in 2004.

The National Educators Academy of the Philippines is currently implementing the Early Language, Literacy, and Numeracy (ELLN) program for kindergarten to Grade 3 teachers. However, Legarda stressed that stronger and more comprehensive interventions are still necessary.

She proposed introducing a functional literacy test for job placement, explaining that such a measure would help identify workers who may be underqualified or serving only in temporary roles, enabling the government to respond with appropriate support and interventions.

Legarda further underscored that while tools and programs are already available, access and proper job alignment remain critical. She also highlighted the need for functional literacy seminars to bridge competency gaps.

Data from the 2024 Functional Literacy Assessment revealed that 22 percent of adults aged 50 to 59 and 21 percent of college graduates were classified as functionally illiterate.

Legarda also raised concerns about the curriculum’s heavy reliance on classical literary texts as primary benchmarks for literacy. She emphasized the need to broaden the definition of literacy beyond traditional literary comprehension to include practical and applied skills.

After stressing the urgency of literacy reforms, Legarda turned to the burdens faced by teachers, noting that effective instruction cannot be achieved if educators remain overwhelmed by administrative tasks.

“How do we reduce the administrative load of teachers—not entirely, but enough so they can focus on teaching rather than paperwork?” she asked, underscoring the importance of easing non-teaching responsibilities.

The Department of Education reported that a recent department order reduced required teacher forms from 150 to 70, with further digitalization efforts underway to streamline processes.

Legarda also suggested tapping government programs such as the Tulong Panghanapbuhay sa Ating Disadvantaged/Displaced Workers (TUPAD) and internship initiatives to hire administrative assistants who could support principals and teachers. This, she said, would allow educators to devote more time to improving literacy and numeracy outcomes.

She called for continued hearings to ensure that curriculum reforms are aligned with practical solutions that enhance teaching quality and strengthen functional literacy nationwide.