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Showing posts with label DepEd Updates. Show all posts
Showing posts with label DepEd Updates. Show all posts

PEPT 2025 Updates: What You Need to Know About Test Results and Virtual Orientation

Even if I’ve never sat for the PEPT myself, I’ve seen that same look on countless students’ faces — the mix of nervous energy, hope, and exhaustion that comes right before a big exam. It’s that feeling of “Did I do enough?” followed by “Please let me pass this one.”

For thousands of learners each year, the Philippine Educational Placement Test (PEPT) isn’t just another exam — it’s a bridge. A bridge back to school, back to opportunity, and back to confidence.

The Bureau of Education Assessment (BEA) recently released updates for PEPT 2025, and they bring structure, fairness, and new learning options for test-takers. Let’s walk through what’s new and what it means for you.

PEPT 2025 Updates: What You Need to Know About Test Results and Virtual Orientation


๐Ÿงพ Updated PEPT Test Results Policy

If your score in one subject falls below 75%, the BEA allows you to retake that subtest within six months of your exam date. It’s a way to focus your efforts where they’re most needed — a targeted, fair approach.

However, if two or more subjects are below 75%, you’ll need to retake all the subjects. While that might sound daunting, it’s a second opportunity to rebuild knowledge from the ground up and return stronger.

Once evaluations are done, each examinee will receive a Certificate of Rating (COR) — your official document of test performance. The BEA will announce the release date of results through a separate memorandum, so stay tuned to official DepEd channels.


๐Ÿ’ป Virtual Orientation: A Modern Approach

In line with today’s flexible learning systems, the BEA will conduct a virtual orientation covering PEPT documentary requirements and test administration guidelines.

This session will gather:

  • Regional Testing Coordinators (RTCs)

  • District Testing Coordinators (DTCs)

  • And other essential testing personnel

The goal? To ensure all testing centers are aligned and equipped to serve examinees smoothly and consistently. Details — including the date, time, and participation instructions — will be issued in a separate advisory.


๐Ÿฉบ Keeping Safety a Priority

Even with virtual coordination, health and safety protocols remain at the core of PEPT administration. Examinees and staff are reminded to follow updated guidelines to maintain a safe, respectful environment.

Small acts like proper hand hygiene, mask-wearing when required, and physical distancing still go a long way. After all, every exam is easier to face when you’re healthy and calm.


๐Ÿ’ก Did You Know?

The Philippine Educational Placement Test (PEPT) was created to provide out-of-school youth, workers, and learners in Alternative Learning System (ALS) programs the chance to re-enter formal education.

Each year, thousands of learners earn grade-level or high school equivalency through PEPT — a powerful reminder that education can be paused, but never taken away.


๐ŸŒฑ What Teachers and Learners Can Learn from This

From a teacher’s perspective, what’s remarkable about PEPT isn’t just the testing process — it’s the resilience behind it. Many examinees juggle jobs, family responsibilities, or distance barriers, yet still find the courage to pursue accreditation.

That resilience tells us something profound: education thrives on second chances.

It’s why policies like these matter. They remind learners that even if the score falls short, the story doesn’t end there.


✨ Final Thoughts on PEPT 2025

The PEPT 2025 test results and virtual orientation updates reaffirm a powerful truth — learning doesn’t stop when life gets complicated. It adapts, evolves, and finds its way back to you.

You might not get it right the first time, and that’s okay. What matters is that you show up for the next try — wiser, steadier, and more prepared.

Have you or someone you know taken the PEPT? Share your story in the comments below. Your journey might be the encouragement someone else needs to keep learning. ๐ŸŒ

DepEd Order No. 031, s. 2025: Teachers’ Salary Subsidy Raised to ₱24,000 for Private JHS Teachers

Good news for private junior high school teachers! The Department of Education (DepEd) has released DepEd Order No. 031, s. 2025, amending the provisions of DO No. 20, s. 2017. Starting School Year (SY) 2025–2026, the Teachers’ Salary Subsidy (TSS) will increase from ₱18,000 to ₱24,000 per year.

This adjustment is part of the government’s ongoing effort to support private school teachers handling Educational Service Contracting (ESC) grantees, recognizing their important role in delivering quality education alongside the public school system.

DepEd Order No. 031, s. 2025: Teachers’ Salary Subsidy Raised to ₱24,000 for Private JHS Teachers


What is the Teachers’ Salary Subsidy (TSS)?

The TSS is a government subsidy provided to qualified teachers in private junior high schools that participate in the Educational Service Contracting (ESC) program. It serves as additional financial support for teachers handling ESC grantees.

Under DO No. 20, s. 2017, the subsidy was previously set at ₱18,000 per teacher per school year, unless adjusted by the State Assistance Council (SAC).


Key Change Under DepEd Order No. 031, s. 2025

1. Increase in Subsidy Amount

  • From ₱18,000 → ₱24,000 per teacher per school year, effective SY 2025–2026.
  • Approved by the State Assistance Council (SAC) through an ad referendum in 2025.

2. Eligibility Requirements

  • Teachers must handle ESC grantees for the entire school year to receive the full ₱24,000.
  • If a teacher was hired after the start of classes, resigned, or retired before the end of the SY, the subsidy will be pro-rated at ₱2,000 per full month of service.
  • No subsidy will be given for partial or incomplete months of teaching.

3. Sample Computations

  • Full Year Service (12 months): ₱24,000 (₱2,000 × 12)
  • Partial Service (e.g., 3 months): ₱6,000 (₱2,000 × 3)
  • Less than a full month of service: ₱0

Why This Matters for Private School Teachers

  1. Financial Relief: With rising costs of living, the ₱6,000 increase offers meaningful support to private JHS teachers.
  2. Recognition of Role: The amendment highlights the government’s acknowledgment of private teachers as partners in ensuring access to quality education.
  3. Fairer Distribution: The pro-rata system ensures that subsidies are aligned with the actual teaching service rendered.

Implementation Details

  • DepEd will remit the funds to ESC-participating junior high schools.
  • Schools will disburse the subsidy directly to qualified teachers.
  • The new guidelines apply starting SY 2025–2026 and onwards, unless further amended by SAC.

Conclusion

DepEd Order No. 031, s. 2025 is a welcome update for many teachers in private junior high schools. By increasing the Teachers’ Salary Subsidy to ₱24,000, the government is reaffirming its commitment to support educators and improve the delivery of education nationwide.

Teachers are encouraged to stay updated with their school heads and the DepEd Government Assistance and Subsidies Service (GASS) for further details on implementation.


FAQs

Q1: Who is eligible for the TSS?
Only teachers in ESC-participating private junior high schools who handle ESC grantees.

Q2: Will the subsidy be given monthly?
No. The subsidy is computed annually, but distributed by the school after DepEd releases the funds.

Q3: What if I only taught for 5 months?
You will receive ₱10,000 (₱2,000 × 5 full months).

Q4: What if I resign mid-month?
You won’t receive a subsidy for that incomplete month.

Discovering DokyuBata 2025: A Celebration of Youth Storytelling and Local Narratives

Have you ever watched a short documentary that made you pause and really think about life in your own community? That’s the magic of storytelling—especially when it comes from the fresh perspectives of young people. This year, DepEd Memorandum 081 s. 2025 invites schools and communities to join the much-anticipated DokyuBata Video Documentary Contest 2025, and the theme couldn’t be more inspiring: “KILOMETER 0: Mga Lokal na Kuwento para sa Pandaigdigang Adhikain at Pagbabago.”

Discovering DokyuBata 2025: A Celebration of Youth Storytelling and Local Narratives


What Is DokyuBata 2025?

DokyuBata is an annual video documentary competition organized by the National Council for Children’s Television (NCCT). Since its launch in 2017, it has become a platform for Filipino youth and adults to share authentic, thought-provoking stories through film.

Here’s why it’s so special:

  • It gives students, educators, and even professionals a chance to create meaningful documentaries.

  • It highlights child-friendly content that reflects real issues in communities.

  • It connects local experiences to the United Nations Sustainable Development Goals (SDGs).

In short, DokyuBata isn’t just about filmmaking—it’s about using the power of media to spark dialogue and positive change.


The 2025 Theme: Kilometer 0

The theme this year, “Kilometer 0: Mga Lokal na Kuwento para sa Pandaigdigang Adhikain at Pagbabago,” focuses on starting change from home. Think of Kilometer 0 as a symbolic starting point, reminding us that global progress begins with local stories.

The documentaries will revolve around the five SDG pillars:

  • People – No poverty, zero hunger, good health, and quality education.

  • Planet – Clean water, climate action, life on land, and life below water.

  • Prosperity – Decent work, sustainable cities, clean energy, and innovation.

  • Peace – Justice, equality, and strong institutions.

  • Partnership – Collaborations that drive collective progress.

This theme pushes young filmmakers to bridge local truths with global aspirations.


Who Can Join DokyuBata 2025?

The competition is open to everyone—from children to adults. Entries can be individual or team efforts, with up to 10 members per team.

The divisions are:

  • Children Division (12–17 years old): Up to 5 minutes.

  • Young Adult Division (18–23 years old): 8–10 minutes.

  • Adult Division (24 years old and above): 13–15 minutes.

Quick facts:

  • No registration fee is required.

  • Entries must be original, fact-based, and child-friendly.

  • Deadline for submission: September 12, 2025.

  • Awards ceremony: November 21, 2025.

If you want to join, you can register here: bit.ly/DokyuBata2025OfficialEntryForm

Exciting Prizes Await

What makes this contest even more exciting is the recognition and opportunities for the winners.

  • Major Awards: Best Documentary winners can take home up to ₱50,000 plus a trophy and certificate.

  • Minor Awards: Categories like Best Story, Best Direction, Most Child-Friendly Documentary, and Audience Choice will also be recognized.

  • Special Awards: The Gawad Ramon “Bong” Osorio honors filmmakers who continue to create impact beyond the screen.

Another cool perk? Award-winning entries will be featured on NCCT’s broadcast partners and online platforms—giving young filmmakers a national (and possibly global) audience.


Why DokyuBata Matters

What makes DokyuBata different from other contests is its mission. It’s not just about technical skills—it’s about ethics, truth, and values. Judges will look for how well the stories reflect Filipino values such as pagiging maagap, mahusay, mapagkakatiwalaan, and naninindigan.

This ensures that every documentary is not just well-made but also heartfelt, meaningful, and socially responsible.


Personal Insight

I love how DokyuBata highlights the power of local stories. Sometimes we think the biggest changes happen in faraway places, but really, transformation starts in our own barangays, schools, and homes. Watching these documentaries always makes me realize how creative and insightful Filipino youth truly are.


Ready to Tell Your Story?

The DokyuBata Video Documentary Contest 2025 is more than just a competition—it’s a call for young and passionate storytellers to put their lens on real issues that matter. From the smallest village to the busiest city, every story has the power to inspire action.

So, what local story would you tell if given the chance? Share your thoughts in the comments—I’d love to hear them!

Philippine Youth Games 2025: What You Need to Know About DepEd Memorandum No. 083

Have you ever wondered how young Filipino athletes get the chance to showcase their skills on a national stage? With the Philippine Youth Games 2025 just around the corner, DepEd has officially released Memorandum No. 083, s. 2025, and it’s packed with exciting details. If you’re a student, teacher, coach, or even a sports enthusiast, here’s what this big event means for you.

Philippine Youth Games 2025: What You Need to Know About DepEd Memorandum No. 083


What Is the Philippine Youth Games – Batang Pinoy?

The Philippine Youth Games – Batang Pinoy is not just any sports event. It’s the National Sports Development Program for Children, established through Executive Order No. 44, s. 1998. This program aims to discover and nurture young athletes who could one day represent the country in bigger competitions.

For 2025, the games will be held in General Santos City from October 25 to 31, 2025, bringing together student-athletes from Luzon, Visayas, and Mindanao.


What’s New in 2025?

This year promises to be bigger and better.

  • 27 sports disciplines will be featured, giving students more opportunities to shine.

  • Athletes will come from different cities and provinces nationwide.

  • The event is backed by both the Philippine Sports Commission (PSC) and the Department of Education (DepEd).

That means it’s not just about sports—it’s also about teamwork, discipline, and national pride.


Who Can Join and How?

According to DepEd Memorandum No. 083, s. 2025, here’s how participation works:

  • Local government units (LGUs) will take the lead in identifying and recruiting student-athletes.

  • Coaches will be designated based on performance in district or division athletics meets.

  • Physical Education teachers and selected public school staff may serve as officiating officials, with approval from DepEd and PSC.

  • Athletes will represent their LGUs, not individual schools, ensuring fair competition across regions.


Important Guidelines You Should Know

The memorandum highlights several key rules to keep everything organized:

  • No class disruption – School premises won’t be used as competition venues unless approved by DepEd.

  • Funding responsibilities

    • PSC will cover food, accommodation, transportation, and honoraria for officials.

    • LGUs will shoulder expenses for athletes and coaches.

    • No fundraising activities by DepEd personnel are allowed.

  • Official duty – Teachers and staff assigned as officials will serve during official time.

  • Monitoring – The Education Support Services Division (ESSD) and School Governance Operations Division (SGOD) will oversee participation.


Why This Event Matters

The Philippine Youth Games 2025 is more than just medals and trophies. It’s about giving children a platform to:

  • Develop their athletic skills.

  • Build character through sportsmanship.

  • Experience teamwork beyond the classroom.

  • Inspire future national athletes who may one day compete in the SEA Games or even the Olympics.


Personal Insight

I think this initiative is a great reminder that education is not just about academics—it’s also about developing well-rounded individuals. I’ve seen how sports can transform young learners, giving them confidence and resilience they can carry for life. This year’s Batang Pinoy might just be the spark for tomorrow’s champions.


Wrapping It Up

The DepEd Memorandum No. 083, s. 2025 sets the stage for an exciting and meaningful Philippine Youth Games 2025. With clear guidelines, strong support from LGUs and PSC, and a focus on nurturing talent, it’s bound to be a celebration of youth and sports.

Are you excited to cheer for your local athletes? Which sport are you looking forward to the most? Share your thoughts in the comments!

Home Economics Graduates Can Now Teach: What DepEd Memo 079, s. 2025 Means

Ever wondered if someone with a degree in Culinary Arts, Hotel and Restaurant Management, or Clothing Technology could officially teach in schools? Thanks to DepEd Memorandum 079, s. 2025, the answer is now a big yes! This move opens new opportunities for many skilled professionals while addressing the shortage of teachers in specialized fields.

Home Economics Graduates Can Now Teach: What DepEd Memo 079, s. 2025 Means


What Is DepEd Memorandum 079, s. 2025?

DepEd Memorandum 079, s. 2025 shares the official Implementing Rules and Regulations (IRR) of Republic Act 11168. This law allows Home Economics graduates to teach Home Economics and related technical-vocational subjects in public and private schools.

Here’s why it matters:

  • It helps fill the gap when there aren’t enough licensed teachers available.

  • It recognizes the value of experts in fields like culinary arts, interior design, food technology, and clothing technology.

  • It ensures students learn not only from licensed teachers but also from real-world practitioners with strong expertise.


Who Qualifies To Teach Under This Law?

Not just anyone can walk into a classroom. The IRR clearly defines who can teach under this setup.

Qualifications include:

  • Must be a graduate of Home Economics or related allied sciences (like Hotel & Restaurant Management, Family Life & Child Development, or Industrial Education).

  • Should complete Training Methodology Level 1 from TESDA.

  • Must pass the Licensure Examination for Teachers (LET) within 5 years of being hired.

  • For technical-vocational subjects, graduates need to have TESDA National Certificates (NC I and NC II).

These teachers are called provisional teachers, meaning they are allowed to teach while completing their requirements.


Why Is This Important for Schools and Students?

This policy is more than just paperwork—it has real impact:

  • Brings industry experience to the classroom: Imagine being taught baking by a Culinary Arts graduate or clothing design by someone who studied Fashion Technology.

  • Addresses teacher shortages: Some subjects lack licensed educators, and this law fills the gap.

  • Boosts technical-vocational skills: Students gain hands-on learning that’s directly tied to employable skills.

Fun fact: Did you know that Home Economics has evolved beyond cooking and sewing? Today, it includes entrepreneurship, consumer studies, and even household resource management!


The Role of CHED, TESDA, and PRC

This isn’t just DepEd’s call. The law was crafted with the help of the Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and the Professional Regulation Commission (PRC).

  • CHED ensures the programs are aligned with higher education standards.

  • TESDA provides certification and training for technical skills.

  • PRC manages the licensure process for teachers.

This teamwork ensures that education stays high-quality while giving opportunities to professionals.


What Happens Next?

Now that the IRR has been published in the Official Gazette, schools are expected to implement the law. DepEd, TESDA, PRC, and CHED will continue issuing guidelines to refine the process.

Teachers hired under this rule will be appointed to Teacher I positions, giving them proper recognition in the education system.


Personal Insight

I think this is a smart move. It’s a win-win: schools get qualified educators in specialized subjects, while students benefit from hands-on lessons taught by experts. If I were a student again, I’d love to learn cooking or fashion design from someone who has actually worked in the field.


A Step Forward for Home Economics Education

DepEd Memorandum 079, s. 2025 ensures that Home Economics graduates can officially teach, filling gaps in the education system while giving students richer, more practical learning. Do you think this will make Home Economics more exciting for students? I’d love to hear your thoughts in the comments!

Why DepEd Memorandum No. 075, s. 2025 Matters: Understanding the Longer School Calendar

Have you ever wondered why the Philippine school year sometimes feels longer than usual? With DepEd Memorandum No. 075, s. 2025, the rules on the school calendar are now clearer than ever. It’s all about balancing learning time, holidays, and unexpected events like typhoons.

Why DepEd Memorandum No. 075, s. 2025 Matters: Understanding the Longer School Calendar

What Is DepEd Memorandum No. 075, s. 2025?

This memorandum is all about the Implementing Rules and Regulations (IRR) of Republic Act No. 11480, which amends RA 7797. In simple terms, it gives schools the authority to stretch the school calendar from 200 class days to a maximum of 220.

The goal is to give students enough time to learn, while allowing adjustments for emergencies. This ensures that no matter what happens, learning remains the top priority.

Why the Change Was Made

The Philippines faces unique challenges in education. Typhoons, floods, and even pandemics can interrupt school schedules. By extending the maximum number of days, DepEd gives schools flexibility.

Here are some key points:

  • The school year must start between the first Monday of June and August 31.

  • Class days canceled due to calamities can still be counted within the 220-day limit.

  • The President, upon DepEd’s recommendation, may adjust school opening dates in emergencies.

This change ensures that the quality of education doesn’t suffer, even in difficult situations.

Interesting Facts About the Longer School Calendar

  1. No extra pay for teachers – Public school teachers are already on a 12-month salary, so extending the calendar does not automatically mean added compensation.

  2. Co-curricular activities count – Events like educational trips, school programs, and certain non-graded activities are considered part of class days.

  3. Make-up classes allowed – Saturday sessions can be used if schools need to catch up.

  4. Flexibility for private and international schools – The rules apply to both, but schools with special franchises must still align with DepEd policies.

How Schools Will Apply the Rules

Schools will adjust their yearly calendars to meet the requirement. That means:

  • Maintaining the required total class hours per day (no shortcuts).

  • Scheduling around holidays, breaks, and observances.

  • Issuing regional or school-level adjustments when needed.

DepEd may also release additional policies to refine how these rules are implemented.

What This Means for Students and Parents

For students, this means a more stable learning schedule. For parents, it means preparing for possible longer school years, especially when natural disasters strike. While it may sound tiring, it ensures kids don’t miss important lessons.

  • More learning days = better mastery of subjects.

  • Consistency in class hours = smoother progress.

  • Flexible school openings = better safety during crises.

Personal Insight

I remember how my own classes were once cut short because of back-to-back typhoons. At first, we were excited about the unexpected vacation. But later, it felt like we were rushing through lessons. Having up to 220 days makes sense—it gives everyone breathing room without sacrificing learning quality.

Wrapping It Up

DepEd Memorandum No. 075, s. 2025 is a reminder that education adapts to real-life situations. By allowing up to 220 school days, the law ensures that learning continues despite interruptions.

Do you think a longer school calendar will help students, or will it just add stress? Share your thoughts in the comments—I’d love to hear them!

New Staffing Standards for Master Teachers and School Principals: What Every Educator Needs to Know

If you’re a Filipino educator, school head, or division official, you’ve likely heard about the newly released DBM-DepEd Joint Circular No. 1, s. 2025. This policy introduces modified staffing standards that directly affect the number of authorized Master Teacher and School Principal positions in public elementary and secondary schools.

But what does this really mean for you, your school, and your teaching career? Will it create more opportunities for promotion? Will it improve supervision and support inside the classroom?

New Staffing Standards for Master Teachers and School Principals: What Every Educator Needs to Know

Let’s break it down in simple terms—so you can see how these changes impact your work and what steps you need to take moving forward.


Why These Staffing Standards Matter

For years, many teachers and school leaders have struggled with limited plantilla items, making promotions to Master Teacher or School Principal positions highly competitive.

The 2025 modifications aim to:

  • Expand opportunities for career progression by aligning staffing with actual teaching loads.

  • Ensure better instructional support through clearer teacher-to-Master Teacher ratios.

  • Recognize the unique needs of different school types, such as multigrade schools, Regional Science High Schools, Special Needs Education, and Alternative Learning Systems.

Simply put, these changes are designed to support teachers, strengthen supervision, and improve student learning outcomes.


Key Changes in the Modified Staffing Standards

1. School Principal Positions

  • One (1) School Principal position per school, regardless of size or type.

    • This means every school with a unique School ID is assured of a School Principal item (I–IV depending on context).

  • No more sharing of principals between schools, which often led to administrative delays and stretched leadership.

What this means for you:
If you’re currently serving as Teacher-in-Charge or Officer-in-Charge in a school without an official principal item, there’s now a clearer path to a permanent principalship.


2. Master Teacher Positions in Elementary Schools

  • One (1) Master Teacher for every five (5) teachers in the school.

✅ Example: A school with 25 teachers can have up to five (5) Master Teacher items.

Why this matters: This adjustment ensures more mentoring and coaching support for classroom teachers, especially in large elementary schools.


3. Junior High Schools (JHS)

  • One (1) Master Teacher for every five (5) teachers per subject/learning area.

✅ Example: A JHS with 15 Math teachers can have up to 3 Master Teachers in Math.

Impact: Subject-specific mentoring becomes stronger, allowing teachers to benefit from technical guidance in their own learning area.


4. Senior High Schools (SHS)

  • One (1) Master Teacher for every five (5) teachers per track (e.g., Academic, TVL, Sports, Arts and Design).

✅ Example: If your SHS has 10 TVL teachers, the school can have 2 Master Teachers for TVL.

Takeaway: This strengthens specialized supervision in SHS, where students’ career-ready skills demand highly contextual teaching support.


5. Regional Science High Schools (RSHS)

  • One (1) Master Teacher for every three (3) teachers per subject/learning area.

✅ Example: An RSHS with 9 Science teachers can have 3 Master Teachers in Science.

Reasoning: Science high schools require more intensive mentoring given their advanced and research-oriented curriculum.


6. Special Needs Education (SNEd)

  • One (1) Master Teacher for every five (5) SNEd teachers within the Schools Division.

Impact: Recognizes the specialized expertise needed to mentor and guide teachers handling learners with disabilities and diverse needs.


7. Alternative Learning System (ALS)

  • One (1) Master Teacher for every five (5) ALS teachers within the division.

✅ Example: If a division has 20 ALS teachers, it can have 4 Master Teachers in ALS.

Value: ALS teachers often work in unique contexts. Having Master Teachers ensures they receive targeted coaching and support.


8. Multigrade Schools and Hardship Posts

  • One (1) Master Teacher for every three (3) teachers in these schools.

Why? Teachers in remote or hardship areas face multiple challenges. A higher ratio of Master Teachers provides extra support and recognition for these contexts.


What Teachers and School Leaders Should Do Next

  1. Stay Informed – Review the full DBM-DepEd Joint Circular No. 1, s. 2025 to understand all provisions.

  2. Check Staffing Inventories – Schools and divisions must submit updated staffing inventories to DBM for reclassification or retitling.

  3. Prepare for Opportunities – Teachers aiming for promotion to Master Teacher or Principal positions should update their portfolios, attend relevant trainings, and strengthen instructional leadership skills.

  4. Collaborate with Leadership – Work with your school head and division office to align staffing needs with the new standards.


Conclusion & Call-to-Action

The Modified Staffing Standards for Master Teachers and School Principals (2025) mark a major step toward strengthening instructional leadership and opening more career opportunities for teachers across the country.

For teachers, this means greater chances for promotion and access to mentoring support. For school heads, it ensures stronger leadership structures. And for learners, it promises better teaching and learning outcomes.

๐Ÿ‘‰ Now is the time to prepare. Update your teaching portfolios, engage in professional development, and collaborate with your division office to maximize these new staffing provisions.

What do you think about the new staffing standards? Share your thoughts in the comments and let’s discuss how this will shape the future of Philippine education.

๐Ÿ“š BIG SHIFT IN EARLY EDUCATION: R.A. 12027 AND THE END OF MOTHER TONGUE AS MANDATORY MEDIUM

๐Ÿ‡ต๐Ÿ‡ญ What’s Really Behind the Removal of Mother Tongue in Early Grades?

In a groundbreaking move that has stirred both support and criticism, Republic Act No. 12027 discontinues the mandatory use of Mother Tongue-Based Multilingual Education (MTB-MLE) from Kindergarten to Grade 3. But beyond the headlines, this decision marks a strategic policy shift in Philippine basic education—not just a linguistic one. Instead of simply debating whether kids should learn in Cebuano, Ilocano, or Tagalog, the real discussion now turns to access, equity, and effectiveness in foundational learning.

This blog dives deeper into the academic and systemic rationale behind RA 12027, beyond language politics, offering a fresh lens to view the future of Philippine early education.


๐Ÿง  From Policy to Practice: Why RA 12027 Is Not a Simple Reversal

While critics argue that this move reverses years of cultural preservation and inclusive pedagogy, RA 12027 actually recalibrates the system to prioritize effectiveness over idealism.

According to a 2019 study by the Philippine Institute for Development Studies (PIDS), many public schools struggled to implement MTB-MLE due to the lack of contextualized learning materials, inadequate teacher training, and confusing orthography in some local languages. In short, the policy was ideal in theory but problematic in execution.

RA 12027 responds to these issues by making the use of mother tongue optional, but only in monolingual classrooms where it’s practical and sustainable. This allows schools greater flexibility while still acknowledging the importance of language in learning.


๐Ÿ“– What Changes Under RA 12027? A Closer Look at the New Implementation Rules

The Implementing Rules and Regulations (IRR) of RA 12027 clarify several key shifts:

  1. No longer mandatory: The use of the mother tongue as medium of instruction is now discontinued as a default practice from Kindergarten to Grade 3.

  2. Still optional: Schools with monolingual populations (e.g., remote communities where one regional language is spoken) may still use the mother tongue, but only if materials and trained teachers are available.

  3. Greater emphasis on Filipino and English: In line with Sections 6 and 7 of the 1987 Constitution, the new framework supports the increased use of Filipino and English as primary instructional languages.

According to the Department of Education (DepEd), this transition will come with new guidelines, a phased curriculum adjustment, and intensive retooling of early-grade teachers.


๐ŸŽ“ Equity Over Ideology: Making Early Education More Accessible

One of the strongest arguments for RA 12027 is that it promotes equity in education. In reality, not all Filipino children have access to teachers proficient in their local language, nor are there sufficient textbooks in every dialect.

By shifting the focus to languages with wider material availability and training supportFilipino and English—the new law aims to minimize learning delays and standardize foundational skills across the country.

As emphasized by Senator Sherwin Gatchalian, one of the bill’s main proponents, the goal is to “create a learning environment where language becomes a bridge, not a barrier.”


๐Ÿ—ฃ Cultural Concerns vs. Educational Urgency

Detractors of RA 12027 worry about the erosion of linguistic diversity and loss of cultural identity. After all, the MTB-MLE policy was partly rooted in preserving indigenous knowledge and culture.

However, according to Komisyon sa Wikang Filipino (KWF), the discontinuation of mother tongue as medium does not mean abandoning local languages altogether. They will still be used as learning resources, and schools can still celebrate linguistic heritage through extracurricular programs and subject integration.

Moreover, language preservation can be more sustainable when not forced into pedagogical contexts where it causes more confusion than clarity.


๐Ÿ“Š Will Learning Outcomes Improve?

Internationally, countries like Singapore and Malaysia use English or national languages for instruction in early education, with consistent success in standardized reading and math assessments.

In the Philippines, Grade 1 to 3 learners have consistently scored below minimum proficiency levels, as shown in the 2019 Southeast Asia Primary Learning Metrics (SEA-PLM). Many experts believe that streamlining the medium of instruction to languages of wider communication could help narrow these gaps.

RA 12027 might just be the reset button the country needs to address functional literacy without sacrificing linguistic respect.


๐Ÿซ What This Means for Teachers and Schools

Educators now face a new era of classroom strategy. While this shift may seem daunting, it also frees teachers from the burden of implementing MTB-MLE without adequate tools.

DepEd’s next steps include:

  • Publishing revised lesson guides focused on Filipino and English

  • Retraining programs for K to Grade 3 teachers

  • A monitoring framework to track learning outcomes after implementation

Teachers in monolingual communities still have the option to use the mother tongue, as long as they can justify the method’s effectiveness and feasibility.


๐ŸŒ A System Rooted in Reality, Not Rhetoric

By acknowledging the implementation flaws of the MTB-MLE approach and prioritizing practical solutions, RA 12027 doesn’t reject linguistic diversity—it reimagines it within a more inclusive and scalable education system.

The future of Philippine education may now depend less on the language we start with, and more on the skills we build along the way.

๐Ÿ“ข CONDUCT OF ONLINE PROFILING SURVEY OF ALS PROVIDERS: A Strategic Step Toward Inclusive Education

๐ŸŽฏ Why the Online Profiling of ALS Providers Matters More Than Ever

The Alternative Learning System (ALS) continues to serve as a vital bridge for millions of Filipinos seeking education outside the formal school system. With the implementation of Republic Act No. 11510 or the ALS Act, and DepEd Order No. 07, s. 2025, the government now mandates a more structured and comprehensive data-gathering initiative—the Online Profiling Survey of Implementing ALS Providers.

This move, led by the Bureau of Alternative Education – Policy and Quality Assurance Division (BAE-PQAD), aims to establish an accurate national database that reflects the capacity, reach, and needs of ALS providers across the country. This isn’t just about compliance—this is about crafting a more inclusive, data-informed education strategy.


๐Ÿงฉ Unpacking the Purpose: Why This Online Survey is Critical

According to the BAE, the profiling survey is designed to collect:

  • Verified information on ALS program types and areas of operation

  • Profiles of institutions currently implementing ALS

  • Insights into implementation challenges, from staffing to logistics

  • Data on institutional support needs

This data will help DepEd tailor technical assistance, provide equitable support, and improve policy-making based on real-world evidence. International institutions like UNESCO advocate for this kind of evidence-based approach to strengthen lifelong learning systems—making this survey a significant step in aligning with global best practices.


๐Ÿ‘ฅ Who Should Participate? All ALS Providers Must Respond

Under DepEd Order No. 07, s. 2025, all ALS providers—including government agencies, private individuals or entities, and Civil Society Organizations (CSOs)—are required to participate. Their responses to the profiling survey ensure their operations are recognized and their challenges are addressed in future ALS initiatives.

Completing the survey is not only a mandate but also an opportunity. It is a way to make your organization visible in DepEd’s ALS ecosystem and strengthen your role in building accessible education for all.


๐Ÿค Assistance at the Local Level: Ensuring Inclusive Participation

Regional and Division ALS Focal Persons, together with the Education Program Specialists II (EPS II) for ALS, will provide technical support to ensure that all ALS providers—especially those in remote or underserved areas—can successfully complete the online survey.

This reflects DepEd’s ongoing commitment to ensuring that no provider is left behind, regardless of location or capacity.


๐Ÿ”— Where to Access the Survey? Here’s the Official Link

ALS providers can fill out the survey by clicking the official link or scanning the QR code:

๐Ÿ‘‰ Official Survey Link: https://tinyurl.com/ALSproviders
๐Ÿ“ฑ A QR code is also provided for mobile access, making it easier for field workers and coordinators to complete the survey on-the-go.

Make sure to accomplish the online survey form within the survey period: July 15 to August 28, 2025.

Please bookmark the link or share it directly with your ALS teams to avoid delays.


๐ŸŒ Policy in Action: A New Era for ALS Based on Real Data

This survey is more than just a form—it's a turning point. According to internal BAE documentation, this initiative will be used to create a data-backed framework that ensures resources are equitably distributed and that all implementers receive the support they need.

As emphasized by global education bodies like UNESCO, localized data gathering is essential to reach the last mile learners and improve national education outcomes. The use of this online link to collect national data is a smart, scalable step in building a resilient ALS network for the future.

๐Ÿ“„ The eIPCRF Template (Annex D) Now Available for Download via DepEd Email ๐Ÿ“ฅ

๐Ÿ“˜ What Is the eIPCRF Template (Annex D) and Why It Matters

As School Year 2024–2025 kicks off, public school teachers across the Philippines are preparing not only for classroom instruction but also for their performance assessments. One key requirement is the Enhanced Individual Performance Commitment and Review Form (eIPCRF), which serves as the official documentation of a teacher’s professional targets, accomplishments, and ratings under the Results-Based Performance Management System (RPMS).

The eIPCRF template (Annex D) is a standardized tool provided by the Department of Education (DepEd) to ensure that teachers across the country submit uniform and properly formatted reports. According to the Department of Education-Planning Service, this form is crucial for aligning individual goals with institutional objectives, in compliance with DepEd Order No. 2, s. 2015 and the latest RPMS guidelines.


๐Ÿ” Accessing the Official Template Using Your DepEd Email

For PMES teachers and teaching personnel preparing their performance documents, the official eIPCRF template (Annex D) may be downloaded from the designated DepEd OneDrive folder. This ensures file authenticity and version control, minimizing the risk of using outdated or unofficial forms.

To download, use this direct and secure link:
๐Ÿ‘‰ https://bit.ly/PMESTeachersSY2425

⚠️ Important Reminder: Access is restricted to users with DepEd email addresses (@deped.gov.ph) only. This authentication measure protects the integrity of official documents and ensures only authorized users can retrieve them.


๐Ÿ“Š The Role of the eIPCRF Template in Teacher Evaluation and Promotion

According to the Philippine Professional Standards for Teachers (PPST), performance monitoring and evaluation are vital to teacher growth and accountability. The eIPCRF template (Annex D) contains specific parts aligned with the PPST indicators, allowing teachers to reflect on their classroom practices, document professional development activities, and record their ratings per Key Result Area (KRA).

This form doesn’t only satisfy administrative requirements—it’s also a valuable professional development tool. When used properly, it encourages self-assessment, promotes instructional improvement, and supports career progression through the Department's Merit Selection and Promotion Plan (MSPP).


๐Ÿ“‚ What's Inside the eIPCRF Template (Annex D)?

The template includes sections such as:

  • Cover Sheet and Employee Details

  • KRAs and Objectives Matrix

  • Ratings per Performance Indicator

  • Final Numerical and Adjectival Ratings

  • Accomplishment Reports and MOV Links

While these may seem overwhelming at first, the form is designed to be automated—formulas and dropdowns are already embedded to ease the encoding process. According to DepEd's Bureau of Human Resource and Organizational Development (BHROD), the use of automated forms speeds up validation and improves accuracy across schools division offices.


๐Ÿ’ก Tips for Filling Out Your eIPCRF Template Smoothly

Although DepEd has provided orientation sessions, many teachers still feel unsure about encoding their accomplishments. Here's a recommendation: download the template early, study the tabs, and seek assistance from your school's IPCRF focal person. If you're part of a Learning Action Cell (LAC), schedule a collaborative session to discuss best practices in accomplishing the form.

For teachers aiming for promotion, remember that your eIPCRF and RPMS-PPST documents serve as primary evidence of your readiness for higher roles. Pay close attention to the alignment of your outputs with the Career Stage indicators.


๐Ÿงญ Final Thought: Digital Efficiency with Official Tools

The introduction of a centralized access point for the eIPCRF template (Annex D) through the DepEd OneDrive is a step toward a more efficient, transparent, and accountable education system. By using your DepEd email login to retrieve official files, you help maintain the integrity of performance reporting processes while also supporting your professional advancement.