THE Philippine Statistics Authority (PSA) has revealed that nearly 19 million junior and senior high school graduates between 2019 and 2024 are “functionally illiterate” — unable to read, write, compute, or comprehend based on newly revised literacy standards.

The revelation has sent shockwaves across educational institutions, sparking urgent dialogues among stakeholders and shedding light on what is now being called a “silent literacy crisis.”

Numbers behind the crisis

Based on the 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS), the new definition of functional literacy has drastically lowered the number of literate Filipinos from 79 million to 60 million.

This change removed the automatic assumption that high school graduates are functionally literate, revealing that nearly 18.96 million are unable to read and understand a simple story.

Region IX recorded the highest rate of functional illiteracy at 41%, with provinces such as Tawi-Tawi (67%), Davao Occidental (53%), and Zamboanga del Sur (49%) following suit. Northern Mindanao, including Cagayan de Oro, also shows deeply concerning literacy gaps.

Ground realities in the classroom

Liza, a Grade 10 teacher in Barangay Carmen, doesn’t need statistics to see the problem. “We see it every day,” she said. “Students graduate, but when asked to read aloud or explain a passage, they avoid it or can’t do it.”

Angela, 17, a senior high school graduate from Barangay Balulang, shared a personal insight: “I memorized answers to finish my modules. I didn’t understand half of what I read, but no one checked.”

According to Dr. Arnold Sabellina, Division Superintendent of DepEd Cagayan de Oro, programs exist — but they are not enough.

“We need more reading programs, better teacher training, and a system that involves parents,” he emphasized. “Poverty and lack of guidance are barriers we must address head-on.”

Educators speak out

For educators like Samuel Macagba III, Assistant Principal for Formation at XUJHS, this crisis reflects systemic failure.

“We need a concerted effort from the government, schools, families, and communities. This can’t be solved by one sector alone,” he stressed.

He called on the Department of Education to reassess the promotion of learners who aren’t ready. “Students shouldn't be passed just to protect rankings or teacher evaluations. We need honest assessments,” he added, citing insights from former students now teaching in public schools.

He advocates for evidence-based approaches like reading camps and data-driven reforms as the way forward.

Macagba also highlighted the importance of treating private schools as equal partners in educational reform. “We need a more collaborative approach to make lasting change,” he said.

For Karen Bongbong, a kindergarten teacher from XU, early intervention is critical.

“How did they reach high school without basic reading skills?” she asked. Her recommendations include adopting research-based literacy programs, retraining teachers, early learner assessments, involving parents, and implementing close monitoring systems.

Understanding the roots of illiteracy

Illiteracy remains a major concern in the Philippines, with over 19 million Filipinos unable to read. Several interrelated factors contribute to this issue, creating significant obstacles to learning. Addressing these challenges requires a coordinated, multi-sectoral approach.

Key factors contributing to illiteracy

  • Weak Literacy Foundations: Many students start school without basic literacy skills, making subsequent learning more difficult.
  • Limited Knowledge of Alphabet and Fonts: Recognizing letters and understanding different font styles are essential for reading comprehension, yet many students struggle with these basics.
  • Lack of Access to Reading Materials and Poor Reading Habits: Limited availability of books and minimal reading practice hinder exposure to language and literacy development.
  • Short Attention Span for Reading: Many students find it challenging to focus on reading tasks, affecting comprehension and engagement.
  • Difficulty with Multiple Languages: Multilingual contexts can confuse students, especially if they haven't mastered one language fully before learning others.
  • Shift from Print to Digital Texts: Transitioning from printed books to digital content presents new challenges in comprehension and focus.

These factors, when combined, create barriers that are difficult for students to overcome without deliberate systemic intervention.

A call to action

Despite the scale of the crisis, educators and leaders believe it’s solvable. With collaboration, empathy, and data-driven strategies, change is possible. As Macagba says: “Education is a shared responsibility. When students feel supported, they learn better. We must meet them where they are and lift them together.”

No child should graduate without the ability to read — for their future and the nation’s progress.