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.

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