![๐๐ฑ๐๐ฐ๐ฎ๐๐ถ๐ผ๐ป: ๐๐ป ๐๐บ๐ฝ๐ฒ๐ฟ๐ฎ๐๐ถ๐๐ฒ ๐๐ฒ๐ ๐จ๐ป๐ด๐๐ฎ๐ฟ๐ฎ๐ป๐๐ฒ๐ฒ๐ฑ ๐ฅ๐ถ๐ด๐ต๐Most of us grew up hearing these words from our parents or guardians: โMa...](https://img5.medioq.com/585/762/1029526365857628.jpg)
24/01/2025
๐๐ฑ๐๐ฐ๐ฎ๐๐ถ๐ผ๐ป: ๐๐ป ๐๐บ๐ฝ๐ฒ๐ฟ๐ฎ๐๐ถ๐๐ฒ ๐๐ฒ๐ ๐จ๐ป๐ด๐๐ฎ๐ฟ๐ฎ๐ป๐๐ฒ๐ฒ๐ฑ ๐ฅ๐ถ๐ด๐ต๐
Most of us grew up hearing these words from our parents or guardians: โMag-aral kang mahusay, anak!โ On the other hand, when we played too much or neglected schoolwork, we would often hear, โBakit hindi ka mag-aral nang mabuti!โ These familiar phrases reflect the value placed on education in many Filipino households. Yet, there are heart-wrenching stories that reveal another side of this reality: a mother desperately telling her son to stop attending school because of financial constraints, or individuals dropping out of school to endure the hardships of labor just to support their siblingsโ education. These stories highlight a painful truth: education is imperative, but access to it is not always guaranteed.
In the Gospel of Luke (2:41-52), we find the story of a 12-year-old Jesus thirsting for knowledge and wisdom. After three days of searching, Mary and Joseph found Him in the temple, sitting with teachers, listening, asking questions, and astonishing all with His understanding. This image of Jesusโpersistent in learning and seeking truthโillustrates the transformative power of education. It was likely through this quest for wisdom that Jesus came to understand His mission, later capturing the minds of people through His teachings.
The United Nations General Assembly proclaimed the International Day of Education in December 2018. Celebrated annually on January 24, this day emphasizes the right of every child to education and the role of education in driving transformation, innovation, peace, and freedom. According to Kiani (2022), this celebration invites us to rejuvenate the joy of learning and reflect on how education equips individuals and communities to address societal challenges.
Despite global recognition of educationโs importance, many remain out of school. UNESCOโs 2024 survey revealed that 251 million children and youth worldwide are out of school, and 763 million adults are illiterate (Culture and Education, 2024). Locally, the Philippine Statistics Authority (PSA) reported that in 2016, there were 3.8 million out-of-school children and youth (OSCY) in the Philippines. Alarmingly, this number surged to 11 million as of May 2024, with 68.5% aged 20-24 (Desiderio, 2024). Among them, 41.9% entered Grade 1 but never completed Grade 10, according to Childhope Philippinesโ August 2024 survey.
Childhope Philippines and the International Journal research by Dumadag (2023) identified seven root causes of OSCY. The first is economic hardship. Poverty forces students to prioritize earning money over education. Many become breadwinners or working students, juggling jobs and studies to support their families. Academic struggles also play a role. Lack of support and affirmation leads to low self-esteem, causing students to lose interest in education. Family dynamics, such as marital disputes, parental separation, and familial trauma, negatively affect studentsโ psychological well-being and academic performance. Some are even forced to take on parental roles at an early age. Mental health issues, including depression, anxiety, and stress, severely impact academic performance. As Cardinal Ambo David noted in his Jubilee of Hope 2025 reflection, rising mental health cases indicate a deeper societal issue.
Another root cause is a lack of engagement in schools. Some students find school irrelevant or boring, leading to absenteeism and eventual dropout. Early marriage and pregnancy further derail educational pursuits, with some students taking on responsibilities that prevent them from continuing their studies. Finally, age perception discourages older students, as they feel out of place and believe they are too old to attend school.
Addressing the OSCY crisis requires a collective effort from the government, communities, families, and individuals. Strengthening financial support programs, such as scholarships, conditional cash transfers, and livelihood initiatives, can help alleviate economic barriers. Expanding free technical-vocational training centers provides alternative education for older youth. Schools should enhance support systems by offering tutoring programs and mental health counseling to help struggling students. Teachers should also be trained to identify and address learning difficulties early.
Flexible learning options, such as alternative learning systems (ALS) and online education, are essential for working students and those with family responsibilities. Community engagement is also crucial. Local governments, non-governmental organizations, and religious groups can collaborate to create community-based learning centers and support networks. Raising awareness through campaigns emphasizing the long-term benefits of education can combat the stigma faced by older students or working learners. Accessible mental health services in schools and communities are vital to addressing studentsโ psychological needs. Finally, mentorship programs where successful individuals inspire and guide OSCY can motivate them to return to school or pursue vocational training.
As we observe the International Day of Education, we are reminded that education remains an unguaranteed right for many. To bridge this gap, we must approach the challenge with urgency and compassion, ensuring that everyone, regardless of circumstance, has access to the transformative power of education. Only through collective action and unwavering commitment can we ensure that the pursuit of knowledge is truly a universal opportunity.
๐๐ซ๐ข๐ญ๐ญ๐๐ง ๐๐ฒ Bryn Galura
๐๐ซ๐ญ ๐๐ฒ Louize Anne Sicat
๐๐๐ฒ๐จ๐ฎ๐ญ ๐๐ฒ Kevin Bacani