I love Education

Imagine thousands of classrooms sitting idle while students study in crowded hallways or under tents. That’s the irony the Department of Education (DepEd) wants to solve with its new idea—leasing unused private schools and properties. This bold move could be the most practical shortcut to tackling the country’s long-standing classroom shortage. The Classroom Shortage That Sparked Innovation In 2022, the Philippines faced a staggering classroom deficit of over 165,000 . Many schools were forced to implement shifting schedules , squeeze learners into cramped spaces, or hold classes in makeshift areas like covered courts and barangay halls. For decades, the government’s solution was simple: build more classrooms. But that approach often hit delays—slow procurement, limited funds, and the lengthy process of construction permits. Each year that passed meant more students sharing desks meant for two, and more teachers improvising their way through the chaos. That’s why DepEd, under the...

Imagine trying to focus on teaching your students while juggling hundreds of meetings, reports, and projects—none of which directly involve the classroom. That’s the reality the Department of Education (DepEd) faces today, now entangled in 261 interagency bodies across government. While collaboration sounds good on paper, this growing web of duties may be stretching the agency—and its teachers—too thin. The Expanding Web of Interagency Work DepEd’s involvement in 261 interagency bodies is no small matter. Education Secretary Sonny Angara himself described it as “coordination spread thin,” during a recent hearing with the Second Congressional Commission on Education (EDCOM 2). The department chairs at least 20 of these councils, and jointly manages 21 more with the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). That’s a steep rise from just 63 interagency roles reported in EDCOM 2’s Year One Report . This expansion was m...

Did you know that the number of schools a division office oversees can affect everything from teacher support to student outcomes? With over 200 School Division Offices (SDOs) in the Philippines, the distribution of these offices and the resources they provide isn’t always as fair as we might think. A recent review of Republic Act 9155 highlights how discrepancies in school supervision could be holding back the country’s education system. In this post, let’s break down why this law may need an update to address these issues more effectively. The Unequal Distribution of School Division Offices Imagine this: in one part of the Philippines, a single school division office manages 1,300 schools, while another only supervises 28. These disparities have a real impact on the quality of education, making it clear that the current distribution of School Division Offices (SDOs) under Republic Act 9155 isn’t as equitable as it should be. In 2001, Republic Act 9155 (the Governance of Basic Educ...

☕ When Observation Days Used to Terrify Me I’ll be honest — the first time I had a classroom observation, I almost spilled my coffee on my lesson plan. It felt like judgment day. My mind raced, my hands trembled, and my once-confident voice suddenly sounded like a shaky radio signal. The word “observation” carried so much weight that I forgot it was supposed to be about growth , not perfection . Fast forward to this school year, and here we are again — a new DepEd Memorandum (DM No. 089, s. 2025) rolling out fresh guidelines under the Multi-Year Performance Management and Evaluation System (PMES) for teachers from SY 2025–2026 to 2027–2028 . And guess what? This time, it’s not about anxiety — it’s about flexibility . 🌱 The New Face of Classroom Observations Under DepEd Memorandum No. 089, s. 2025 , teachers are given flexibility in conducting full-period classroom observations . If your first observation happened during the First or Second Quarter — even before this memo dr...

What makes a great teacher stay motivated year after year? For many, it’s not just the joy of teaching but also the promise of growth. The Career Progression System for Teachers in the Philippines lays out a clear path for educators to advance in rank, responsibility, and salary—something that resonates with teachers worldwide. What Is the Career Progression System? The Career Progression System was introduced under Executive Order No. 174, s. 2022 to give public school teachers a structured way to move up in their careers. Instead of feeling “stuck” in one position, educators now have a roadmap that recognizes their expertise, leadership, and years of service. Here’s how it works: Teacher Levels : From Teacher I to Teacher VII, with salary grades ranging from 11 to 17. Master Teacher Levels : From Master Teacher I to IV, with salary grades 18 to 22. School Principals : From Principal I to IV, also with salary grades 19 to 22. This system also applies to teachers in Senior High Schoo...

A New Chapter for Teachers For years, many Filipino teachers have voiced concerns about the lack of opportunities for promotion. Most had to wait for vacancies or compete for a single slot, which often led to frustration. Now, there is good news: the Department of Education (DepEd) has launched the Expanded Career Progression (ECP) System , a reform designed to give teachers clearer, fairer, and competency-based career growth. What is the Expanded Career Progression (ECP) System? Under DepEd Order No. 024, s. 2025 , the ECP System was introduced as part of the government’s efforts to uplift the teaching profession. New Positions and Career Tracks Teacher IV to Teacher VII Master Teacher I to Master Teacher V Two pathways: Classroom Teaching Track and School Administration Track What Changed? No more waiting for vacancies. Once you meet the standards, you may be promoted. Competency-based promotions. Progress is based on skills, teaching quality, and leadershi...

📍 From Top-Down to Ground-Up: A Fresh Take on Local Literacy Governance In a country where education is often centralized, a major shift is happening — and it’s happening from the ground up . The Department of Education (DepEd) and the Department of the Interior and Local Government (DILG) have issued Joint Memorandum Circular (JMC) No. 1, s. 2024 , officially pushing for the creation, reconstitution, and strengthening of Local Literacy Councils (LLCs) at the city and municipal levels . This directive breathes new life into Republic Act No. 10122 by giving communities the power to drive literacy efforts , based on local context , grassroots needs , and real data — not just centralized mandates. 🔗 Access here the official LCC manual and toolkit : https://lcc.deped.gov.ph/lcc-manuals/ 📣 Beyond Compliance: Local Literacy Councils as Community Anchors Local Literacy Councils are no longer just advisory bodies. Under this revised framework, they are functional entities respon...

In an era where learning gaps have widened due to the pandemic and systemic challenges, the Philippine government has launched a game-changing initiative: the ARAL Program . But beyond DepEd’s visible role in this academic recovery strategy , the heart of its strength lies in a quiet but powerful truth — the synergy among implementing agencies . This post looks at RULE VIII of the ARAL Program Implementing Rules and Regulations (IRR) from a fresh, systems-thinking perspective, underscoring how inter-agency collaboration is essential in shaping the program’s success. 🏫 DepEd as the Lead, Not the Lone Actor 🔑 While the Department of Education (DepEd) is the designated lead agency of the ARAL Program, it doesn't operate in isolation. According to the IRR of the ARAL Program, DepEd’s role is more than administrative — it is strategic and integrative . It is tasked with: Conducting annual reviews of the program to ensure relevance and responsiveness; Identifying learne...

🎯 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 . 🧩 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 type...