Marcos Declares National Energy Emergency: New "UPLIFT" Program Activated To Shield Philippines From Middle East Volatility

In a decisive move to protect the nation’s economy from the escalating conflict in the Middle East, President Ferdinand R. Marcos, Jr. has officially declared a State of National Energy Emergency under Executive Order No. 110.

The order, effective immediately for one year, triggers the Unified Package for Livelihoods, Industry, Food, and Transport (UPLIFT). This comprehensive "whole-of-government" framework is designed to stabilize domestic energy supplies, curb predatory pricing, and provide critical subsidies to the country’s most vulnerable sectors as global oil markets face unprecedented uncertainty in 2026.

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A Crisis Born Of Global Tension

The emergency declaration follows a dire assessment by the Secretary of Energy regarding hostilities involving the United States, Israel, and Iran. With the Strait of Hormuz—a vital artery for global oil—facing potential closure, the Philippines’ status as a net petroleum importer has left it exposed to "imminent danger" of critically low supply and hyper-volatility in fuel prices.

"The declaration of a state of national energy emergency will enable the government... to implement responsive and coordinated measures to address the risks posed by disruptions in the global energy supply," the Order states.

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What This Means For Teachers And The Education Sector

While the "UPLIFT" acronym highlights transport and industry, the education sector—specifically our teachers—will feel the impact of EO 110 in several practical ways. The government’s strategy to "lessen transportation demand" and "ensure the welfare of all citizens" directly translates to changes in the academic environment:

• Shift To Flexible Work Arrangements: Section 8 of the Order strongly urges the adoption of flexible work setups. For teachers, this may translate to a return to or increase in Blended Learning or Remote Teaching modalities to reduce the cost of daily commuting and lower the energy consumption of school facilities.

• Protection Of Purchasing Power: By stabilizing food and fuel prices, the UPLIFT framework aims to protect the fixed incomes of public and private school teachers from the "inflationary tax" caused by soaring energy costs.

• Energy Conservation In Schools: Under the Government Energy Management Program (GEMP), schools will implement stricter protocols for air-conditioning and electricity use. Teachers may be tasked with leading "behavioral change" campaigns, teaching students the importance of resource conservation during a national crisis.

• Commuter Support: For teachers who must report physically, the expansion of the Libreng Sakay (Free Ride) program and the improvement of public transport services are intended to ease the financial burden of the daily trek to the classroom.

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The UPLIFT Strategy: A Whole-Of-Government Response

At the heart of the emergency response is the UPLIFT Committee, chaired by the President. This council unites the departments of Energy, Transport, Agriculture, and Social Welfare to ensure that the ripple effects of the energy crisis do not paralyze Philippine daily life.

Key mandates of the UPLIFT framework include:

• Transport Relief: Implementation of fuel subsidies for public utility vehicles and the potential suspension of toll and aviation fees.

• Food Security: Direct fuel support for farmers and fisherfolk to prevent rising logistics costs from inflating the price of basic commodities.

• Market Integrity: A rigorous crackdown on hoarding and price manipulation by the Department of Energy (DOE).

• Bureaucratic Speed: A directive to streamline all permits for energy projects to bring additional power capacity online faster.

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A Forced Leap Toward Green Energy

While the immediate focus is on survival, EO 110 contains a strategic silver lining. Section 4(e) mandates the committee to accelerate the transition to Electric Vehicles (EVs) and integrate renewable energy into agriculture and manufacturing. By pushing for "active transport" infrastructure like bike lanes, the administration aims to turn a short-term fuel crisis into a long-term reduction in petroleum dependency.

Prepared to Lead: Secretary Sonny Angara’s Vision for the Class of 2026

The conclusion of a school year is more than a formal ceremony; it is a profound transition. As the final bells ring across the nation, we do more than close a chapter. We pause to honor the collective strength, the quiet sacrifices, and the unwavering hope that carried our learners, teachers, and families through months of rigorous growth.

Under the leadership of the Department of Education, this year has been defined by a singular focus: ensuring that every graduate is not just a student of books, but a student of life—ready to lead with both competence and character.

Resilience: The Lesson Beyond the Textbook

To our students, this year was rarely a straight path. There were lessons that felt insurmountable and days when exhaustion seemed to outweigh progress. Yet, in the face of these challenges, you chose to stay the course. You learned the most vital skill a leader can possess: the ability to rise after a setback.

Our schools have evolved to become more than just centers of academic instruction. They are second homes where confidence is rebuilt and where the social fabric of lifelong friendships is woven. In these halls, you didn't just gain knowledge; you cultivated discipline, malasakit (compassion), and tibay ng loob (inner strength). These are the qualities that will define your success long after you leave the classroom.

A Shared Responsibility: The Community of Support

Behind every successful learner stands a community that refused to let them fail. Education, at its core, is a shared responsibility.

• To our Teachers: You are the architects of this success. Thank you for teaching more than just the curriculum; thank you for teaching courage and modeling integrity every single day.

• To our Parents and Families: Your steady hand and constant encouragement made every achievement possible. You are the silent partners in this educational journey, and today’s celebration belongs to you as much as it does to the graduates.

Strengthening the Foundations of Basic Education

This academic year, the Department of Education, under the guidance of President Ferdinand R. Marcos Jr., remained steadfast in its commitment to systemic progress. We have continued to sharpen the Revised K to 10 Curriculum and expand Senior High School pathways to ensure our students are competitive on a global stage.

From sustaining programs that help learners recover essential foundational skills to providing more robust support for our educators, our mission is clear: to build an education system that is resilient, inclusive, and future-proof. We are moving toward a future where no Filipino learner is left behind, regardless of their circumstances.

The Mandate: Competence and Character

The theme of this year’s End-of-School-Year rites, "Filipino Graduates: Prepared to Lead with Competence and Character," is a reflection of our highest aspirations.

We strive to nurture young Filipinos who are academically elite but also guided by a strong sense of responsibility to serve others. Knowledge will undoubtedly open doors and provide opportunities, but it is character—your integrity, your empathy, and your ethics—that will define the legacy you leave behind.

HERE IS THE LINK FOR SONNY ANGARA'S MESSAGE FOR THE CLASS OF 2026

A Call to the Graduates: This is Only the Beginning

To our graduates moving forward: do not leave behind the lessons of the heart. Carry with you the hard work and the discipline that brought you to this stage.

We are immensely proud of your achievements. We believe in your capacity to innovate, to lead, and to serve. As you step out into the world, know that you are the primary builders of our nation’s future. The journey continues, and we will continue to stand by you, building a stronger future for every Filipino learner.

Beyond the Grade: Cultivating Lasting Motivation in Today’s Classroom

Every educator knows the "lightbulb moment"—that instant when a student’s eyes widen, not because they’ve figured out how to get an A, but because they’ve finally grasped a concept that fascinates them. This is the holy grail of teaching: intrinsic motivation.

In a world increasingly driven by immediate gratification and digital gold stars, understanding what truly drives a student is more critical than ever. Whether you are teaching in a bustling suburban high school or a quiet rural district, the underlying psychology of student needs remains the same. Motivation isn't a one-size-fits-all switch; it’s a spectrum of unsatisfied needs waiting to be met.

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The Psychology of Need: Why Students Lean Toward "In" or "Out"

At its core, motivation stems from a desire to fulfill a void. However, the "source" of that fulfillment determines how a student engages with your curriculum.

• Extrinsic Motivation: These students are fueled by external rewards. They thrive on attention, praise, or the pursuit of power within the social hierarchy of the classroom. While effective in the short term for compliance, extrinsic motivation often evaporates the moment the reward is removed.

• Intrinsic Motivation: These are your self-starters. They perform because they enjoy the challenge, crave competence, and find genuine joy in the process of discovery.

While we often put intrinsic motivation on a pedestal, it’s important to recognize that most learners operate in a hybrid zone. The goal isn't to "install" self-motivation—which is a personal trait—but to create an environment where it can finally breathe.

The Power of Control, Choice, and Creative Expression

Why do some students check out the moment a syllabus is handed to them? Often, it’s a lack of agency. When learners are given a sense of control and choice, they feel affirmed. They move from being passive recipients of information to active participants in their own intellectual growth.

When a student has a say in how they demonstrate their knowledge—whether through a traditional essay, a digital presentation, or a creative project—they invest a piece of their identity into the work. That investment is the bridge to self-motivation.

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Strategies for the "Quietly Uninspired": Reaching Low-Motivation Learners

We’ve all had those students who seem unreachable, those who stare at a blank page until the bell rings. Often, "low motivation" is a defense mechanism against the fear of failure. To break through, we must lower the barrier to entry while maintaining the dignity of the work.

1. Micro-Wins Through Short Assignments: Design uncomplicated tasks that offer immediate success. When a student who usually fails completes three "mini-tasks" in one period, their self-perception begins to shift from "incapable" to "competent."

2. Strategic Peer Modeling: Pair these students with able, highly motivated individuals. This isn't just about tutoring; it’s about social contagion. Seeing a peer genuinely excited about a project can normalize academic enthusiasm.

3. The Feedback Loop: Provide positive, immediate, and genuine feedback. Avoid the "participation trophy" trap; students can smell insincerity. Instead, highlight specific strengths: "I noticed how you structured this specific paragraph; it made your argument much stronger."

Fueling the Fire: Empowering the Highly Motivated Learner

It is a common mistake to leave highly motivated students on "autopilot." However, without a challenge, even the brightest stars can dim. These students don't need more work; they need deeper work.

• Self-Designed Objectives: Allow these learners to create their own rubrics or procedures. When they set the bar for themselves, they almost always set it higher than a teacher would.

• Rapid Achievement and Self-Pacing: If a student can master a unit in three days instead of two weeks, let them move forward. Holding a motivated student back to match the class's pace is a sure-fire way to breed resentment and boredom.

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The Role of Feedback: Encouragement Over Embarrassment

In the American classroom, the emotional safety of the student is paramount to their cognitive output. Frequent feedback should elicit feelings of self-affirmation. Corrective feedback is necessary, but it should never be synonymous with discouragement.

When a student feels embarrassed, their brain enters a "threat state," shutting down the prefrontal cortex—the very part of the brain needed for learning. By prioritizing encouragement, you aren't "going soft" on students; you are optimizing their biology for success.

Final Thoughts for the Modern Educator

We cannot "make" a student want to learn. However, we can ensure they know exactly what is expected of them, demonstrate why the effort is worthwhile, and show them exactly how they will benefit from their own effective performance. When a student sees a clear path to a better version of themselves, motivation follows naturally.

Download here the Modified ECR and SF10 for Strengthened Senior High School Pilot SY 2025-2026

The Department of Education (DepEd) has officially entered a new era of academic reporting. With the release of DepEd Memorandum No. 020, s. 2026, the landscape for Senior High School (SHS) administration has shifted to support the "Strengthened Senior High School" pilot program. This memorandum introduces the Modified Electronic Class Record (ECR) and School Form 10 (SF10), specifically designed to align with a curriculum that prioritizes industry readiness and streamlined learning.

For educators and school administrators involved in the pilot implementation, these tools are not just digital spreadsheets—they are essential instruments for accuracy, efficiency, and compliance.

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The Shift to a Strengthened SHS Curriculum

The pilot implementation, which began under DepEd Memorandum No. 48, s. 2025, represents a significant "recalibration" of the Philippine secondary education system. By reducing the core subjects from 15 down to 5 and consolidating tracks into two main streams—Academic and Technical Professional (TechPro)—the department aims to enhance learner employability.

Because the grading structures and subject offerings have changed, the old reporting templates are no longer sufficient. The new modified ECR and SF10 are engineered to handle these specific structural changes, ensuring that student progress is tracked with precision.

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Key Features of the Modified Electronic Class Record (ECR)

The SSHS E-Class Record v2026.xlsx is the new gold standard for classroom grading in pilot schools. DepEd has focused on "user-friendly" design to reduce the "clerical creep" that often plagues a teacher's schedule.

• Subject-Level Automation: The manual entry of repetitive data has been significantly reduced.

• Unified Record Keeping: Teachers now use a single ECR for all quarters or both semesters for a specific subject, creating a continuous data flow.

• Automatic Computation: Once grades are encoded for the required quarters, the tool automatically calculates the final semestral or annual grade.

• Integrated Technical Guidance: A new "Instructions" section is embedded directly within the file to assist users in real-time.

• Renamed Sheets: To better reflect the new curriculum, "Semestral Grades" sheets are now titled Summary Grade Sheets.

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Understanding the Modified School Form 10 (SF10)

The SSHS SF 10 v2026.xlsx serves as the Learner’s Permanent Record. The 2026 modification introduces several structural changes that administrators must master:

1. Summary of Final Grades: This section is now the official reference point for academic performance.

2. Removal of Semestral Averages: In a major shift, the general average per semester has been removed across all grade levels to focus on the holistic final grade.

3. Remediation Integration: Any recomputed grades resulting from remedial classes are now directly incorporated into the Final Grade of the subject.

4. Expanded Electives: Ten additional slots have been added to accommodate Electives and Special Curricular Programs, reflecting the "TechPro" and specialized academic focus.

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Implementation Rules: Who Should Use These Forms?

It is crucial to note that these modified templates are exclusive to teachers and schools involved in the Strengthened SHS Pilot.

• Pilot Implementers: Must use the modified ECR and SF10 v2026.

• Non-Pilot Teachers: Should continue using the existing ECR and SF10 (formerly Form 137) as prescribed by DepEd Order No. 69, s. 2016.

Using the incorrect version could lead to data discrepancies in the Learner Information System (LIS), so double-checking your school's pilot status is the first step before downloading.

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Where to Download the Official Templates

To ensure data integrity and security, DepEd advises all personnel to download these files only from official sources.

• Primary Download Site: Learner Information System (LIS) Support Page

• User Guides and Resources: bit.ly/SSHSGuide-ModifiedECRSF10

LIS (School Forms)

Pursuant to DepEd Order No. 58, s. 2017 (Adoption of New School Forms for Kindergarten, Senior High School, Alternative Learning System, Health and Nutrition and Standardization of Permanent Records), electronic copies of the following school forms are now available:

• Alternative Learning System (ALS) Forms (AF1 to AF5)
• School Form 5: Report on Promotion and Level of Proficiency for Kinder (SF5K)
• School Form 8: Learner's Basic Health and Nutrition Report (SF8)
• School Form 10: Learner's Permanent Academic Record for Elementary School (SF10)
• School Form 10: Learner Permanent Academic Record for Grade 4 learners for SY 2024-2025
• School Form 10: Learner's Permanent Academic Record for Junior High School (SF10)
• School Form 10: Senior High School Student Permanent Record (SF10-SHS)
• Senior High School Forms (SHSF-1 to SHSF-7, SF8-SHS)

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Technical Support and Guidance Hierarchy

The Department has established a clear support system to assist with the transition. If you encounter bugs in the formulas or need curriculum-related guidance, refer to the following:

• RO-CLMD and SDO-CID: Responsible for guidance on curriculum standards and grade computation.

• ICT Service (RO and SDO): Provides technical assistance regarding form navigation, Excel formulas, and file management.

• BHROD-SED: Will conduct official orientations to ensure a uniform understanding of the tools across all regions.

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A Note on Security and Ethics

DepEd Memorandum No. 020, s. 2026 explicitly states that these tools are not for sale. Educators are cautioned against individuals or groups attempting to sell digital or printed copies. These tools are provided free of charge by the Department to facilitate public service. Any incidents of selling should be reported immediately to bhrod.sed@deped.gov.ph.

The transition to the Strengthened SHS curriculum is a bold step toward modernizing education. By utilizing these modified ECR and SF10 templates, teachers can spend less time on paperwork and more time on what truly matters: preparing students for the challenges of the modern workforce.

Top and Bottom: New 2025–2026 Literacy Data Reveals the Divisions Leading and Lagging in Reading Proficiency

The foundation of every thriving economy and stable society is a single, fundamental skill: the ability to read. For families, educators, and policy observers tracking global education trends, the latest data from the Philippines provides a crucial look at how recovery is unfolding in one of Southeast Asia's most dynamic nations.

The Comprehensive Rapid Literacy Assessment (CRLA) for the beginning of School Year (SY) 2025–2026 has just been released. This data offers a transparent, division-by-division breakdown of where literacy interventions are succeeding and where the "learning poverty" gap remains a formidable hurdle. For those invested in international development or educational equity, these figures serve as both a roadmap and a wake-up call for the upcoming academic year.

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The Frontlines of Literacy: Understanding the CRLA Impact

The CRLA isn't just a standardized test; it is a diagnostic tool designed to identify students who need immediate intervention. In a global context where many nations are grappling with their own "reading wars" and shifting curricula, the Philippine experience offers a unique case study in scaling literacy programs across diverse geographical and socio-economic landscapes.

While many regions are showing signs of stabilization, the Beginning-of-School-Year (BoSY) 2025–2026 data highlights a stark contrast between urbanized hubs and remote divisions. Understanding this "literacy divide" is essential for directing resources—be it technology, teacher training, or nutritional support—to the areas where they can do the most good.

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The Challenge Zones: 10 Divisions with the Highest Percentage of Struggling Readers

The data reveals that the highest concentration of struggling readers is predominantly found in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) and outlying island provinces. These areas often face unique challenges, including linguistic diversity and historical infrastructure gaps.

Top 10 Divisions Requiring Urgent Literacy Support (Highest % of Struggling Readers):

Rank	Division	% of Struggling Readers
1	Tawi-Tawi	75.60%
2	Maguindanao del Norte	65.38%
3	Special Geographic Area (North Cotabato)	64.49%
4	Zamboanga City	60.72%
5	Sarangani	60.57%
6	Sulu	59.63%
7	Maguindanao del Sur	58.46%
8	Lamitan City	57.77%
9	Basilan	57.59%
10	Davao Occidental	57.17%

In Tawi-Tawi, where three out of four students are identified as struggling readers, the need for localized, mother-tongue-based interventions is critical. The high percentages in Zamboanga City and Sarangani also suggest that even in urbanized or high-growth areas, the "learning gap" remains a primary concern for local administrators.

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Bright Spots: 10 Divisions Leading the Way in Literacy Proficiency

Conversely, the "lowest percentage" list highlights the success stories. These divisions, ranging from the tech-forward cities of Luzon to the quiet islands of Batanes, provide a blueprint for what is possible when community engagement meets rigorous educational oversight.

Top 10 Divisions with the Lowest Percentage of Struggling Readers:

Rank	Division	% of Struggling Readers
1	Sto. Tomas City	23.42%
2	Batanes	24.38%
3	Bohol	25.46%
4	Mt. Province	26.32%
5	Valenzuela City	27.44%
6	Cavite City	29.58%
7	Tuguegarao City	29.87%
8	Malolos City	30.09%
9	Leyte	30.80%
10	Carmona City	31.19%

Sto. Tomas City and Valenzuela City represent urban models where local government investment in education often supplements national funding. Interestingly, remote areas like Batanes and Mt. Province also rank among the highest in proficiency, suggesting that strong local cultures of reading and dedicated teacher-to-student engagement may be playing a pivotal role in student success.

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Global Lessons from Local Data: Why This Analysis Matters

For an audience in the U.S. or abroad, these statistics mirror the "Education Recovery" efforts seen in many school districts following the global shift back to in-person learning. The core takeaway is universal: data-driven instruction is the only way to close the gap. By identifying exactly which divisions are struggling, the Philippine Department of Education and advocacy groups like EDCOM II can move away from "one-size-fits-all" solutions and toward targeted support.

The contrast between Sto. Tomas City (23.42%) and Tawi-Tawi (75.60%) underscores the importance of equitable funding and the "ARAL" (Academic Recovery and Accessible Learning) program. It’s a reminder that literacy is not just an academic metric; it is a reflection of the social and economic resources available to a child.

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Moving Toward a More Literate Future

The SY 2025–2026 CRLA results are more than just numbers on a page—they are a call to action. While the success in places like Bohol and Leyte should be celebrated, the data from the Southern Philippines highlights where the international community and local stakeholders must double down on their efforts.

Bridging this gap requires a multi-pronged approach:

• Localized Reading Materials: Ensuring children have books in the languages they speak at home.

• Teacher Empowerment: Providing educators in high-struggle areas with the specific tools needed for remedial reading.

• Infrastructure Support: Closing the digital and physical divide in remote island provinces.

As we look toward the remainder of the school year, the goal remains clear: to ensure that every child, regardless of their zip code or province, has the opportunity to unlock the world through reading.

Access the full list here: www.edcom2.gov.ph/edcom-dashboard/

For more updates on the state of education, follow @edcom2ph and join the conversation using the hashtags #ItaasAngAntas and #BangonEdukasyon.

DepEd Updates: Only 1 Classroom Observation Required for PMES SY 2025-2026

The landscape of Philippine education is shifting toward a more supportive and developmental approach to teacher evaluations. On March 03, 2026, the Department of Education (DepEd) released critical guidance regarding the Performance Management and Evaluation System (PMES) for School Year 2025-2026. This transition period aims to balance high-quality instruction with teacher welfare, moving away from high-stress compliance toward professional growth.

If you are a public school teacher or school head, navigating these updates is essential for a smooth year-end review. Here is a comprehensive breakdown of the latest PMES implementation, focusing on the streamlined requirements designed to respect your time and expertise.

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The Shift to a Single Classroom Observation Requirement

One of the most significant updates for SY 2025-2026 is the streamlined approach to classroom observations. Recognizing the heavy workload of educators, DepEd has adjusted the requirements to ensure that performance monitoring is meaningful rather than repetitive.

For this school year, only one (1) full-period classroom observation is required.

To manage this transition, DepEd has outlined three specific scenarios to ensure no teacher is penalized by the change in policy:

1. Scenario 1: Teachers with Two Completed Observations If you have already finished two observations, you are fully compliant. You can strategically select the highest rating obtained for each indicator from either session to compute your final Individual Performance Commitment and Review Form (IPCRF) score.

2. Scenario 2: Teachers with One Completed Observation You are also deemed fully compliant. No further observations are necessary. For any indicators not captured during that single session, you may use observation notes or a Reflection Journal (Annex A) supported by evidence like lesson plans or assessment tools.

3. Scenario 3: Teachers with No Observations Yet You must complete one full-period observation covering all nine indicators. If certain indicators (up to 3) aren't applicable to your specific lesson context, you can address them through the Reflection Journal process instead.

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Professionalism in the Classroom: New Observation Protocols

The 2026 guidelines emphasize a "developmental and supportive" environment. Observers are no longer just "evaluators"; they are partners in professional growth. The new protocols demand that observers maintain a calm, mindful, and reassuring presence.

Key rules for observers include:

• Discreet Presence: Sitting apart and avoiding discussion with other observers during the lesson.

• Zero Disruption: Refraining from any verbal or non-verbal cues (like facial expressions or gestures) that might disrupt the teacher or students.

• Prompt Exit: Thanking the teacher and leaving quietly immediately after the session.

This shift ensures that the classroom remains a safe space for both the teacher and the learners, free from the pressure of "on-the-spot" judgment.

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Career Stages and the COT Rubric Alignment

The PMES now more clearly aligns a teacher’s position with their Philippine Professional Standards for Teachers (PPST) career stage. This ensures that a Teacher I is evaluated within the context of their specific level of expertise compared to a Master Teacher.

Position	Career Stage	COT Rubric Levels
Teacher I-III	Beginning towards Proficient	Levels 2-6
Teacher IV-VII	Proficient	Levels 3-7
Master Teacher I-II	Highly Proficient	Levels 4-8
Master Teacher III-V	Distinguished	Levels 5-9

While the language in the Classroom Observation Tool (COT) is uniform to maintain a comprehensive scale, raters are strictly instructed to apply the specific performance level range that matches the teacher's current designation.

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New Guidelines for Hired and Promoted Teachers

The "90-day rule" remains a cornerstone of the evaluation cycle to ensure fairness.

• Promoted Teachers: If you were promoted and served at least 90 calendar days in the new role before the end of the SY, you use the IPCRF for your new position. If it’s been less than 90 days, you revert to your previous position’s form.

• Newly Hired Teachers: Those with less than 90 days of service are not required to submit an IPCRF. Instead, a general certification of satisfactory performance is used for performance-based incentive purposes.

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Weight Allocation and the Digital e-IPCRF System

The grading structure for SY 2025-2026 remains focused on Professional Standards (95%), with the remaining 5% (or 2.5% for those with supervisory roles) allocated to Core and Leadership Competencies.

The submission process is now fully digitized to minimize paperwork. The Bureau of Human Resource and Organizational Development (BHROD) will release an official Excel-based e-IPCRF tool toward the end of the school year.

Key Submission Facts:

• No Paper Portfolios: While you should keep a personal digital or physical repository (a "show-and-rate" folder), a separate formal performance portfolio is no longer a mandatory submission.

• Digital Sharing: Evidence can be shared via Google Drive, Microsoft Teams, or official DepEd email.

• Official School Accounts: Registration and access to the Online e-IPCRF System are strictly limited to school ID-based email accounts to ensure data security.

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Final Thoughts for Educators

This interim guidance for SY 2025-2026 serves as a bridge toward the full implementation of the Multi-Year PMES framework. By reducing the frequency to only 1 observation and allowing for reflective evidence (Reflection Journals), DepEd is acknowledging that a teacher’s value cannot always be captured in a single 60-minute window.

Stay organized, keep your lesson plans and assessment tools in a dedicated digital folder, and remember that the goal of this system is your continuous development as an educator.

Teachers Not Included in Friday WFH: Understanding DepEd Memorandum No. 018, s. 2026

The landscape of public service is shifting toward a greener, more flexible future, but the latest directive from the Department of Education (DepEd) comes with a significant distinction for those on the front lines of the classroom. While Memorandum No. 018, s. 2026—released on March 8, 2026—mandates a transition to energy conservation and flexible work for many, it explicitly clarifies that teachers are not included in the Friday Work-From-Home (WFH) arrangement.

As the world grapples with rising energy costs and the need for more sustainable operations, this memorandum outlines how the department will cut electricity and fuel consumption by up to 20%. However, for the millions of students and parents across the country, the primary focus remains on "uninterrupted conduct of classes," which means the traditional school week remains firmly in place for teaching personnel.

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The New Four-Day Onsite Shift (For Some)

The headline of the new policy is the adoption of a four-day onsite work arrangement (Monday through Thursday) for DepEd offices. Pursuant to Memorandum Circular No. 114 from the Office of the President, Friday has been designated as a common WFH day.

This move is designed to:

• Reduce Commuter Stress: Lowering the carbon footprint of thousands of employees.

• Cut Building Overheads: Closing large office complexes for one day a week significantly reduces cooling and lighting costs.

• Support Inclusivity: Providing a better work-life balance for solo parents, senior citizens, and PWDs within the administrative sector.

However, the memorandum is precise in its language regarding the workforce split. While non-teaching and related-teaching personnel (including those under Contract of Service and Job Order status) transition to remote work on Fridays, the classroom remains the primary workspace for teachers.

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Why Teaching Personnel Remain Onsite

Section 7 of the memorandum provides the rationale for the exclusion of teaching staff from the Friday WFH mandate. The Department emphasizes that teaching personnel shall continue to adhere to their existing class schedules and school arrangements.

This decision is rooted in two primary objectives:

1. Instructional Consistency: Ensuring that the learning momentum is not disrupted by a sudden shift in modality mid-week.

2. End-of-School-Year Activities: With the memorandum taking effect in March 2026, many schools are entering critical periods for assessments, graduations, and administrative wrap-ups that require a physical presence.

While administrative offices may go dark on Fridays to save power, the lights in the classrooms will stay on to ensure that the "delivery of services" to the students remains the top priority.

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Strict Energy Conservation Protocols for All

Even though teachers will remain onsite, every DepEd facility—including schools—is now subject to rigorous Energy Conservation Protocols to achieve a 10-20% reduction in power and fuel use.

Starting March 9, 2026, the following "New Normal" rules apply to all DepEd spaces:

• Thermostat Discipline: Air conditioning units must be set to a standard 24°C (roughly 75°F).

• The "Lunch Break Dark" Rule: All non-essential lights and electronic equipment must be switched off during the lunch hour and immediately after the workday ends.

• Equipment Sleep Modes: Computers and peripherals must have active sleep settings to prevent phantom power drainage.

• Stair-First Policy: To save on elevator electricity, staff are encouraged to take the stairs when moving up or down a single floor.

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Fleet Efficiency and the "Full-Tank" Strategy

The memorandum doesn't stop at electricity; it takes a hard look at fuel consumption. DepEd is strengthening its fleet-efficiency measures to combat rising fuel prices.

This involves:

• Consolidated Travel: No more one-off trips. Official tasks must be combined into single vehicle deployments using the most fuel-efficient routes.

• Zero Idling: Engines must be turned off during waiting periods unless absolutely necessary for the operation.

• The Full-Tank Method: All government vehicles will now use this method for precise monitoring of fuel economy, coupled with a rigid preventive maintenance schedule.

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Digital-First Coordination and "Zero-Backlog"

To support the remote work of administrative staff on Fridays, the DepEd is moving toward a virtual-first meeting culture. All inter-agency consultations and conferences are now mandated to be held online.

For the public, this shift comes with a guarantee: The "Zero-Backlog" policy. Under Republic Act No. 11032, no delay in service—whether frontline or non-frontline—can be blamed on the WFH arrangement. Personnel working from home are required to submit Individual Daily Logs and Accomplishment Reports to prove that productivity remains high even when the office doors are locked.

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A Balanced Approach to Modernization

Memorandum No. 018, s. 2026, represents a sophisticated balancing act. It acknowledges the urgent global need for energy conservation and the modern desire for flexible work, while simultaneously safeguarding the sanctity of the classroom.

By keeping teachers onsite to maintain educational standards and moving administrative functions to a more sustainable remote model, DepEd is attempting to navigate the economic and environmental challenges of 2026 without compromising the quality of student learning.