In a recent study conducted by the Philippine Institute for Development Studies (PIDS), alarming findings reveal that an estimated 53 teaching days were lost during the 2023-2024 school year across Philippine public schools. These losses, detailed in the study presented by PIDS Senior Fellow Dr. Mike Abrigo, are attributed to various factors including non-teaching tasks assigned to teachers, school closures due to calamities, and local holidays.
The study focused on the pilot implementation of the MATATAG K-to-10 curriculum in 35 schools, highlighting challenges that hinder effective curriculum execution. According to Dr. Abrigo, teachers reported missing an average of 25 teaching days between September 2023 and March 2024 due to non-teaching responsibilities such as workshops, administrative duties, and student activities. Moreover, calamities like typhoons and high heat index days further disrupted educational continuity, forcing schools to resort to alternative delivery modes like modular and online learning.
"The estimated 53 lost teaching days equate to nearly three months of instructional time, a significant setback considering the standard 180-day school year," expressed EDCOM 2 Executive Director Karol Mark Yee. This loss represents approximately 30% of the mandated contact time for teaching, as per DepEd guidelines.
Responding to these findings, the Department of Education (DepEd) recently issued directives aimed at alleviating teacher workloads, including the removal of administrative tasks from teachers' responsibilities and adjustments to the school calendar to mitigate further disruptions. Despite these efforts, stakeholders emphasize the need for sustained action to ensure teaching days align with learning days effectively.
Senator Win Gatchalian, co-chairperson of EDCOM 2, underscored the urgency of supporting teachers to focus on teaching by reducing non-teaching duties and exploring digital solutions for administrative tasks. He further highlighted legislative efforts such as Senate Bill No. 2493, aimed at enhancing teachers' working conditions and prohibiting the assignment of non-teaching tasks.
Moving forward, there is a call for concerted efforts from educational policymakers and stakeholders to address the root causes of teaching day losses and to prioritize effective classroom instruction amid external disruptions. As discussions continue, the hope is to implement solutions that safeguard instructional time and enhance the quality of education for Filipino students nationwide.
