Addressing Functional Illiteracy

Functional illiteracy in the Philippines is a pressing issue that demands urgent attention. The 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS) revealed that 18.9 million Filipinos aged 10 to 64 are functionally illiterate. This figure reflects the new criteria for literacy, which define basic literacy as the ability to read, write with understanding, and compute, while functional literacy adds comprehension to these skills. Under these revised definitions, the basic and functional literacy rates have decreased to 90.0% and 70.8%, respectively, which is significantly lower than the previous rates of 95.1% and 93.1%. While this redefinition provides a clearer picture of the literacy challenges in the country, it also underscores the need for a concerted effort among the government, private sector, and civil society to address these gaps. A holistic approach that revises pedagogy, curriculum standards, and teaching methods while incorporating industry-based and community-driven solutions is critical to tackling this issue effectively.

The decline in literacy rates under the new criteria highlights gaps in the education system, which can be addressed by enhancing the Enhanced Basic Education Act of 2013 (R.A. No. 10533). This law mandates a K-12 curriculum aimed at holistic development, but can be improved by emphasizing practical, real-world applications of literacy and numeracy. The Department of Education (DepEd) should revamp the curriculum to integrate everyday tasks—such as reading instructions, calculating expenses, and interpreting data—ensuring that learning is functional and relatable. Strengthening R.A. No. 10533 to prioritize practical skills will better equip students for real-life challenges and improve functional literacy outcomes.

Transforming teaching practices is essential and can be supported by enhancing the Philippine Teachers Professionalization Act of 1994 (R.A. No. 7836, as amended by R.A. No. 9293). The law’s provisions can be improved by prioritizing continuous professional development through interactive, learner-centered methods such as group work, problem-solving, and experiential learning. Private sector collaboration can further boost these efforts through teacher training, innovative tools, and pilot programs. Strengthening R.A. No. 7836 will help create a more dynamic and responsive education system suited to modern needs.

The Dual Training System (DTS) under R.A. No. 7686 can be improved to address functional illiteracy by embedding foundational literacy and numeracy into vocational training. Beyond job-specific skills, programs should focus on practical competencies such as reading instructions, interpreting data, and effective workplace communication. For example, manufacturing apprenticeships could include modules on technical manuals, while retail training could teach customer interaction and basic accounting. TESDA, in collaboration with schools and industry, can standardize these enhancements to ensure learners gain both functional literacy and employability.

Community-based learning initiatives are equally vital and can be strengthened by enhancing the Literacy Coordinating Council Act (R.A. No. 7165). Civil society and LGUs can establish tailored programs, such as barangay literacy centers for adults or mobile learning units for remote areas. Leveraging technology, such as online courses and e-learning platforms, can further expand access and flexibility. Strengthening R.A. No. 7165 and fostering collaboration among governments, civil society, and volunteers can enhance the effectiveness of these initiatives.

The private sector and civil society can also drive systemic change by advocating for the enhancement of the Adopt-a-School Act of 1998 (R.A. No. 8525), which supports public-private partnerships in education. Advocacy campaigns can highlight the importance of literacy and showcase success stories to inspire participation in programs. Strengthening R.A. No. 8525 to include functional literacy initiatives and incentivizing private sector contributions can foster a unified, impactful approach to addressing functional illiteracy.

The redefined literacy criteria highlight the country’s literacy challenges and the need for meaningful change. Improving functional literacy requires shifting focus from academic achievements to practical skills for daily life and work. A collaborative effort among the government, private sector, and civil society is essential to pool resources and expertise.

Addressing functional illiteracy demands a collective approach—updating teaching methods, prioritizing practical skills, fostering industry partnerships, and supporting community initiatives. Literacy is more than an academic benchmark; it drives personal growth, economic opportunity, and social equity. Through innovation and united efforts, the Philippines can overcome functional illiteracy and build a more inclusive and prosperous society.