THE PANDEMIC has deepened the education divides. Remote learning favored families with gadgets, stable internet, and quiet study spaces — privileges unavailable to many.
A study by the Asian Development Bank revealed that Filipino students met only 37% of learning objectives during online schooling, compared to 52% in wealthier nations. This educational setback will ripple across generations, reducing the chances for disadvantaged students to compete in higher education.
This is not a new revelation. For decades, studies have shown how education systems often reinforce social hierarchies rather than dismantling them. Sociologist Basil Bernstein’s theories on language and learning reveal how schools favor the linguistic and cultural norms of the middle and upper classes, disadvantaging working-class students from the start.
As University of the Philippines Visayas’ Chancellor Dr. Clement Camposano pointed out, the rare success stories of poor students beating the odds are exceptions that highlight the rule: our education system is inherently elitist.
So, what can we do?
For starters, we need to address the inequities in basic education. Free tuition at the college level is meaningless if poorer students cannot compete for slots. More significant public elementary and high school investments, targeted scholarships for disadvantaged youth, and better teacher training are critical.
Beyond academics, we must also address the hidden costs of education — transportation, school supplies, and daily allowances — that keep many students out of college even when tuition is free.
State universities must take the lead in creating fairer opportunities. More contextualized admissions that factor in both socioeconomic background and academic performance could help bridge the gap.
Mentorship and outreach programs are vital to help underprivileged students navigate college admissions. While they require funding, the reward — an empowered, educated society — is priceless.
This is not just a task for policymakers. Universities, educators, and communities must unite to make education accessible to all, not just the privileged few. Most importantly, we must face a hard truth: the system is not broken by chance — it is built to benefit those already ahead. Real change demands deep reform, not just surface solutions.
Reflecting on this, I am reminded of a simple principle: justice means more than treating everyone equally — it means creating conditions where everyone has an equal chance to succeed.
Education should be that condition, not a barrier. It is not about placing blame but recognizing our shared responsibility to build something better for the next generation.
Education cannot be the great equalizer until we equalize access to quality education. Until then, its promise will remain out of reach for those who need it most.
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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with./PN
