Alarming facts about PH’s teacher schools

PRESS RELEASE

According to the latest statistics from the Commission on Higher Education (CHED), for every 100 enrollees in teacher education programs in the Philippines, only 16 will eventually graduate, on average.

On their first try, only eight of these 16 graduates will pass the Licensure Examination for Teachers (LET), an exam graduates need to take before they can teach in public schools, given the country’s average national test-taker passing rate of 54%. For the other eight repeaters, the average passing rate is 16%.

Philippine Business for Education (PBEd), a non-government organization committed in pushing education reform in the country, revealed these figures and other alarming statistics in its recently concluded study on the LET Performance of Philippine Teacher Education Institutions (TEIs).

The results of the said study were as follows:

1. 601 TEIs for elementary and 795 TEIs for secondary performed below their respective national passing rates

601 TEIs for elementary (out of 1,025 or 59%) and 795 TEIs for secondary (out of 1,259 or 63%) performed below their respective national test-taker passing rates of 52% and 56%. A big chunk of these bad performing TEIs are Private Non-Sectarians (55%) followed by State Universities and Colleges (27%), Private Sectarian (13%), and Local Colleges and Universities (5%).

2. 107 TEIs for elementary and 151 TEIs for secondary had at least 75% of their students pass the LET

Only 107 TEIs for elementary (out of 1,025 or 10%) and 151 TEIs for secondary (out of 1,259 or 12%) had at least 75% of their students pass the LET. Majority of these good performing TEIs are Private Non-Sectarians (35%) followed closely by Private Sectarian (31%), State Universities and Colleges (28%), and Local Colleges and Universities (6%).

Furthermore, the study identified the Top 10 TEIs in the country. These are the schools with large programs—with 250 and above LET takers, and had an average passing rate of 80% since 2009 for its elementary and secondary programs:

Category A (1,000 above takers)

  1. Philippine Normal University-Manila (Manila City, NCR)
  2. University of Santo Tomas (Manila City, NCR)
  3. St. Louis University (Baguio City, Benguet)

Category B (500-999 takers)

  1. University of the Philippines-Diliman (Quezon City, NCR)
  2. Xavier University (Cagayan de Oro City, Misamis Oriental)
  3. Bohol Island State University-Tagbilaran  (Tagbilaran City, Bohol)
  4. University of Saint La Salle (Bacolod City, Negros Occidental)
  5. University of Southeastern Philippines-Tagum (Tagum City, Davao del Norte)

Category C (250-499 takers)

  1. De La Salle University-Manila (Manila City, NCR)
  2. Ateneo de Naga University (Naga City, Camarines Sur)

The study looked at the LET Results of approximately 1,100 TEIs in the country from October 2009 to September 2013. Spanning nine instances of the LET, the study aims to help parents and students make informed decisions when choosing colleges.

Additionally, the study also aims to provide sound and grounded research to policymakers to inform reform efforts. The action points recommended include:

1. Quality and Accessible Education

  • Close down programs of TEIs that have consistently performed poorly for five years.
  • Incentivize good performance in TEIs by giving more weight to measurable performance indicators such as:
    • In the financing criteria of government schools; and
    • In the accreditation of private schools

2. Selective screening and recruitment process

  • Conduct a parallel review of LET questions and the teacher education curriculum of TEIs’ for improved alignment to the new K-12 System.
  • Explore other pre-college screening instruments or standards such as a national entrance exam for teachers.

3. Information Management

  • Require each TEI (esp. SUCs and LCUs) to make LET results readily available to parents and prospective students.
  • LET application forms should differentiate information on undergraduate degrees from the Certificate in Teaching Program for better performance monitoring.
  • The Department of Education and private schools associations should signal to TEIs the needed majors or specializations of teachers in order to better balance supply and demand.

The complete results of the study can be accessed here.

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