Ep. 74: The worsening Philippine education crisis

I, Sara Zimmerman duterte, vice president of the Philippines, do solemnly swear that I will preserve and defend its constitutional execute its laws, do justice to every man, and consecrate myself to the service of the nation, so help me God. Fifth state of the nation addressed me, President Ferdinand Mombomargos, this is a recorded episode, but the same day we can continue to record it, and if we are going to have a problem with this issue, we have to admit that we have learned crisis in the Philippines for so long, and we are going to have a nice opportunity for us to listen to what the president actually thinks of, and how the government is addressing this problem when it comes to the learning crisis. And did we hear enough from the president as regards how his government, his administration intends to address this multifaceted problem in our educational system, at least for the rest of his administration, and hopefully beyond. And we're happy that we're having him for the first time, he's the first one to talk about the facts first podcast, so we're going to put that in. Like to welcome to our program for the first time, see Dr. Arki, the executive director of the second congressional commission on education, or Edcom, too, and thank you for joining us because of the facts for the first time. Thank you for having us, and thank you for featuring the directions of the government hopefully for this year when it comes to the Sonas, and also our priorities for education, as we said, we're going to continue to do that. We're going to accept the fact that we are going to have a big crisis, and we're going to have a lot of suggestions, and you're going to do it. Okay, so we're going to have a lot of suggestions for the next three languages, but we're going to have a limited time. If we're going to have a lot of questions, we're going to have a lot of questions, and we're going to have a lot of questions. So, it's like you're going to have a lot of questions, and we're going to have a lot of questions. Across different levels, including policy making, I'm going to tell you that since so-and-aice is very important in terms of policy direction, as far as hearing that, did you hear enough from the president regarding the education sector, which his head was a priority? Yeah, if we're going to have a lot of questions, we're going to have a lot of questions regarding the priority of education for the remainder of his term, and then last year, we're going to have a lot of questions dedicated for Sonas to discuss very detailed plans on how to address our crisis and education. So, we were hoping to get updates, and then also to get the renewed commitment and directions of the president. This year, given our understanding of the crisis, as it has clarified even further in the year prior. So, we're going to have a lot of questions in detail, although we appreciate that he said that he's going to have a lot of priorities for the education, and that he's going to update about the career progression of 80,000 teachers who are promoting the classroom construction, and that's what he's going to have to do for the first time in a decade. And also, the literacy is still a continuing problem, and struggle faced by millions of Filipino students. We wish we heard more details when it comes to that, because we're going to have a lot of questions, and we're going to have a lot of questions about Sonas. So, we're going to have a lot of questions, because we're going to have a lot of questions about Sonas. So, this is what we're going to have to talk about, the instructions of the extension of the government, the national and local government, and we're going to have a lot of priorities for the government, and we're going to have a lot of other agencies, and LGUs, when it comes to that. So, it was an important opportunity that could have been mobilizing, or could have rallied, more stakeholders to support the efforts of Deb Hedgesda. Okay. So, one of the things I'm going to talk about is, of course, the things that we're going to talk about about education, but I appreciate the discussion regarding, of course, the teachers, which was an update of what he said last time, when he went to mental health, when he went to bullying, those are definitely very important. But I suppose he's going to have a lot of data for him, for the policy direction, in systemic and structural. Which we all know is that he's going to have the same education, right? So, he's going to have a lot of opportunities. If he's going to implement that, because he's going to diagnose, he's going to propose some solutions, right? Yes, yes, yes, yes. What we're going to do is, Deb Hedges has a literacy assessment for the first time for senior high school, and we're looking at data as of February and March, that 87% of our students are not independent readers, but they're from grade 11. The June is from grade 12, they graduate from college, so we have an emergency, right? Because these are hundreds of thousands of our youth, and what is the ability to take action, to make sure that the high school students are able to get a secondary level, but they're still able to read. It requires, because it's a really concerted effort of government, and the priority is to get it, because that is what is important. So, it would have been good to hear more about details regarding that and the plans of government. I'm trying to stand up, because it is said that the school-based feeding program, which is true, the highest budget ever for school-based feeding program, but the Kinder at grade 1, universal feeding, and the higher grades that are being given, but we know that the standing, it's too late to handle it at Kinder. In the first 1000 days, it's zero to two years old, that's what it's all about. So, it's just that, it's better to be more active on DOH and NNC, because we know that it's the same standing. So, it's a good school-based feeding program, and if we don't resolve the root, which is standing in the first 1000 days, we don't have the issue of resolution. So, that's what is important, and I cannot underscore the importance and urgency of us acting on this very quickly, and as a whole government. Okay, so if we're going to stand up, we're going to have the same urgency, because this has been a problem for so long, when it's over, we're going to have the same resolution. Did you get a sense that you might be more concerned about the effort? Because you mentioned that this is not a solution to using a school-feeding program. The program is not a problem. It's a small problem because it's a problem for the standing. It's not easy to get used to it. Exactly. It's a good thing that you have learning problems, and you have opportunities to get used to it. So, what is it? It's a system. So, it's a good thing that you have improvement in terms of different government agencies working together, and just treating this in terms of silos. So, exactly. It's a good thing that you have to get used to it. Because if you talk about it, it's a good thing that you have to get used to it. It's a good thing that you have to get used to it in terms of achievement or proficiency when you're doing this. Because it's a good thing that you have to get used to it. It's a two-year-old or younger one. In the last month, we had a lot of problems with agencies. After many years, we had a lot of problems with the implementation of the first 1,000 days. We've been sitting down with the SWD, DOH, and NCDILG. And they are all wanting to find solutions. But, in the end, it's a good thing that you have to do this. It's a good responsibility. It's a good thing that you have to request this budget. So, what do you want to say? It's not a good thing that you have to get used to it. And then, it's a good thing that you don't have to get used to it. So, it was really still. It's still still. It's still a good thing that you have to get used to it. But, in the end, it's still a good thing that you have to get used to it. at kung dingagawa kanya-kanya assignment. And so far, ba na implementyan? Nationwide? Pala, indipa, for signature pa yung joint memorandum circular. And I think that is the recurring challenge that we have seen in the last year. Nga bagamat nag-e-effort ko niyaresi, depth edge at testa, bagamat sa oberang hardworking naman ng congress at senate. And dami na papasang patas sa edukaswan. Pagduting sa ibang agencies, para ang major business as usual pa. As an example, yung school counselor associate, nga, nga, uminit yung issue, kasi nga karunan ang problema sa takloban, sa caviten, nga kita natin, diba nga karunan ang violence. Pero yung school counselor associate, nga covered ng batas, nga pondohan din, may 10,000 positons, nung finalo up sa congress, ni kung Romulo sa House of Representatives, hina nap yung 10,000 positons. Indipa pala na fiefill up, edulay ngayon. Kasi naka bin-bin pala sa civil service commission for six months, yung approval nung qualifications for these school counselor associates. Eh, beruin mo malinon sa batas, may pondo na, julay hindi pa umahanda. So nga yun si depth, since nga approved na finali, hanggang September mag-ahire, patapus na yung taon, maksisi mo lapalang gastos in yung pondo. So, I think we really need to realize, na may urgency to hindi poeding yung business as usual, yung usual route of government, documents, government papers, totulat ng ECCD system lo. So, berang halaga, kasi kapka, kasi hamatut ng stanting. Isang taon na, wala parin yung implementing rules and regulations. So, talagang lahat ng bagay, para ang snail-based parin yung galau. So, nageyun yung nagiging deterrent natin, sa actually improvements na maram da man sa field, maram da man na mga stu-jante, makuhang supporta na mga stu-jante. Naka nga, sorry, naka, the person pinago sa apa natin. And you know, the feeling is the same, it is a mob you or it's not, you know. Para sa gore, para ang mas main dignahan ng mga policy makers natin, naka ilaga yung sense of urgency. Kenyata alas yung anong, maram time problema sa stanting for so long. Alam natin sa nga sa nayan. One thing leads to another. Pero in terms of let's say, what if we proper the address it now? How long can we expect to see para meaningful results? Kasi saay mo at yung ibarito, nabit sa mga reading problem, literacy problem. Tapo sa ibar, aput na college sa gore, nain dina man independent readers. So ako sa kalim properly mo address ito ng astanting na ito. Kanapakata ka yung pagintain natin para makita natin resulta. Hindi matagala, actually, I think 3 to 5 years. Kasi, it affects yung health nila sa mga sa paggating sa age 3, 4, 5. It affects their ability to get into Kinder and also not drop out by grade 1. So just within a span of 3 to 5 years, ita mo agad yung investments, yung results ng investment sa to. Kaya nga sinasabi namin. Lahat ng bagin aginagawa natin. Kong hindi natin re-result bahan ng stunting. Mejo ano tayo. Wala mga yare para ang useless yung ibang efforts natin. Kasi maganda man yung curriculum mo. Ebansoot na yung batampu masok sa yung. Hindi talaga niya mga maximaisyan 100%. So hindi natin poedig ihuwala yung health and nutrition challenges sa education issues. Kaya yung nililino namin paulit, mulit, mulit, mulit sa lahat. Pero kasi yung stunting talaga for some reason. For the last three and half years, mga po four years nakamisa work sa Ed. Kong talagang isa sa mga hindi gumagalo yung baso pagdating sa mga helangan ay usin. Okay. Dan sa mga ano. Inabootan na nang problema na ito, no? Isa, isa rabi mo. Lo makina. This is a school system. Stunted silano. Papano mga habulan. If there's such a way. Wala, wala. Mga habulan natin physically. So poedig mag-improbe yung physical anon nila. Mga smagging healthy sila. Hindi sila. Extremely thin. Pero poedig dating doon sa cognitive development irreversible siya after two years old. So ganun shangka urgent. Kasi afterwards. Sa tuto o lang ang sinasabi namin Christian matagal na. Let us invest deeply sa zero to two years old. Pag nagawan natin yun, kung wala ng bansot na akiat sa grade levels ng Kinder to Grade 6, mas ikonomical sa atin bilamban sa ay. Kasi hindi mo kailangan ng masos ng 27 billion for school feeding. Pag dating nila sa para lang. Kasi at its root. Inayos na natin. Tindulungan natin yung bata. Nourish na siya cognitively supported siya. So talaga ng abut sa doon. Tapos miniman lang yung supporta na pag-hagip na kailangan for those that are wasted and severely wasted. Pero yung nayon kasi na sobrang nalaka nangpondo natin sa school based feeding. Pero haluus wala. Conting content sa 1.000 days. Talaga ng nagahabultaio forever. Major visual cycle siya. Pong ay para pangano. Binobosug mose ladin sa face na. Dapat tamasilong mabosug. Pero yung sa face sa mas kailangan sa nalaka nalaka sa the cognitive development. Nantay na koko lang. Hindi lo malabas nong. Pero yung ay. And yung figure soles o resistanting natin. How bad is it? 25%. So 1 in 4 Filipino children are stunted. And it's not just the poor, ha. 10% of those from the richest households are also stunted. Among the poorest. Uma abut ng 60% ito. Because it's also information. So because of the work of NNC at the first 1.000 days, it's not just the poor. And it's not just the poor. Because here is the nutrition information. Nutrition counseling. Ensuring availability of healthy food. Nutricious food. Doan tayo talaga ng kukulang. In fact, if you would ask any parent and actually your parent, no? So ang nubampina ka magandaong sources ng protein na poedigipakain sa pata. Pantanong inmig mga magulang. Tenan ang kundaran mga fakulti ng ibat ibang universities ng mga world recognized. Hirap sumagot, anisly. So, hindi alam ng mga tao. Ano yung good sources of protein. Nasi lasagot lagi sa intervieu namin. Pag-aimin sa mga toxko saamun. Hindi naman lokal ang saamun. Hindi naman affordable, accessible ang saamun. Aksudisobran taas. Tilapia, for example. Pero ko ko honti langa may alam nun. Masimata aspa ang routine content ng tilapia kaisas sa chicken breast. Tapos nanjaan ang munggo. Nanjaan ang itlo. Nanjaan ang tokoa. So, maraming ibat ibang sources, pero actually when it comes to knowledge, awareness, yung kaalaman natin, ko honte, mabahbatat naga. Bahagia ng trabaho ng NNC. So, dito na koko ko yung definite lino. OK. Pantahalaman natin, toatong ano. Problema sa. Yung birabanggit mano. Yung 87% are not independent learners. Dosa yung difamilers at term, no. Pag sya nabig hindi independent learners. Persoari, leader alaba, leaders ala, leaders ala. Leaders ala. Anay bisa bina ng hindi independent reader. So ibig sabihin, bibigan kanak isang para-graph nababasahan. Hirap ka makma-digest ko ano ibig sabihin noon. Anong menzahe. Yung may hirapan kanadon. Yung yung challenge natin kasi at high school level, ang expectation natin, ready sila for college, ready sila for tech walk, ready silang magtrabaho. Pero ang nakikita natin, ang longer text nakilangan basahin ng mga grade 11 students natin. 87% of them are struggling to understand it, to comprehend, and to draw out the lessons from those things. So. And yung challenge nayan. Hindi lang. Hindi lang siya-limited, or isolated, paggating sa grade 11. According to our data, yung nung next start ang school year, 80% of students on average, from grades 1 to grade 10, struggling to read. After one school year, 80% because 10% of the art program, 10% ng lang, yung struggling readers. Yung struggling readers natin natin natin 10%, yung yung talagang, may jo malalim ang nida, hindi makapag decode, or makaunawa ng salita, hindi nare-recognis lahat ng mga salita, hindi makaunawa at mga buon ng musa. So, may jo malalim yung challenge nayan. Nakita natin, that after-depth eds effort, yung 10% nayan, ko-kontin nalang talagang natin. Pero, 40% of the remaining are still not independent or grade level ready, ibig sabihin, grade 7 ka, pero sotato ang alam mo grade 3, nasa grade 8 ka, pero ang alam mo grade 4 level. So, kalahate, ng ating mga student, one in two Filipino students, across all grade levels, are not reading for their grade level. Baksinayipan ng alam, independent reading, ang pinagosapan natin na medium dita, is this Filipino or English or local languages? We're using English, kasi yung expectation natin ngayon, ang medium of instruction, at ang mga material, ang text. How in English, nyo? Pag deting sababasahin nilong sa college, English din nyan. So, we're using English as a measure. Nakita natin na, doon talaga, may struggle yung mga student natin. So, ang question nyan amin sa mga teachers at sa-depth ed, ko niyare nasa grade 8, kasi nagvisit kami ng mga schools, grade 8 students, ang inarall nila, silabikation, pagpapantig. Parang ilanba, ang pantig sa salitan, crisis. Ganon ng level ng inarall ng grade 8, ng mga sujante, who are still struggling. Pero ang lessons nila, sa korikulum, Edgar Allan Po, Shakespeare, Romeo, and Juliet, ang layulayo. So, ang sinasabi ang amin, pan mo iya habul yung isambata. Eh, lahat ng bata natin, kung 1 in 2, nakawposa class, pero hindi maintin dihan yung mga inarall, kasi ang layul ng understanding or comprehension nila, when it comes to literacy, what are they absorbing? So, it is likely that many of them are going to school, but could not comprehend what they are studying. Tapos, nagakumulityan, kasi pagomakiat ka ng each grade level, at hindi mo yung arable, lumalalim ng numalalim yung deficit mo, na hindi mo na tututunan. Pero to mata, asim grade level mo. Pag sa danyangan,. o, obviously meron nabakala wak mag-ap. Anong soloshunjana. I suppose I need a back from. ang bot ants. You have to address it. Pero any may arturon? Do you adjust the curriculum or you make sure that the kids will be able to catch up? So, amin, based on our studies and consultations, you need to adjust the curriculum. You need to group your learners by reading ability. Then, you need to differentiate your intervention. Then, you need to learn from word level, to sentence level. You need to read to paragraph level. So, you need to learn from the interventions. You need to group. You can also group. As they continue to slip progress. That's what we need to use. It's the oral program. That's why you need to rescue the kids. You need to be able to catch up. But, when you're doing it on level 2, you're not able to catch up on level 3, which is grade level readiness. So, that's what we're trying to do on depth. How do we then improve our oral program implementation? So, what we need to do on depth is consultations and discussions with congressman Romulo and Senbam. So, we need to look at more radical solutions. Because the oral program has implemented one hour after each lesson day. You need to learn from teachers, school materials, and the lesson that throughout the school day, you don't need to understand the level of understanding. Why don't we be more radical? That's why you need to use more of the time during the school day. You need to adjust. You need to be able to understand the literacy. Before, you need to look at the very complex topics when reading, in physics, and all of the other subjects. So, you need to learn from them. You need to learn from the first race. Why do you need to do this? So, you need to progress, but you don't need to ingest lessons because you need to be reading problems. We have to, well, we have to comment on the second race team because for the first time, we need to address the assessment problems and the literacy test. Beforehand, no. So, that's the last school, the first grade level, the first test in literacy test. But what I just said is that the public schools are not supported by the literacy of private schools. So, we don't even have a sense of the gravity of the literacy challenge if at all in private schools. That's why we don't have access. And then, we have a more promotion. That the student absentments are not supported. So, that's why you need to get a grade level because that's why the performance-based bonus and the principal of the school, that's why you need to get a grade level. So, 100% or 100% that's why you need to get a grade level. Actually, I don't know whether this is a proper term, but we already have an in-adverted focus on credentialism. So, you need to be able to say that the job made it. You can say, "No, you need to get a grade level, but you can't get a grade level." And I think, let's talk about that. Because we need to also confront that as a society, you know? Have you reached a point that we are happy with just gaining credentials, but without really gaining the learning that comes with it? Because it means, you need to get a grade level. The people who want to get a grade level, they don't need to get a grade level. It's okay just to get a grade level. And the teachers who are watching, they are like, "What are you doing?" And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." And they are like, "You need to get a grade level." So I'm not sure whether institutions, whether higher education, or basic education, are like, "You need to get a grade level." So they are like, "You need to get a grade level." Yes, yes. Thank you for bringing this up, Christian, because this has been our advocacy in the last month. I'm going to tell you that we are not going to be an inclusive education because there are so many in the estimates of ID Insight about 4 million students are unassessed and are not getting the support that they need. And there are so many urgent problems in this school that we have visited and we have gone all over the country to talk to teachers or handling students, which special needs. It's just that the implementation of the Inclusive Education Act, or R-A-11650, the IRR, this was passed in 2024, but in 2026, it's not in the ground of the implementation. One of the assessments that we are going to use, which is what you mentioned, is that the school's use of MFAT or multi-factorial assessment tool is grade 1. The grade 1 is grade 1, but since there are no other assessments, the grade 7 is the only one that needs it. But it is not sufficient to really understand or screen students in terms of their learning needs if they have distinct learner needs. And if since 2015, we were able to tell the teachers that we are mainstreaming, we have to say that there are no assessments with disability, with manifestation or sometimes assessment. ibig sabihin sinasama. sa regular class, which is good naman, but dapat malino yung assessment tool, malino yung needed accommodation, or any yung support na ebb guy, dapat ba malerning aid, anong learning materios yung kasama, ano ba yung grouping nyan, pero wala kasi ng ganong guidance sa field. So ang sabi ng ibang teachers na nakausap namin sir, ako 30 yung students ko, labing dalawa minain stream sa akin with disabilities, iba-iba ang disability, yung isa hearing impaired, yung isa visually impaired, yung isa may down syndrome, lahat yung kasama sa regular class. Paano ko sir-tuturu an yung, tapo sabi ng binang git ko yan sa panggasinan yan yun. Nung binang git ko yan, ng dumalo ka mis ailu ilo last Friday, sabi ng isang teacher. Sir, mas mahirap yung sakin, 55 students ako, Kinder, 55 Kinder, at sampu sa kanila with disabilities then, pero wala ng supporta, wala ng training for teachers, wala ng materials for the students, hindi sila na tutulungan. And pick up all the challenge, kasi the learners, sabi ko mam, anong ginagawamo, ang joke anong isa, kasi may activities do, siya sabi ko na activity mo mam, coloring, sabi ko i-mami ang topic mo English yung bakit ka nagbabakolor, anong kenalaman nun. Nagahanap na lang sinan ang ipapagawa sa studjante, so ang sinasabi namin. Main streaming is not inclusion, if there is no proper accommodation, and if the child is not listening, at araw araw, yung teachers natin, nagsisikap, pero kulang sa supporta, kulang sa guidance, kulang sa malinaw na policies, which is why we are really appealing the depth and act on this urgently. Ngayon ko ang hirap na niba sa dulutulinyan nasisikipajan, madara siyang teachers hindi, bakit hindi mo turuan na mayos, pero where they made aware to begin with us, pangalaw where they properly trained to deal with those specific cases, and I know, no, I know even sa college, pati ma-highway situations, problema yun hindi ba? Miske ma-private schools, miske-isaping mom, maka naman ka sa karit ng school na mal-mala ke baka naman ano na, ma-akomod dejan. Pero diba, tamaba, naman pa'yunap ng culture natin po, hindi hindi namin, alam na mayan palang ng problema at asinasay panaminsan, maka'yunal na nambukay sa ibang school. Ikayaman nipunta sa university nain, niba? Yes, yes, we hear that a lot, and to go to three things we will bring up. First, the data and studies are clear. Pina-ka-effective magintervin while they are young. Ibig sabihin, early childhood yan. Mas maganda kung 0-5 before Kinder maintervin na yan, ako hindi man at Kinder level maintervin na yan. Kasi kaya lang naman lumalala, or nag-iging issue talaga, is because hindi natin natugunan yun pang-ailangan ng bata habang ma-agapah. Ika-lawa, tanggapindi natin, ang sabi-denang mga teachers, minsan yun parents, kasi kaya langan, we also need to understand that there is a mindset shift that needs to be oriented among our parents, kasi si-nasa-sabi nga mga teachers. Sir, kahit na irrequest namin magapil kami sa parent na magpa-assess yung bata. Ayo nilang ipa-assess, kasi dao hindi naman dao, may special needs yung anak nila. So, parang yung stigma ng doon. So, kahit na alam na mga guru, mahakat, mahakabinipisyo yung bata kung matulungan, and bambigyan ng tamang assessment at supporta ayomis mo nung magulang. And third, tulad nung sinabit, si-dibasi BBM in the sona, sinabinya, dinagdagan yung number of sessions that is covered by fill health. Muganda siya, in theory, pero to be honest, ang tanong kasi namin for the past year, ilan bata laga ang facilities ng fill health nakayang sumu-porta sa learners with disabilities. May Z-benefit, comprehensive yung package. Yes, dinagdagan natin yung support, to 150 sessions, according to the president, pero ilan lang ba yung meron. And the data shows us that there are only 21 facilities in the country that can support learners with disabilities. And that are 21. 21, accredited by fill health. And most of them are in Metro Manila and Region 4, a Kalabarzan area. Sa buong Region 7, buong Sebu, wala ni Isa. Sa buong Northern Mindanao. Asaman ang kagayan de oro. Wala ni Isa. Sa buong Soxargin area, Saranggani, Jensan, Sultan, Kudarat. Wala ni Isa. So, ang gagawin ng mga magulang na ng doon and we're talking at the regional level ha, not even provincial, not even for highly urbanized cities. 21 only, mostly in Manila and for the rest of the country, wala na man. So, kahit maraming covert ng fill health na sessions, kung wala ng accredited. Wala ma-pupuntaan yung mga magulang and this is a day-to-day problem. Kasi ang mahal ng services, ng occupational therapist, physical therapist, speech pathologist and very few talaga yung available accredited facilities that can benefit from these fill health packages. Just go. Nala wana badra pa. I wanted to end this interview. On a positive, kahit papana, pero talaga ngan, nga nga kakadis mo. Paling yung mga, which is why we're saying, we appreciate the priority of the president on education. But we really need that also sanat the president, Marshall, all government agencies, civil service commission, ECC council, DOH, fill health, kasi lahatod doktong doktong e, yung development petrata siya natin, only 109 for the entire country and 75% of that is in greater Manila area. NCR, region 4A, region 3. So, pa nupa yung ibang lugar. Wala, wala na talaga ng mga access na development petrata siya natin. And so, we need sanat, and we are hoping that the president could, kahit indi sa sonat, could still really give instructions that a six-hour learning crisis, hindi lang to depth edge test da, DILG, DOH, fill health, galau galau, NNC, let's move, let's work together, because urgent po ito, kasi aro aro, and daming bata na babansot, hindi mga pagbasa, hindi na tututo. So, that is really our hope for the remainder of this year. Okay, so again, let's do another episode, naka sa marayang patay na kapat paku sa pandito. Pero, at least for a start, sa-anamastaluala ng mga kapobayan natin. Marami marami sa nama, no? Say, Marke, for joining a sonat, sa pag-sakitantirector na edkom to. Marami sa nama. Thank you, thank you. Marami sa nama, thank you. Thank you. Okay. Nong pot ng pinakos saapan natin e, no? Ito sa education problem natin. Pero, mag-endamas, papadaration discussion dito, dahil, naka ilaang talaga natin, naka nampagay nyo, ating makinakulan, tayong lahat po, no? First, alam kaming, buapa ang main dinayon, na, kung meron do'l learning crisis at Filipinas, some policy makers have heard before. Bagsulong ako sa yung nana-mannanit, nabang? Pero at tayong learning crisis, definitely, and we're ready to do something about it. So, yana po mo na, no? Manapok po tayo, mga episode four to three, pero, namin tayong marami, marami sa nama, po, for joining us today, ako post-cretion is here. [Music]