Calls for abolition of entrance exams among SUCs mounting

By Jebrail Israel

CALLS for the abolition of entrance examinations among state universities and colleges (SUCs) came into light anew amid the alarming results of entrance examinations as the country gears up for the school year 2023-2024.

This came to light as almost all the reports from SUCs on their respective admission tests submitted to the Commission on Higher Education (CHED) revealed woeful passing rates of no more than 50 percent from students hoping to be admitted in the coming school year.

A glaring mismatch was also noticed in the number of “applicants to be accepted” and the “carrying capacity” of SUCs which points to the urgent need for more school buildings and classrooms that would accommodate more students.

“This is a growing concern from families especially at this point in time where everyone is feeling the pinch of the high inflation,” a well-placed member from the academe, who requested anonymity, said.

Sur State College of Agriculture and Technology as the 3,585 applicants all passed but then it said only 1,560 are to be accepted owing to its limited carrying capacity.

Mindoro SU’s status report on admission for SY 2023-2024 also showed a high passing rate of 68.39% as 2,695 passed out of the 3,940 takers and they can all be admitted based on its projected number of 3,828 new enrollees for admission.

The high mortality rate of admission exam takers was detected in Davao Oriental State University (DORSU) wherein out of the total takers of the entrance exam of 6,369 only 3,329 passed.

Over at the University of Rizal System, its 10 campuses reported that only 15,280 passed out of the 22,534 takers; Nueva Vizcaya State University had 1,914 passers out of 3,602 takers.

National Learning Recovery Program (NLRP). Torio highlighted that while learning losses have been observed globally, the Philippines has experienced severe levels of decline, particularly in problemsolving and critical thinking among sampled Grade 6 learners.

The NLRP aims to alleviate the effects of learning loss through four distinct programs: the National Reading Program, the National Math Program, the National Science & Technology Program, and the Learning Camp. Torio emphasized the importance of the NLRP being learner-centered and ensuring that no student is left behind.

DepEd’s plans for the National Learning Camp were also outlined, which includes enrichment, intervention, or remediation programs conducted during the end-of-school-year breaks. Starting in July of this year, Grades 1-3 learners will be prioritized for Reading programs, while Grades

8-10 students will receive support in STEM and English.

Stakeholders’ Interventions for Learning Loss Mitigation

The meeting also included discussions with stakeholders in the education sector regarding interventions to mitigate learning loss.

Ina Aquino, representing ABC+, a project by DepEd in partnership with USAID, shared their efforts in targeted areas such as Region V, Region VI, Maguindanao, and Cotabato City Special Geographic Area (SGA).

Regional Director Gilbert Sadsad of Region V presented the Learning Recovery Plan implemented in his area during the previous school year. The plan focused on foundational skills in literacy and numeracy for Grades 1, 2, and 3. Sadsad reported that within the eightweek implementation period, learners showed improvements and became “grade ready.”

Geomel Jetonzo, Director of the Brigada Pagbasa program of World Vision Philippines, discussed the Literacy and Numeracy Diagnostic and Proficiency Assessment Tool (DAPAT), which evaluates learners’ literacy skills in understanding letters, words, paragraphs, and

“Paano kung ang pag-asa na lang ng ating mga anak ay makapag-aral sa state university or college dahil mas mababa ang tuition fee at hindi na nila afford na makapag-aral sa private higher education institutions.”

Romblon State University’s data also showed less than 50% passing mark of entrance takers as well as the Southern Leyte State U, Camarines Sur Polytechnic Colleges, Central Philippines State University, Western Mindanao State U, Northern Bukidnon State College, Sorsogon State University, Visayas State U, Bicol State U, and Marinduque State College.

“But then, for some reason, they cannot get admitted at SUCs because of their sons and daughters’ failure to meet the 80% admission passing rate there but they are similarly deserving to study in a state college or university,” the source added.

“Nakakaawa naman ang ating mga kababayan natin kung magpapatuloy na ganyan. Dapat din seguro ito silipin ang isyung ito ng pamahalaan, ng ating mga mambabatas at ng ating education officials,” he said adding, that the recent “admission test results among SUCs as very alarming.”

He cited as an example the case of Cavite State University (CSU) where more than 37,000 took the exam at its main and satellite campuses but only 26,451 passed.

Yet, CSU’s target number of students to be accepted based on carrying capacity is only 17,191 or 65%, leaving out at least 9,000 students from enrolment next school year.

The mismatch was also noticed based on the majority of the available data that came from at least 10 other SUCs across the country.

However, over at the Zamboanga Peninsula Polytechnic State University, data showed that all of the 7,448 passers (out of the 12,764 who took the admission tests), can be admitted because of its high carrying capacity of 10,000+.

A big revelation was Agusan del

“And with this, there is a general sentiment na hindi entrance exam ang solusyon kasi lahat na dumadaan d’yan hindi naman nakakapasa at ‘di natatanggap. So many students are deserving but for some reason ‘di sila makapasok. Why? The government should find ways,” the source said.

One of the possible causes for the high failure rate in entrance exams among state colleges and universities could be due to limited resources and facilities.

State colleges and universities often face budget constraints, resulting in limited resources for academic support services, such as preparatory programs and review materials. Insufficient resources can negatively impact students’ preparedness for entrance exams.

Another is inadequate secondary education, socioeconomic factors, language barriers, test anxiety and pressure, the mismatch between secondary education and entrance exam content, insufficient guidance and counseling services, and high competition and limited slots.

The two-year COVID-19 pandemic also had a significant impact on various aspects of society, including education.

While it is difficult to make definitive statements without specific data or studies, it is plausible that the two-year pandemic could have some effects on the mortality rate of students taking entrance exams among SUCs. (Jeb Israel)