Science proficiency

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THE importance of science and technology in every nation’s journey toward economic growth cannot be gainsaid.  The world has become an optimally competitive place, and nations of whatever race, faith and system of governance cannot escape from the need to be proficient in science.

For decades now, the United States and Germany were the leading countries which have been reaping the fruits of their early investments in science, technology and innovation.  This led to their dominance in industries, trade and business.

This growth model did not escape the leaders and economic planners of the United Kingdom, France, India, Japan, China, South Korea and other countries.  They, too, utilized science to improve production and gain traction in modern industries and trade.

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Others such as Indonesia, Thailand and Malaysia followed this example, including other members of ASEAN such as the Philippines.  But while Indonesia and Thailand have solved the challenges of scientific innovation, the Philippines sadly has been left behind.

`… thousands of potential scholars seeking admission to the Philippine Science High School (PSHS) were declined because of lack of slots.’

One reason for this poor performance is our government’s lack of effort and resolve in pushing science education among the youth.

Despite the fact that international studies like the Program for International Student Assessment have shown the Filipino students’ deficiency in science, mathematics and reading, we have barely scratched the surface of educational reforms.

Yes, the Department of Education and the Department of Science and Technology have signed a memorandum of understanding (MOU) to help boost the Science, Technology, Engineering, and Mathematics (STEM) curriculum and advance scientific literacy in the education sector.

Education Secretary Sonny Angara and Science Secretary Renato Solidum Jr. signed the four-year MOU which aims to develop the STEM curriculum, train teachers, provide scholarship and mentoring sessions, and advance information sharing and research.  For what it is worth, this is just the beginning of taking the correct path in science education.

It could really be a significant step in redeveloping the science and technology curriculum, enhancing learner engagement, and strengthening school networks and resources for research, as Secretary Angara envisioned.

The DepEd will need more teaching tools, platforms, and access to its facilities to equip educators with the latest information and methodologies for STEM, and these would be provided by the science department.  For its part, the education department will identify participating schools and ensure the partnership is in line with its policies and curriculum standards.

This initiative should prod other government agencies and institutions such as the Commission on Higher Education, Technical Education and Skills Development Authority, and state colleges and universities to launch similar projects on gaining science proficiency.

But then, it was reported yesterday that thousands of potential scholars seeking admission to the Philippine Science High School (PSHS) were declined because of lack of slots.  There are limited slots available in all the 16 campuses of the PSHS all over the country.  Each regional PSHS campus can accept only between 90 and 120 students, except for the main campus in Quezon City which has 240 students.

We urge our legislators to finally pass the bill expanding the capacity of the Philippine Science High School and providing the required budget, to give our students a good head start.

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