No child left behind, literacy challenges ahead

A focus on the Philippines

Datos Bibliográficos

ID22166319
AutoresAl Ryanne Gabonada Gatcho (0000-0001-6825-2296, Hunan Institute of Science and Technology, autor de correspondencia), Jeremiah Paul Giron Manuel (0000-0001-6597-1295, Pelita Harapan University), Bonjovi Hassan Hajan (0000-0003-2911-5824, Mindanao State University)
Año2024
Volumen9
Fecha de publicación2024-06-05
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1349307
OpenAlexW4399356168
IdiomaEN
Citas recibidas3
Referencias citadas13

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