The world marks the United Nations’ International Day of Education every Jan. 24 as a reminder that education is not merely a service delivered by governments, but a human right, a public good, and a collective responsibility. Proclaimed by the UN General Assembly, the observance underscores education’s central role in peace, sustainable development, and social justice—principles enshrined in the Universal Declaration of Human Rights and reinforced by Sustainable Development Goal 4, ensuring inclusive and equitable quality education for all.

This year’s observance places a spotlight on the power of youth as co-creators of education. With young people comprising more than half of the global population, UNESCO emphasizes that education systems are strongest when shaped not just for learners, but with them. As Assistant Director-General for Education Stefania Giannini notes, meaningful youth engagement must go beyond token consultation to real partnership in policy design, implementation, and monitoring.

These global ideals resonate deeply in the Philippine context, where education is both a constitutional right and a persistent national challenge. The 1987 Philippine Constitution declares education a top priority of the State and explicitly mandates free public education at the elementary and secondary levels. This commitment is supported by the Enhanced Basic Education Act of 2013 (Republic Act No. 10533), which guarantees free Kindergarten to Grade 12 education in public schools. At the tertiary level, the Universal Access to Quality Tertiary Education Act (Republic Act No. 10931) further expands this right by providing free tuition and other school fees in state universities and colleges, local universities and colleges, and state-run technical-vocational institutions.

Yet, outcomes reveal troubling gaps. International assessments have repeatedly shown that many Filipino learners struggle with foundational skills. Low performance in reading comprehension and basic literacy reflects long-standing problems: classroom shortages, overcrowding, unequal access to learning materials, poverty, and learning disruptions caused by crises. These realities mirror the UN’s warning that millions of children worldwide remain unable to read or perform basic mathematics, effectively denied their right to education.

The government has acknowledged these gaps, and recent developments suggest renewed urgency. For 2026, the Department of Education received a historic ₱1.015 trillion budget—the first time the country met UNESCO’s benchmark for education spending. This allocation targets persistent bottlenecks such as classroom backlogs, textbook shortages, digital connectivity gaps, and teacher hiring. Expanded school-based feeding programs further recognize that learning cannot flourish when children are hungry or unhealthy.

Equally significant is the strengthening of the Alternative Learning System (ALS), which aligns non-formal education more closely with the K to 12 curriculum. By institutionalizing flexible learning modalities, recognition of prior learning, and competency-based progression, ALS offers a second chance to out-of-school youth, working adults, and senior citizens. At its core, ALS affirms that education is lifelong and that no Filipino should be permanently excluded from learning because of age, poverty, or circumstance. This approach reflects UNESCO’s vision of lifelong learning, echoed in its Global Network of Learning Cities, where education transcends classrooms and becomes embedded in everyday life.

Leadership and participation also matter. UNESCO’s Global Education Monitoring Report identifies school leadership as a critical factor in learning outcomes, second only to classroom teaching. Reforms will succeed only if national investments are matched by empowered school leaders, accountable governance, and active community—and youth—participation.

International Day of Education is not just a celebration; it is a call to action. Education systems, whether global or local, must confront uncomfortable truths about inequality and learning loss. For the Philippines, the task is clear: transform constitutional guarantees, progressive laws, and historic investments into tangible improvements in reading, comprehension, and critical thinking—especially for the most marginalized.

Education must be inclusive, youth-informed, and future-ready. Only then can it truly serve as the ladder out of poverty, the foundation of democracy, and the strongest defense of peace.