Ann Arbor Times

A shift in early education policy in the Philippines, enacted over a decade ago, has led to unintended consequences, according to a new study from the University of Michigan. The research analyzes the impact of the Mother Tongue-Based Multilingual Education program, which in 2012 mandated the use of native languages in the classroom for young students.

The study, led by Professor Dean Yang and doctoral candidate Thomas Lloyd, finds that this policy change has corresponded with a drop in educational performance nationwide. It suggests that the switch in instructional language prompted challenges in teacher preparedness and material availability, ultimately influencing student test scores and educational outcomes.

The researchers concluded that students who were taught in languages other than Tagalog faced significant declines in their academic achievements by Grade 6. By 2020, these students had completed one-third fewer years of schooling compared to those taught in Tagalog.

Before the implementation of this policy, instruction primarily occurred in Tagalog and English. The transition aimed to foster the use of local languages, but it also disrupted existing educational frameworks, leading to substantial implementation challenges, according to Yang and Lloyd.

Their study emphasized the significance of maintaining educational quality during early learning stages, noting that the effects witnessed in the Philippines carry lessons for educational policymakers worldwide. "From a policy standpoint, our study highlights the critical importance of maintaining and improving the quality of early education," Yang and Lloyd wrote. They further stressed the "substantial long-term costs associated with even temporary declines in educational quality."

This analysis accentuates the complexities of educational reform and underscores the necessity for careful consideration and evaluation in implementing new educational policies.