Maristela D.

Ramos
MAEE 305- Literary Criticism

Article #1

Alma mater. The Latin term referring to educational institutions that one graduates
from literally means “nourishing mother.”A school is like a parent who forms the student. And
at every school’s core is the teacher who nourishes each pupil’s mind, heart, and soul with
knowledge and wisdom.
On paper, the numbers describing the Philippines’ educational system look impressive.
The country has almost 900,000 public school teachers in all levels of basic education. With a
little over 28 million students enrolled for this year, this gives each class an average ratio of one
teacher for every 31 students.For most regions, data from the Department of Education
(DepEd) show that most teachers are assigned from 24 to 26 learners—far better than the
maximum one-to-40 proportion that’s said to be the upper limit of a classroom environment
that’s conducive for learning.
Across the country, there are over 60,429 institutions offering instruction at various
levels of basic education, showing only a slight reduction in number from the almost 62,000
schools logged before the COVID-19 pandemic. DepEd’s data also show that 98 percent of all
public schools in the country have electricity, while 95.8 of them have access to water, while
over 80 percent have “functional computers.” And most importantly, the biggest slice of the pie
of the government’s annual budget always goes to the education sector, as mandated by law.
By any measure, these numbers are impressive, especially for a country like the
Philippines which has to contend with economic, geographic, and demographic challenges,
among others, when it comes to funding the country’s school system. But the number are, for
the most part, impressive only on paper. The realities on the ground paint a less rosy, more
sobering picture.
At the core of the problem is the sometimes unreasonable burden that the educational
system lays on the shoulders of the Filipino teacher. While official statistics show a more-than-
ideal teacher-student ratio, it is not uncommon to read reports about the ratio reaching as high
as 90 students being assigned to a single educator, especially in more impoverished, less
developed areas of the country. These very same teachers are also expected to nurture these
very same students using inadequate facilities, not least of all is the perennial shortage of
classrooms which has been aggravated by the ongoing public health crisis that requires pupils—
previously packed together like sardines in a can—to sit at least one meter apart for safety
reasons.
The pandemic has also forced many teachers to innovate in terms of teaching methods,
shifting to online instruction with often insufficient computer resources being experienced on
both the part of the teacher and the pupil. While there are those who are fortunate enough to
live in areas with decent internet connectivity, most teachers and students also suffer indirectly
at the hands of national or local governments responsible for acquiring overpriced and
substandard digital devices using public funds.
Adding to these challenges are the extracurricular burdens often imposed on school
teachers around the country by the government, with many regularly serving as poorly
compensated poll workers during the national and local elections, on top of the administrative
tasks they have to fulfill as part of their daily routines.
Finally, and perhaps most alarmingly, the country’s public school teachers are paid
insufficiently for the tasks they are expected to perform. Most are said to receive monthly
salaries of anywhere between P25,000 and P30,000 a month. As such, many are forced to earn
additional income through “side hustles” that distract them from their primary duties.
 The people at the core of the educational system that serves as the “nourishing mother”
of Filipinos deserve better. They deserve the best facilities that the government can buy, the
best continuing education to keep their skills as teachers sharp and, it goes without saying, the
best possible wage that will afford them a decent standard of living befitting their status as
shapers of the nation’s future.
No less than the Philippine Constitution mandates that “the State shall assign the
highest budgetary priority to education and ensure that teaching will attract and retain its
rightful share of the best available talents through adequate remuneration and other means of
job satisfaction and fulfillment.”

Source: https://opinion.inquirer.net/157570/our-teachers-deserve-
better#ixzz8FYQZaxqY

Criticism on Article #1

This article on the Philippine educational system employs both descriptive and
prescriptive elements, offering a detailed account of the current state of education while
advocating for improvements. The author employs effective rhetoric and presents a compelling
argument through a combination of statistical data and anecdotal evidence.
One notable strength of the article lies in its vivid imagery and metaphors, particularly in
the opening paragraph where the concept of an "Alma mater" as a nurturing mother is
introduced. This metaphor creates an emotional resonance, effectively conveying the role of
education in shaping individuals. It also establishes a poignant tone that carries through the rest
of the article.
The author adeptly employs statistics to support their argument, demonstrating a
comprehensive understanding of the educational landscape. By citing figures on teacher-
student ratios, infrastructure, and budget allocation, the author provides a solid foundation for
their critique. These numerical data points effectively underscore the challenges faced by
educators, lending credibility to their assertions.
The article effectively compares the impressive statistics with the harsh realities on the
ground. By highlighting reports of extremely high teacher-student ratios in disadvantaged
areas, the author brings attention to the disconnect between official figures and the actual
experiences of teachers and students. This contrast serves to engage the reader emotionally,
eliciting empathy for the struggles faced by educators.
The article also demonstrates a keen awareness of the socio-political context,
referencing the impact of the ongoing pandemic on education. This inclusion not only adds
relevance to the piece but also reinforces the urgency of the issues raised. It highlights the
dynamic nature of the educational landscape and the need for adaptive solutions.
However, it's worth noting that while the article effectively identifies the problems, it
could benefit from a more nuanced exploration of potential solutions. While it prescribes
higher wages and better facilities, further elaboration on policy recommendations or best
practices from other educational systems might enhance the article's completeness.
 This article provides a compelling critique of the Philippine educational system through
a combination of effective rhetoric, vivid imagery, and well-researched statistical data. Its rigid
elements offer a clear call to action, emphasizing the need for thorough reform. With a more
detailed exploration of potential solutions, this article could further strengthen its impact and
inspire meaningful change in the educational landscape.

Article #2

Teachers Now Joining Diaspora of Filipinos Seeking Greener Pasture

Emerald Jorda (front) with her students at Stamford University in Bangkok (PHOTO BY EMERALD JORDA)
Last Aug. 29, this message came to me: “Good morning ma’am, I was hired to teach in
Hanoi, Vietnam next week. Thank you for inspiring me to teach abroad.”
It was from Michaella Ricarte, one of dozens of education graduates who interviewed me in
2017 about teaching abroad as part of a subject on the 21st century teacher.
After passing the board exam in 2018, Michaella briefly taught in a private school in the
Bicol region but a heavy workload and low pay proved to be too heavy a weight on her. At 22,
she was burnt out.
 I felt guilty that I played a role in her decision to work abroad which I knew she was
bound to do, however, because exporting labor has become a way of life since the late dictator
Ferdinand Marcos made it part of government policy starting in 1973.

I have been teaching in Thailand for 10 years, spending the better part of my productive
years teaching basic English to Thai learners. As an adjunct lecturer at the Philippine Christian
University Transnational campus in Bangkok, my students are of different nationalities. I had
become a global teacher, a 21st century teacher relying on technology, having a lighter
workload, going through professional development and having a better financial status.
LPA outside PAR has slim chance of intensifying — Pagas
The Filipino teacher
There are 880,000 public school teachers in the Philippines in 2018 according to the
Department of Education (DepEd). In 2019, 27.7 million students are enrolled. Of this, 23.5
million are in public schools. With a staggering number of students, the teacher-student ratio is
also growing less ideal—1 teacher per 31 students, according to the DepEd, for elementary; 1 is
to 36 for junior high school and 1 is to 31 for senior high.
In Parang High School in Marikina City, high school teacher John Michael Miralles said the
average number of students is between 45-50. The standard classroom size in public secondary
schools is 7m x 9m regardless of location and class size.
The monthly basic pay of a public school teacher in the Philippines is P20,754 while in private
schools it is roughly P12,500. Some even pay lower or higher depending on the school. The pay
scale varies in higher educational institutions where instructors are paid per hour. But the
salary could hardly cover rising cost of basic needs and expenses.
Despite his promise to increase public school teachers’ salary, President Rodrigo Duterte
prioritized doubling military and police salaries because of their importance in “ensuring
national security’. Teachers’ groups are demanding a P10,000 a increase per month, but
Duterte hedged, saying it was difficult to raise funds for the demand with the sheer number of
teachers.

Better salary, professional development

In a report of the International Labor Organization (ILO) from January to July 2017, an
average of 5,000 Filipinos have been leaving the Philippines daily. The figure does not identify
the employment of the migrants. Each has his or her reason for leaving. Kemuel Buitizon, from
Bicol, is a 26-year-old teacher in an international school in Dubai. He has been teaching
overseas for a year now. He recently finished a teaching course in England and had taught in
two public schools in Camarines Sur for four years.
“I thought I can change the rotten education system. If I did not detach myself from the system,
my priorities would be promotion and earning, instead of teaching and learning. In my
workplace now, these go together,” Buitizon said. Gerald Atchaso was one of the pioneering
senior high school teachers in the Philippines. After four years of teaching, he left last year to
teach in Thailand.
 Meager salary, toxic environment, lack of professional growth are just among the
reasons Filipino teachers leave the Philippines.
A magna cum laude at the University of the Philippines with a degree in Theater Arts Speech
Communication, Emerald Jorda had difficulty finding a job. When she found work, Jorda
decided to enrol in a TESOL (Teaching English for Speakers of Other Languages) training. She
had taught part-time in different private language centers and schools in the Philippines, South
Korea and Cambodia. She is currently teaching at Stamford University, a private international
university in Bangkok.

Why we stay’
Gerome Dela Pena, a 24-year old teacher at the Our Lady of Fatima University- Antipolo
City teaches Filipino subject to around 400 students. In between teaching, he writes poetry.
Although he admits being overworked and underpaid, he chose to stay.
“I’m not giving up on the students who are depending on me. Who would love the Philippines if
all of us got tired and gave up? I remain to help in transforming the educational system, but I
can’t do it alone. Being a teacher is my contribution to the development of the country,” Dela
Pena said.
Miralles agreed. “I teach because the current generation’s learning is crucial in nation-
building. Not everyone is as politically participative as we used to. We need to open their hearts
and minds on the condition of the society,” Miralles explained.
He added: “Our salary may not be as fulfilling as other jobs but what’s so good about teaching is
touching and changing lives.”

Source: https://globalnation.inquirer.net/180294/teachers-now-joining-diaspora-of-
filipinos-seeking-greener-pasture#ixzz8FYaV7dlm

Criticism on Article #2

The article discusses the challenges faced by Filipino teachers, both in public and private
schools, and highlights the reasons why some of them choose to teach abroad. The author
presents personal anecdotes and interviews with teachers to provide insight into the difficult
circumstances educators face in the Philippines.
One commendable aspect of the article is the use of personal stories to humanize the
issue. By featuring individual teachers like Michaella Ricarte, Kemuel Buitizon, and Gerome Dela
Pena, the author effectively brings a personal touch to the narrative. This allows readers to
empathize with the struggles and decisions of these educators.
However, the article could benefit from a more structured approach. It jumps between
different stories and statistics without clear transitions, which can be disorienting for the
reader. A more organized layout, perhaps with subheadings or a chronological arrangement of
events, could improve the overall flow of the piece.
 While the article provides valuable insight into the challenges faced by Filipino teachers,
it would benefit from a broader perspective. Including data or comparative analysis with other
countries' educational systems or the experiences of teachers in different contexts could offer a
more comprehensive view of the issue.
The author's writing style is generally clear and accessible, making it easy for readers to
follow the narrative. However, there are moments where the writing could be more concise.
For instance, the passage, "Despite his promise to increase public school teachers’ salary,
President Rodrigo Duterte prioritized doubling military and police salaries because of their
importance in 'ensuring national security'," could be condensed for greater impact.
Lastly, the article effectively sheds light on the challenges faced by Filipino teachers and
the reasons why some choose to teach abroad. Its use of personal anecdotes adds a human
element to the narrative. However, the article would benefit from a more structured approach
and a broader perspective on the issue. The author's writing style is generally accessible, but
there is room for improvement in terms of conciseness.