Despite widespread access to basic education, nearly 25 million Filipinos—or about one in every five people aged 10 to 64 years old—are still “not functionally literate,” according to the Philippine Statistics Authority (PSA).
The staggering figure was confirmed Tuesday as the PSA sought to clarify the widespread confusion over the interpretation of new data from the 2024 Functional Literacy, Education and Mass Media Survey (FLEMMS).
Earlier reports following a Senate hearing, the PSA said, had incorrectly claimed that 19 million high school graduates were functionally illiterate—able to read and write, but unable to understand what they read.
“The PSA has no report, in any form, stating that the estimated number of functionally illiterate high school graduates and junior high school completers is 19 million,” the agency emphasized in a statement.
The PSA has since issued a clarification: the actual number of functionally illiterate individuals who finished high school or junior high is closer to 6.45 million.
“On the other hand, the number of not functionally literate population 10 to 64 years old, regardless of highest grade completed, is estimated at 24.83 million,” the PSA said.
The functional illiteracy rate has become a flashpoint in national education discussions, especially after it was raised during a Senate hearing in April. Lawmakers expressed concern over the disconnect between formal education and actual learning outcomes, with high school graduates among those struggling with basic comprehension.
The PSA defines functional illiteracy in three levels: illiterate, for those who cannot read or write at all; low literate, for those who can read and write but not compute; and basically literate, for those who can read, write, and compute but cannot understand what they read.
Experts warn that this broader definition reveals deeper systemic challenges in the Philippine education system—where graduation no longer guarantees comprehension, and literacy has become more about ticking boxes than genuine understanding.
While the Department of Education has pledged to strengthen reading programs and improve teacher training, advocates say meaningful reform must go beyond classrooms to address poverty, lack of access to early learning, and inadequate support for struggling students.
As the numbers show, the literacy challenge in the Philippines is no longer just about getting children into school. It’s about ensuring they leave school truly equipped to participate fully in society.
