Functional literacy in the Philippines is defined within a range of skills and competencies (cognitive, affective, behavioral) that enables individuals to live and work as human persons; develop their potentials; make critical and informed decisions; and function effectively in society within the context of their environment and that of the wider community (local, national, global) in order to improve the quality of their lives and that of society. The major indicators of functional literacy according to the literacy coordinating council includes (1) communication skills, (2) critical thinking and problem solving, (3) sustainable use of resources and productivity, (4) development of self and a sense of community, and (5) expanding one’s world vision. These indicators are not within the scope on the common understanding of function literacy among experts. The adoption of functional literacy as the aim and focus needs to be studied and thought well. The skills emphasized in the curriculum are very theoretical and content driven especially in the mathematics, science, social studies, history, and other subject areas. There is tendency to load the subject areas with contents and less on other essential characteristics such as meaning making and relevance to life scenarios and/or situations. Examples of such are the focus of computation in mathematics, manipulation of mathematical equations, heavy content specifications in biology, chemistry, and physics. Mechanism on how the contents are translated to big ideas and enduring understanding appropriate within the Filipino context needs to be specified as part of the curriculum. The curriculum should balance content with producing students who can utilize such content in the improvement of their daily undertakings. Above the content is the emphasis in developing higher order skills beyond the superficial processing presented to students.