De La Salle University- Dasmarinas
COLLEGE OF ENGINEERING, ARCHITECTURE
AND TECHNOLOGY
ARCHITECTURE DEPARTMENT
G-SOSC002 KURSONG RIZAL
Umaabante, Umaatras? Jose Rizal's intelligence vs.
Gen Z's functional illiteracy
Submitted by:
Carpio, Alexandria D.
ARC32
Submitted to: Sir. Jumel G. Estranero
Table of Contents
Prelude…………………..……………………………...………………………………....2
Body…………………………………………………………………………………….....2
Analysis…………………………………………………………………………….……...3
Recommendation……………….…………………………………………………………4
Requiem…………………………………………………………………………………...5
Reference………………………………………………………………………………….6
1
I. Prelude
José Rizal, the Philippines' national hero, epitomized the transformative power of
education. Born in 1861 in Calamba, Laguna, Rizal's early education was nurtured by his
mother, Teodora Alonso Realonda, who taught him the alphabet and prayers at a young
age. His formal education began in Biñan and continued at the Ateneo Municipal de
Manila, where he excelled academically. Rizal's pursuit of knowledge led him to the
University of Santo Tomas and later to the Universidad Central de Madrid, where he
earned degrees in Philosophy and Letters and in Medicine. His academic journey
extended to Paris and Heidelberg, where he specialized in ophthalmology, driven by a
desire to cure his mother's eye ailment.
In stark contrast, the current Philippine education system faces significant
challenges. Despite technological advancements and increased access to information, the
nation grapples with issues such as functional illiteracy, inadequate educational
infrastructure, and socio-economic disparities. According to the Philippine Statistics
Authority's 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS),
while 93.1% of Filipinos aged 10 to 64 possess basic literacy, only 70.8% are
functionally literate, indicating a substantial portion of the population struggles with
comprehension and practical application of reading and writing skills.
This paper aims to explore the dichotomy between Rizal's era and the present day,
questioning whether the nation is truly advancing in its educational pursuits or
inadvertently moving backward.
II. Body
Rizal's educational journey was marked by exceptional dedication and resilience.
After completing his studies in Manila, he traveled to Europe to further his education. In
Madrid, he earned a Licentiate in Medicine and took courses in philosophy and literature.
His quest for knowledge led him to Paris and Heidelberg, where he specialized in
ophthalmology, motivated by his mother's deteriorating eyesight. Rizal's academic
2
pursuits were not limited to formal education; he mastered multiple languages and
engaged in various scientific and artistic endeavors.
In contrast, the contemporary Philippine education system faces numerous
challenges. The 2024 FLEMMS revealed that approximately 18 million Filipinos who
have completed basic education are considered functionally illiterate, highlighting
systemic issues within the educational framework (edcom2.gov.ph). Furthermore, many
schools, particularly in rural areas, lack basic amenities such as electricity and potable
water, impeding effective learning environments.
The COVID-19 pandemic exacerbated existing challenges, with prolonged school
closures leading to learning losses and increased dropout rates. The shift to online
learning exposed the digital divide, as many students lacked access to necessary
technology and internet connectivity, further widening educational disparities.
III. Analysis
The disparity between Rizal's self-motivated educational achievements and the
current state of education in the Philippines raises critical ethical and socio-economic
questions. Rizal's era lacked the technological conveniences of today, yet he excelled
academically and contributed significantly to national development. His writings, such as
"Noli Me Tangere" and "El Filibusterismo," played instrumental roles in advocating for
reform and inspiring change.
Today, despite access to advanced technology and information, the Philippine
education system struggles with quality and accessibility. The functional illiteracy crisis
reflects deeper systemic issues, including inadequate teacher training, insufficient
funding, and socio-economic disparities. These challenges hinder the development of
critical thinking and problem-solving skills among students, essential competencies in the
modern world.
Politically, the underfunding of the education sector has been a persistent issue.
The current education budget amounts to only 3.6% of the country's gross domestic
product (GDP), significantly short of the 6% recommendation of the United Nations
3
Educational, Scientific, and Cultural Organization (UNESCO). This underinvestment
affects infrastructure, teacher salaries, and the availability of learning materials, further
compromising educational quality.
Philosophically, the situation challenges the notion of education as a great
equalizer. When access to quality education is determined by socio-economic status, the
system perpetuates inequality rather than alleviating it. Ethically, it raises concerns about
the state's responsibility to provide equitable educational opportunities for all citizens.
IV. Recommendation
To address these challenges, a multifaceted approach is necessary. First,
increasing the education budget to meet UNESCO's recommended 6% of GDP would
provide much-needed resources for infrastructure, teacher training, and learning
materials. Second, implementing targeted interventions to support functionally illiterate
individuals, such as remedial programs and adult education initiatives, can help bridge
the literacy gap.
Investing in teacher development is crucial. Providing continuous professional
development opportunities and competitive salaries can attract and retain qualified
educators. Additionally, integrating technology into the curriculum and ensuring
equitable access to digital resources can enhance learning outcomes and prepare students
for the demands of the modern world.
Community involvement is also vital. Encouraging parental engagement and
fostering partnerships between schools and local organizations can create supportive
learning environments and address context-specific challenges.
4
V. Requiem
The examination of José Rizal's educational legacy alongside the current
challenges faced by the Philippine education system reveals a concerning trajectory.
While Rizal's era was characterized by limited resources yet remarkable intellectual
achievements, today's context presents a scenario where, despite technological
advancements, educational quality and literacy rates are declining.
This paradox prompts a critical reflection: Are we truly moving forward in our
educational endeavors, or are we regressing? The future of the nation hinges on the
education of its youth. It is imperative to address the systemic issues plaguing the
education sector, including resource allocation, teacher training, and curriculum
development.
By realigning our educational priorities and drawing inspiration from Rizal's
unwavering commitment to learning, we can aspire to cultivate a generation equipped to
lead the Philippines toward a more enlightened and progressive future.
5
REFERENCES
Britannica. (2025). José Rizal. Retrieved from https://www.britannica.com/biography/Jose-Rizal
Bulatlat. (2025). 18 million 'functionally illiterate' grads linked to public education woes.
Retrieved from
https://www.bulatlat.org/2025/05/04/18-million-functionally-illiterate-grads-linked-to-public-edu
cation-woes/
Philippine Statistics Authority. (2025). Functional Literacy, Education, and Mass Media Survey.
Retrieved from
https://psa.gov.ph/content/every-10-filipinos-9-have-basic-literacy-while-7-have-functional-litera
cy
EDCOM 2. (2025). Around 18M Filipinos finished high school despite being functionally
illiterate. Retrieved from
https://edcom2.gov.ph/around-18m-filipinos-finished-high-school-despite-being-functionally-illit
erate
Philippine Institute for Development Studies. (2023). Educational Challenges in the Philippines.
Retrieved from
https://pids.gov.ph/details/news/in-the-news/educational-challenges-in-the-philippines
The Lookout. (2024). The Status of Education in the Philippines: Progress, Challenges, and the
Path Forward. Retrieved from
https://thelookout.com.ph/article/the-status-of-education-in-the-philippines-progress-challenges-
and-the-path-forward
