No child left behind, literacy challenges ahead

A focus on the Philippines

Bibliographic Data

ID22166319
AuthorsAl Ryanne Gabonada Gatcho (0000-0001-6825-2296, Hunan Institute of Science and Technology, corresponding author), Jeremiah Paul Giron Manuel (0000-0001-6597-1295, Pelita Harapan University), Bonjovi Hassan Hajan (0000-0003-2911-5824, Mindanao State University)
Year2024
Volume9
Publication date2024-06-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1349307
OpenAlexW4399356168
LanguageEN
Citations received3
References cited13

The Sustainable Development Goal 4 has commenced a global mandate to provide equitable access to quality education for everyone. In the Philippines, SDG 4 inaugurates the No Child Left Behind (NCLB) Policy. This brief argues that while the NCLB has ensured equal access to quality literacy education, it poses socioeconomic-based challenges, declining rate of parental involvement in their children’s schooling, overemphasis on standardized tests, and the lack of community involvement towards literacy programs. The Holistic Literacy Enhancement Program (HLEP) is proposed in this paper to help address these challenges to NCLB. HLEP presents policy implications that could assist the NCLB in more efficient and effective implementation: equitable resource allocation, parental and community engagement, and culturally and linguistically relevant assessment tools

Left behind · Literacy · No child left behind · Pedagogy · Physics · Political science · Computer Science · Early Childhood Education and Development · Education Systems and Policy · Poverty, Education, and Child Welfare · Psychology