In the bustling halls of schools, where young minds strive for knowledge
and achievement, the topic of awards and recognition has long been a subject of
debate. The recent shift in the education landscape, particularly under the
Kindergarten to Grade 12 (K-12) basic education program, has brought forth a
transformation in how we acknowledge student accomplishments. Let’s delve into
this multifaceted issue and explore its implications.
The Changing Landscape
Traditionally, the valedictorian, salutatorian, and honorary mention
titles were coveted honors bestowed upon a select few students. These
distinctions fueled intense competition, often pitting learners against each
other. However, the K-12 program, introduced in 2016, has redefined the awards
system. No longer confined to a top-tier elite, the new approach emphasizes
inclusivity and individual growth.
Under the current system:
- Students with an average grade of 90 to
94 receive the “with honors” award.
- Those with an average grade of 95 to 97
are recognized as “with high honors.”
- Exceptional achievers, with an average
grade of 98 to 100, earn the prestigious “with highest honors”
distinction.
The Pressure Valve
Assistant Secretary Francis Cesar Bringas of the Department of Education
(DepEd) champions this shift. He asserts that the revised awards system
encourages learners to strive for personal excellence. By competing with
themselves, students focus on their academic growth rather than outperforming
peers. This approach alleviates the pressure cooker of competition and fosters
a healthier learning environment.
The PISA Conundrum
However, critics argue that the abundance of academic awards clashes
with the reality of Filipino students’ performance on the global stage. The
Program for International Student Assessment (PISA), developed by the
Organization for Economic Cooperation and Development (OECD), assesses
15-year-olds’ abilities in reading, mathematics, and science. The 2022 PISA
results revealed that Filipino students lagged behind their foreign
counterparts by five to six years in learning competencies. The Philippines ranked
76th out of 81 countries.
Comparing Apples and Oranges
Bringas counters these criticisms by highlighting the distinct
parameters used in PISA assessments versus classroom evaluations. PISA
evaluates real-life application of knowledge, while classroom performance
considers a broader spectrum of skills. It’s akin to comparing apples and
oranges—both fruit, but fundamentally different.
Crafting Uniform Standards
The Teachers Dignity Coalition (TDC) calls for a review of the awards
and recognition system. TDC’s national chairperson, Benjo Basas, draws
attention to varying grading standards across schools. Transferee students,
despite good grades in their previous schools, sometimes struggle to catch up
due to differing competencies. Basas advocates for more uniform and defined
grading criteria.
Beyond Exams: A Holistic
Approach
Basas rightly points out that grades shouldn’t solely hinge on exam
scores. Art projects, acting performances, sports achievements, and oral
communication skills contribute to a student’s holistic development. Perhaps
it’s time to broaden our perspective and recognize diverse talents beyond the
confines of a test paper.
Conclusion
As our educational landscape evolves, so must our approach to awards and recognition. Let’s strike a balance—a celebration of individual growth without losing sight of global benchmarks. After all, education isn’t just about numbers; it’s about nurturing well-rounded, resilient learners who can thrive in a complex world.