The Merit Myth: Why Changing Titles Won’t Fix Philippine Education’s Hollow Core

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For decades, the Philippine education system has been anchored by the weight of two words: Valedictorian and Salutatorian. To many, these titles represent the pinnacle of academic achievement. To others, they are symbols of a "rotten system" that values politics over pedigree and favoritism over finals.

Recently, a social media image went viral, echoing a common sentiment among some: “Dear DepEd, Pakibalik ang valedictorian, salutatorian, at honorable mentions. Ibalik ang panahong ramdam mo talaga ang kompetisyon.” (Dear DepEd, Please bring back valedictorian, salutatorian, and honorable mentions. Bring back the time when you could really feel the competition.) This public plea highlights a perceived loss of rigor and competitive spirit under the Department of Education’s (DepEd) shift to a more inclusive honors system—transitioning to "With Honors," "With High Honors," and "With Highest Honors."

But according to critics and former students who survived the trenches of campus politics, this is nothing more than cosmetic surgery on a body that needs a heart transplant. The problem isn't the label on the medal; it’s the lack of value behind it.

The Trauma Behind the Title

For many students, the race for the top spot is the "turning point" of their youth—not because of the glory, but because of the disillusionment. The traditional hierarchy of "Valedictorian" has long been criticized for creating a winner-take-all environment that invites manipulation.

While the move toward tiered honors aims to recognize a broader group of achievers, the underlying issues remain. The competitive fire that the viral image longs for can easily become a toxic burn when the system itself is corrupt. A former student who speaks of being "fiercer and stronger" after being sidelined by school culture emphasizes that the title isn't the defining factor—the system's integrity is. If a system is "bulok" (rotten), administrative favoritism will simply manipulate "High Honors" just as easily as they manipulated "Rank 1."

Quantity Over Quality: "A Truckload of Honors"

The core argument against DepEd’s current strategy is that it fails to address a critical decline in education quality. The result is often a paradoxical situation: school stages are crowded with honor students, yet basic knowledge is missing.

As one observer aptly puts it: "True.. sangdamakmak ang Honours pero hnd alam ang Malakanyang haysss." (True.. a truckload of Honors but they don't even know Malacañang, sigh.)

This points to a dangerous disconnect. The labels are being expanded, but the curriculum and basic proficiency are stagnating. Changing the title—whether to "With Honors" or back to "Valedictorian"—does nothing to solve the reality that students can achieve high marks without mastering fundamental concepts of civics, language, or history.

The Real Villains: A Broken System and Burnout

The debate over titles is a distraction from the fundamental breakdown within the education sector. Critics argue that real change must start with three interconnected pillars:

The System and Curriculum: It doesn't matter what you call the honor roll if the educational foundation is cracked. "Ganoon din naman ang mangyayari kahit pa first second third honors ang title kung hindi nila aayusin ang sistema, curriculum, subject areas." (The same thing will happen even if the title is first second third honors if they don't fix the system, curriculum, and subject areas.)

The Teacher's Role: At the end of the day, a student's learning is primarily shaped by the person at the front of the classroom. "At the end of the day, nasa teacher din na nagtuturo kung gaano kalawak ang matututuhan ng mga estudyante nila."

The Teacher Crisis (Burnout): The standard of teaching is eroding, often due to burnout. A significant number of teachers who were once passionate are now struggling. "Noon kasi madaming guro ang nageexert ng effort to teach beyond what is required, ngayon kokonti na lang ang passionate, because burn out na, or sadyang may ilan na tamad lang talaga." (Before, many teachers exerted effort to teach beyond what is required, but now only a few are passionate because they are burned out, or some are simply lazy.)

Conclusion: A Call for Internal Reform

Instead of focusing on nostalgia for old labels or celebrating cosmetic changes to honors tiers, the conversation must shift toward transparency, accountability, and quality.

The call to bring back "Valedictorian" comes from a place of missing rigor, but restoring the title will not magically restore quality education. The true solution isn't simply cleaning up the names of the awards; it is cleaning up the corruption in school administrations, revitalizing the curriculum, and supporting the mental health of overworked educators.

DepEd must understand that a "With Honors" certificate holds no value if the recipient cannot identify the center of their own government. To truly honor the Filipino student, DepEd must ensure that the path to the podium is paved with competence, not just a proliferation of labels. Until the system is fixed, a new title is just a different name for a hollow achievement.

Angara backs tax breaks to ease burden on schools, educ partners

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MAKATI CITY, 8 April 2026—Education Secretary Sonny Angara on Wednesday underscored the vital role of existing tax incentives in helping schools and private partners manage rising fuel, transport, and operational costs amid the conflict in the Middle East.

According to Angara, these fiscal measures serve as a crucial buffer, allowing schools to sustain investments in quality education despite prevailing economic pressures.

 

“Aligned with President Bongbong Marcos’ priority to shield education from economic volatility, these incentives enable schools and their partners to maximize limited resources and free up funds for teaching and learner support,” Angara said.

“By reducing tax burdens, they help cushion the impact of rising costs and sustain continued investment in education,” he added.

According to the Department of Education (DepEd), non-stock, non-profit educational institutions remain exempt from income tax on revenues, provided these funds are used directly and exclusively for educational purposes.

Proprietary schools, meanwhile, continue to benefit from a preferential income tax rate of 10% under specific statutory conditions.

To further ease the financial burden on learners and their families, tuition and educational services remain exempt from the 12% value-added tax (VAT).

Angara highlighted other cost-mitigating measures, including tax- and duty-free importation of books and educational materials to offset rising logistics and shipping expenses.

Schools also benefit from tax credits for VAT paid on renewable energy equipment, which can be applied against income tax liabilities and support lower long-term operational costs.

President Marcos’ administration also reaffirmed its support for private sector participation in education through the Adopt-a-School Program, where donations are eligible for 150% deductibility.

Depending on the structure of the transaction, donations may also be treated as VAT-exempt or as a VATable “deemed sale,” with the corresponding entitlement to input VAT credits.

Under the Tax Code, donations may also be exempt from donor’s tax, provided they meet administrative use limitations to ensure resources are directed toward educational purposes.

Registered business enterprises (RBEs) donating capital equipment to government agencies, state universities, or DepEd-accredited schools may also qualify for exemption from donor’s tax and customs duties.

For companies investing in workforce development, DepEd said enterprises can avail of a 150% deduction on training expenses. This deduction is set to increase to 175% starting January 1, 2028.

Similar to schools, donors may also benefit from duty- and tax-free importation of educational materials intended for donation.

While these incentives offer a significant cushion, Angara reminded stakeholders of proper documentation, registration and compliance with regulatory requirements.

He added that DepEd remains committed to working closely with the private sector to ensure quality education remains accessible amid global inflation.

Angara orders nationwide rollout of orientations on key learning systems reform policies

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QUEZON CITY, 8 April 2026 — The Department of Education (DepEd) has begun a nationwide series of orientation sessions for school leaders and teachers to guide the implementation of key learning reforms, including the shift to a three-term school calendar starting School Year 2026–2027.



The rollout follows the directive of Education Secretary Sonny Angara to ensure that school officials and educators clearly understand the new policies as preparations for the next school year begin.



Angara said the orientations are meant to provide clear guidance to schools and ensure that the transition to the new policies is orderly and well supported.

“Magiging matagumpay lamang ang mga repormang ito kung lubos na mauunawaan ng ating mga guro at school leaders kung paano ito ipatutupad sa aktuwal na sitwasyon,” Angara said. “Sa pamamagitan ng mga orientation na ito, nais nating matiyak na handa at suportado ang ating mga paaralan para sa darating na school year.”



One of the first orientation sessions was held on April 8 at Miriam College in Quezon City. The session gathered education officials and stakeholders for an overview of reforms under DepEd’s Learning Systems strand.



"These policies aim for a humane system for teachers, learners, families that protects the conditions for real learning to happen,” Assistant Secretary for Learning Systems Jerome Buenviaje said.



Among the policies discussed were the three-term school calendar, revised guidelines on classroom assessment and grading, and the strengthened Senior High School curriculum. The session also covered flexible learning programs, learning continuity during emergencies, work immersion and off-campus learning for Senior High School students, and updated guidelines on lesson planning.



The policy reforms are part of a broader effort to improve the quality of basic education, strengthen instructional planning, and ensure that schools are better supported in delivering the K to 12 curriculum.



The orientation rollout will continue across the country, starting with regional and division officials and school heads who will help cascade the reforms to schools.



Orientation sessions for master teachers and classroom teachers are scheduled in May. DepEd emphasized that teachers will not be required to report during their 30-day break in April.



DepEd added that the phased orientation approach is designed to help schools prepare early while minimizing disruption to teaching and learning.