By Artem and Zenith

On August 10, at the Sofitel Hotel in Pasay City, the Department of Education (DepEd), led by the DepEd Secretary and Vice President Sara Duterte, launched its redesigned Kinder to Grade 10 (K-10) curriculum, “MATATAG,” which would significantly reduce the learning competencies students must acquire. 

“MATATAG” stands for “MAke the curriculum relevant to produce job-ready, active, and responsible citizens; TAke steps to accelerate the delivery of basic education services and provision facilities; TAke good care of learners by promoting learner well-being, inclusiveness learning, and positive learning environment; and Give support for teachers to teach better.”

Around 70 percent of the current curriculum would be removed, and learning competencies would be decreased from over 11,000 to roughly 3,600. 

The previous K–10 curriculum placed a strong emphasis on Filipino, English, Mathematics, Araling Panlipunan (Social Studies), MAPEH (Music, Arts, Physical Education, and Health), and Edukasyon sa Pagpapakatao (Humanities). Now, the new curriculum consists of five foundational subjects: Language, Reading and Literacy, Mathematics, Makabansa, and Good Manners and Right Conduct. It also focuses on the development of 21st-century skills in students.

The redesigned curriculum would be deployed gradually after the trial program in a few schools this coming school year (SY). By SY 2024-2025, implementation would begin in Kindergarten, along with Grades 1, 4, and 7; Grades 2, 5, and 8 in SY 2025-2026; Grades 3, 6, and 9 in SY 2026-2027; and Grade 10 in SY 2027-2028. DepEd anticipates having fully implemented the new curriculum by 2028.

Reasons for Implementation

Duterte said in a statement that the previous curriculum was “overloaded” because of too many topics or subjects. The teachers, as well as the learners, were burdened with long lists of lessons and activities, prompting them to learn various competencies with limited time for instructions.

Furthermore, Duterte said that it would benefit students’ learning outcomes if teachers and students narrowed their tasks. According to her, the curriculum was reviewed and then revised due to the unsatisfactory results of Filipino students in national and international evaluations.

These are the pressing issues that have persisted over the course of K-12’s existence, and they do call for reform. However, with problems that caused a great deal of damage, a right plan of action must be established and executed. Jumping into misaligning plans and goals allows the education system to further tangle itself into what is already a messy knot.

Hasty Decisions

Though DepEd has been trying to address problems within the K-12 system, the reconstruction of K-10 could potentially complicate things even more. One of the issues that arises from this is the abolishment of mother tongue as a subject. According to the curriculum director, Jocelyn Andaya, the said language class will be focusing on general communication while using mother tongue on the side. Andaya defines mother tongue as “iyong lengguwahe na alam ng bata, the language that the learners speak,” which means that whether it’s English or Tagalog, including other Filipino languages, students will not be taught any other language than what they already know. By implementing this approach with younger students, it may contribute to the growing language and math proficiency gaps among children.

Ironically, this also causes overlaps between the methods and objectives of the program. Aside from this, there are unclear plans regarding the senior high curriculum. Though DepEd is already reviewing the current curriculum, plans are yet to be released in 2024. However, considering that the curriculum will be implemented as soon as SY 2024-2025, there should already be a clear action plan connecting K-10 with grade levels 11 and 12. 

Furthermore, the overarching objective of MATATAG is to produce students who are employable and globally competitive by the time they’re in 12th grade. Despite this, it appears that the initial K-12 has fallen short in obtaining this goal, as companies still tend to prefer hiring college graduates. In a study by the Philippine Institute for Developmental Studies during 2020, 70% of students still choose to pursue a bachelor degree, while only 20% enter the labor force. Considering the past mistakes of DepEd, it sheds light on the importance of aligning plans and having a clear initiative. If the system isn’t cohesive and effective as a whole, it may fail to offer students the optimal education the institution is trying to provide. 

Rushing its implementation, as well, may not be the best choice. Though there are several schools that are currently using the MATATAG curriculum for further observation by DepEd, having only a year to assess its effectiveness on students may not give them a full grasp of how this program can impact the whole education system. The Alliance of Concerned Teachers (ACT) goes as far to say in a statement that DepEd should stop its “premature and experimental” implementation. The text materials are still under review and development. With the number of students in the upcoming school year, the short time for the production of materials may not be sufficient.

Deep diving and fully committing to the new system without completing precautions can lead to the formation of various issues as a consequence. If more time is dedicated to further understanding the capabilities and flaws of the K-10,  DepEd can be much better prepared and equipped to combat current issues by adjusting it according to what the system truly needs.

Relearn and Reassess the System

It is important for DepEd to thoroughly understand the curriculum and system inside and out to effectively assess the issues and ensure proper solutions. It has been 11 years since the original establishment of the K-12 curriculum, and its ability to address the issues of learning gaps and congestion now shows a promising start. While these issues are urgent, it is equally crucial to know the specific course of action to be taken. Rushing into solutions hastily places our educational development in a risky state. The education of young Filipinos shouldn’t be gambled or half-guessed. 

The intention for reform should be paired with the patience to pursue the best outcome and solution. Rather than rushing the initial plan and implementation of K-10, DepEd could further study and strengthen this new curriculum. Urgency is evident, but carefully planning which way to go can ensure the improvement of the country’s education system.