There were questions raised by our manager during a teachers’ training program in Tokyo: “Why do teachers exist? Why are you here? Why does the Japanese government spend so much money on education?”
At first, I could not think of a specific answer, so I simply listened. Then came a very simple explanation: “You were hired because the government invests in children; for they will lead Japan in the years to come.”
Children—who they are and who they will become—are among the strongest determinants of a nation’s future. Educating them is considered one of society’s greatest responsibilities, as it contributes not only to economic development but also to the overall progress and success of future generations.
Thus, parents are obliged to uphold their children’s rights—not only their basic needs but also their right to quality education and the opportunity to become productive professionals. Likewise, the government, through its education system, exists to create programs and policies that nurture and empower children.
It is June once again, and in the Philippines, this marks the beginning of another school year. Some parents are excited yet anxious as they send their children to school for the first time. Others are more relaxed and confident, trusting that their children can attend school independently, depending on their age and grade level.
For teachers and school administrators, however, preparation never truly ends. As a school directress, I have witnessed how planning for the next academic year begins almost immediately after the previous one ends. We apply lessons learned from past experiences and continuously innovate our curriculum to improve both academic performance and character formation. We also ensure that facilities are maintained, worn-out equipment is fixed or replaced, and new resources are introduced—from recreational spaces to technology that supports modern learning.
Education, when viewed closely, is not merely about reading and writing or mastering mathematics and science. It involves countless factors that shape children according to their unique personalities and circumstances. It has become increasingly complex, especially with growing concerns about mental health and the recognition that every child is different—formed by a combination of genetics, culture, and upbringing.
As educators, we strive to address these individual learning needs. We seek to understand how children learn best, how they retain information effectively, and how they respond positively to various approaches to character development.
These goals are somewhat more attainable in private schools with smaller class sizes, like the school I lead, despite limited resources and reliance solely on tuition and miscellaneous fees from our partners. In public schools, however, many teachers face greater challenges. Regardless of their expertise or dedication, guiding students toward the right path becomes more difficult because of the diversity and sheer number of learners they handle.
Consequently, schools and teachers are often pulled in many directions. Beyond academic instruction, they are expected to provide feeding programs to improve health, remedial classes to address literacy gaps, counseling services to support mental health, and innovative teaching methods to keep learners engaged. In many ways, educators find themselves balancing professional responsibilities with roles traditionally expected of parents.
So, as we prepare children for an unpredictable future—one shaped by rapid technological change, evolving societies, and even unforeseen challenges such as emerging diseases—the question remains: What should educational institutions value most and devote their greatest efforts to?
For me, the answer is simple.
The world needs good people.
That is what matters most.
Amid all the demands and complexities of education, every graduate should become one.
