The House of Representatives on Monday approved on second reading the proposal seeking to ensure that there are adequate investments in digital and technological infrastructure for public schools.
The proposed Public Schools of the Future in Technology (PSOFT) Act (House Bill 10329), principally authored by Albay Rep. Joey Salceda was approved via voice voting.
Salceda underscored the need to put up courses in public schools related to higher-order skills from emerging industries such as artificial intelligence, big data, and other frontier technologies.
“Of course, these changes would require investment in teachers, which this bill also hopes to secure,” Salceda said.
The bill also seeks to improve the country’s basic education framework allowing expanded online learning.
“Education and technology can no longer be separated. We need technology in education, and this has been made much clearer during the COVID-19 pandemic,” Salceda pointed out.
The bill is part of Salceda’s Comprehensive Education Reform Agenda, which was supported by House Committee on Basic Education chairperson and Pasig City Rep. Roman Romulo.
Salceda said education reforms are critical especially now that the country is facing an expanding skills gap.
“The global economy has become skills-based and highly interconnected. Most of global wealth is now information-based….. knowledge is now the wealth of nations. Our citizens will now have to be able to go toe-to-toe with citizens from other countries,” Salceda added.
He said it is unfortunate that the measures of the global competitiveness of our learners show disappointing results. “This is the reason we need to invest in education reform and infrastructure.”
Salceda also noted that the Philippine industries have been complaining about the lack of skilled workers. He said business process outsourcing (BPO) have vacant positions because they could not hire enough Filipinos who can deliver more than a good English accent and actually solve user problems.
“We are a country with more ‘managers’ (at 9.3%) than skilled workers. More than a quarter of our labor force is in ‘elementary occupations,’ or work that requires a lower level of skills. We are a country of diplomas, but not necessarily of skills,” he added.
