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In the face of a growing literacy crisis, Education Secretary Sonny Angara has expressed strong support for combating functional illiteracy. This push for action comes as the 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS) reported that 18.9 million Filipinos are functionally illiterate, a concerning statistic that underscores the urgency of the situation [1].
Educators are calling for the restoration of the "No Read, No Move" policy, a measure that requires students to demonstrate reading proficiency before progressing to the next grade level. Board Member Jason Gonzalez of Iloilo has advocated for its urgent reinstatement, aiming to plug the learning hemorrhage [2].
The learning crisis, it seems, has its roots in the past. DepEd Order No. 45, s. 2002, which prescribed the "No Read, No Move" policy at Grade 3, was a watered-down version of a stricter, more effective Grade 1 threshold [3]. Over time, the enforcement of the policy became optional, and learning to read became negotiable, contributing to the current crisis.
Proponents of the policy argue that its reinstatement is crucial to addressing the literacy crisis. Firstly, students who advance without mastering basic reading skills contribute to a cycle of poor academic performance. Without strong literacy foundations, students struggle in higher grades, exacerbating the crisis [1].
Secondly, the policy seeks to guarantee that students meet essential competencies before progressing, thereby improving overall learning outcomes. Lastly, the high level of functional illiteracy signals the need for stronger remedial measures such as this policy to prevent further educational decline [1].
However, this push for reinstatement occurs amid broader debates about the Philippine education system, including criticisms of the K-12 program and calls for reforms rather than repeal. Notably, UNICEF and Catholic education bodies oppose major rollbacks of recent educational reforms like Senior High School, emphasizing strengthening and improving access rather than scrapping programs [2][3].
The learning crisis also points to systemic challenges beyond policy enforcement, such as malnutrition, inadequate infrastructure, and disruptions from natural disasters, all affecting student learning capacity [4]. President Marcos has expressed frustration with K-12 outcomes, and government officials have committed to addressing the crisis within a few years [5].
In summary, the "No Read, No Move" policy is being advocated for reinstatement to combat severe literacy issues. This debate is part of a larger national conversation on how best to resolve educational shortcomings and improve quality amid calls for systemic reforms and enhanced support programs [1][2][4].
References: [1] Rappler.com, 2023, "Functional illiteracy in the Philippines: Why it's a Grade 1 problem", accessed on 30th April 2023,
- In light of the growing literacy crisis, educators are advocating for the reinstatement of the "No Read, No Move" policy in Iloilo, aiming to combat functional illiteracy and improve education-and-self-development outcomes.
- The call to reintroduce the policy comes amidst broader debates about the Philippine education system, with discussions focusing on policy-and-legislation reforms, such as the K-12 program, and the need for culture changes to improve learning conditions.
- Culture, in this context, includes promoting general-news awareness regarding the importance of learning proficiency in early education stages, as illustrated by the high number of functionally illiterate individuals reported in the 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS).
- Ultimately, addressing the learning crisis requires addressing systemic challenges, including malnutrition, infrastructure concerns, and natural disasters, all of which contribute to the current educational decline, while enhancing support programs to ensure students are prepared for future academic success.
