Education is a powerful defense a child can master for a better future. Yet, Filipino students are hindered from accessing quality learning due to the challenges in pursuing their education. Educational inequality remains a pressing issue in the Philippines, and it calls for equal educational opportunities for all students. The Philippine government has taken action to support students, yet it hasn’t been enough to resolve the issue. Other sectors, including non-governmental organizations (NGOs), assist students who continue to struggle. While various government programs attempt to address educational inequality in the Philippines, Project Malasakit, founded by Filipino journalist Kara David, goes beyond financial assistance by providing long-term academic support to unreached and underprivileged students, ensuring they receive holistic educational opportunities in line with the United Nations Sustainable Development Goal 4: Quality Education.

High dropout rates in the Philippines reflect the difficulties faced by disadvantaged students in completing their education. It is evident through the country’s dropout rate that students from underprivileged backgrounds struggle to stay in school. Studies show that 26% of elementary students quit school before graduating, while 23% fail to complete high school (Parreño, 2023). One of the main reasons students struggle is the expenses that education costs them. However, a high dropout rate depicts that many Filipino children do not reach the education level needed to secure better job opportunities. The United Nations Sustainable Development Goal 4: Quality Education ensures all children have access to education. However, the country has yet to educate all Filipino children and achieve this goal.

Financial constraints remain one of the leading causes of school dropouts among Filipino students. Many low-income families in the country cannot afford school expenses, so they prioritize food and other basic needs. While the government provides financial aid through programs, such as the Pantawid Pamilyang Pilipino Program (4Ps), it does not cover all school-related costs, such as transportation, school materials, and daily meals (Cabaguing & Villanueva, 2022). Students from underprivileged households often attend underfunded schools with overcrowded classrooms and outdated materials, making it difficult for them to excel academically (Muñoz-Carrasco, 2024). Thus, some children are forced to work at a young age to provide for their families, which hinders them from focusing on their education. However, the cycle worsens poverty because high education standards are needed for professional jobs in the country, which they cannot acquire. 

Students in rural areas endure additional learning barriers due to geographical distance, lack of schools, and inadequate infrastructure. Some students must walk for hours to reach the nearest school facility from their houses, while others live in communities without secondary schools (Eduardo & Gabriel, 2021). In addition, indigenous students struggle due to the lack of culturally relevant education. Students aren’t motivated to engage in school since the curriculum often does not include their mother tongue (Saysi & Batuctoc, 2023). Moreover, it has been concerning that rural schools have yet to acquire digital infrastructure, limiting the student’s access to learning tools and modern educational resources that urban facilities have (Parinasan et al., 2024). 

Additionally, financial instability among public school teachers in the Philippines negatively impacts the quality of education. According to Casingal and Ancho (2022), many public school teachers are dissatisfied with their salaries and suffer from substantial financial burdens, which leads them to take out loans to cover personal and classroom expenses. The Philippine Constitution mandates the prioritization of education in the national budget, yet teachers still experience inadequate salaries and financial instability, highlighting inefficiencies in fund allocation. Furthermore, overcrowded classrooms remain an issue in public schools, with over 50 students per classroom (Muñoz-Carrasco, 2024). These conditions make it difficult for teachers to provide high-quality education and attention to students who need additional support.

In relation to this, there has been a discrepancy in the access and quality of the implementation of free higher education under the Universal Access to Quality Tertiary Education Act (RA 10931). While tuition subsidies increased enrollment rates in the country, research by Lomer and Lim (2022) reports that the policy primarily benefits students from middle and upper-income families who can already afford additional costs such as transportation, books, and accommodations. On the other hand, lower-income students continue to struggle due to the hidden costs of education, portraying that financial assistance from the government is insufficient to ensure equal access to quality education.

Given the severity of educational inequality in the Philippines, the government has tried to improve access to education. However, it hasn’t been efficiently implemented nationwide, reinforcing education inequality. Unlike underprivileged students, the privileged can afford private tutoring and better educational resources and facilities, which helps them perform better in school (Yee, 2024). Lomer & Lim (2017) reported that 20% of the State University and College (SUC) students come from economically advantaged backgrounds in the country, while only 8% are from low-income families. It proves that privileged students dominate education access despite government efforts. Likewise, rural schools in remote communities suffer from outdated academic resources and lack qualified teachers (Parinasan et al., 2024). The government has taken actions to improve school infrastructure in these areas, but it remains insufficient, resulting in persistent inequality between urban and rural schools in the country.

Due to the ineffectiveness of government initiatives, non-governmental organizations (NGOs) play a critical role in filling educational gaps. NGOs provide additional support, such as scholarships, financial assistance, and mentorship programs, to help struggling students, which the government insufficiently serves. Some organizations help improve school facilities, provide books, and support alternative learning programs in communities that lack proper education resources. By working with local schools and communities, NGOs ensure that children from disadvantaged backgrounds receive the support they need to finish school (Eduardo & Gabriel, 2021). This aligns with the United Nations Sustainable Development Goal 4, which is to work together to improve education for all Filipino children.

Although NGOs provide valuable assistance, they also have limitations in helping students. Many organizations rely on donations, so funding is not guaranteed to be stable, which can affect the continuity of their programs. They may also lack the resources and personnel to reach remote areas where students struggle the most. In some cases, NGOs can only support a limited number of scholars, leaving many others still needing assistance. Despite these challenges, their efforts remain valuable in giving students better opportunities and filling the gaps that government programs cannot fully address.

Nonetheless, unlike governmental programs like 4Ps that focus primarily on conditional cash transfers, Project Malasakit goes beyond financial aid by offering mentorship and long-term academic support, ensuring students attend school and excel in their studies. The foundation recognizes that financial assistance alone cannot uplift students from poverty. It provides its scholars with a structured support system by integrating financial assistance with mentorship and career development programs. It helps them to overcome academic challenges and prepare them for employment opportunities, which is crucial for their future. Studies have shown that mentorship programs improve academic performance, which makes Project Malasakit a sustainable solution to educational inequality (Muñoz-Carrasco, 2024).

Project Malasakit is one of the organizations that has made a significant impact in helping Filipino students. Kara David started the scholarship program in 2002 after meeting a young girl who wanted to study but could not afford school fees (GMA News, 2021). Since then, the foundation has provided scholarships and outreach programs to help underprivileged children, especially child laborers and victims of abuse, continue their education. The program mainly helps students in rural areas where education is less accessible (Project Malasakit by Kara David, 2020). By covering school fees, providing materials, and offering mentorship, Project Malasakit ensures that more children can stay in school and complete their education.

Graduates of Project Malasakit prove how good quality education can change students’ lives and improve their future. One of its scholars, Joselito Padilla, was a child laborer living on an island without electricity. He successfully graduated from college and became a licensed seafarer. Other scholars of Project Malasakit have also finished their education and secured stable jobs (Project Malasakit by Kara David, 2020). It shows how access to quality education can help break the cycle of poverty. This highlights how programs like Project Malasakit contribute to SDG 4 by ensuring students, regardless of their background, receive quality education and better opportunities for the future.

Until now, the Philippine education system needs improvement, but with appropriate actions, there’s hope for a better future. It’s crucial to have community-driven actions that directly address educational inequality in the country and make education more inclusive and accessible for students from various backgrounds. Individuals can take an active role in spreading awareness and advocating for improved access to education, particularly in disadvantaged communities. Alternative learning systems can provide education options for students who cannot attend regular school (Cucio & Roldan, 2020). With the combined efforts of the government and NGOs, Indigenous students can receive culturally relevant education and specialized programs they need (Eduardo & Gabriel, 2021).

The government must ensure that education funding is allocated correctly and monitored to prevent inefficiencies and mismanagement. Prioritizing underprivileged students in public school admissions can help bridge the educational gap by giving them access to resources and support systems like others. Furthermore, collaboration between the public and private sectors should be fostered to allow NGOs like Project Malasakit to expand their scope and support more foundation beneficiaries. The Philippines can achieve a more equitable education system by implementing these measures. These initiatives also support the United Nations Sustainable Development Goal 4: Quality Education, ensuring every student can access inclusive and quality learning opportunities.

Every child deserves access to good quality education and the opportunity to succeed for a better future. While many Filipino students struggle with poverty and geographic barriers, collective action can make a big difference. Individuals can contribute by advocating for better education policies, raising awareness about the importance of accessible learning, and volunteering in community-based education programs. Policymakers must implement and monitor education reforms to ensure efficient allocation of resources, while communities can support scholarship programs and create safe learning spaces for students. These efforts will contribute to achieving the United Nations Sustainable Development Goal 4: Quality Education. Rather than just a global commitment, the goal promises every Filipino child that education is the key to a brighter future.