background-color: rgb(255, 255, 255); color: rgb(23, 43, 77);">This is a critique of a modern piece of political rhetoric that establishes social goals of education. I will concentrate on the speech that President Ferdinand R. Marcos Jr. gave at the Ceremonial Submission of the Second Congressional Commission on Education II Final Report and Turnover of the National Education and Workforce Development Plan (January 29, 2026) where he sets national goals of the Philippine education system.

President Marcos in his speech upon receiving the last report of the Second Congressional Commission on Education (EDCOM II) and the National Education and Workforce Development Plan presents education as the key cornerstone of national development. He tells us about urgency and responsibility and this indicates that education is connected to the larger societal objectives other than mere academic success. This introduction leaves a trail that the field of education is not a sector in isolation but rather an investment towards developing workforce and socio-economic status of the country in future.

The focus on workforce development is one of the substantive characteristics of the rhetoric- implying that schooling has to be directly responsive to the labor market requirements. Using education and workforce planning as a couple, the rhetoric pursues that the objective of education should offer employability and skills preparation. This is practical, goal-based concept of education where economic usefulness and national competitiveness are crucial. Although this may be good in ensuring that education matches the economic demands, it poses a threat of pushing other educational goals aside like civic education, critical thinking and cultural enhancement unless it is balanced with other goals.

The second goal which is highlighted is that of access and equity, which is not so pronounced in this speech as compared to the earlier Marcos speeches that note that no child should be made to study in not so good places and that he will stand by the teachers and the learners. Equitable access as a social goal is an important inclusion since it recognizes the structural learning barriers. The speech might however be criticized in the sense that it addresses more to infrastructure and logistics than the underlying inequalities that influence student performance which include poverty, nutrition, early childhood development, and rural-urban inequalities.

The systematic coordination themed in the speech, via creation of policy frameworks such as National Education and Workforce Development Plan, indicates an effort to leave the disjointed efforts behind in an effort to create a national strategy. It is a powerful policy goal because integrated planning will be able to enhance effectiveness and the distribution of resources. Nonetheless, it is through the rhetoric of coherence that can be filled with empty promises unless it is accompanied by specific standards, accountability mechanisms, and long-term financial resources, which cannot be accomplished without attention in general political discourse.

Although the relevance of employment and integration of the system is mentioned explicitly, the speech is not very profound regarding holistic development of the student. The bar to encouraging critical thinking, creativity, moral values, or civic responsibility- other areas of education that most educators claim to be a concern of a well-rounded citizenry is not much discussed. Such a gap implies that there is a rhetorical emphasis on economic objectives at the expense of socio-cultural and democratic ones, which are all equally significant towards the development of inclusive and participatory societies.

On the whole, the speech has serious political goals which tend to position education as a part of larger national development goals, especially the workforce preparedness and institutional coherence. These objectives possess practical value and appeal to the current trends in the world which focus on future economic skills. However, the rhetoric is a bit thin in its expression of how education will promote social justice, democratic participation and the creation of a holistic personality development. To make changes in policy that can revolutionize education, the rhetoric of politics should be supported with explicit policies that are able to balance between economic goals and raising informed, critical and empowered citizens.

Marcos Jr. Political Rethoric