The Department of Education (DepEd) has concluded nationwide orientations for its Learning Systems Policy Reforms, marking a pivotal shift in the Philippines’ approach to curriculum delivery and resource allocation. The initiative, which involved over 12,000 public school administrators and teachers, aims to standardize educational practices amid growing disparities in infrastructure and teacher training. According to DepEd Secretary Leonor Briones, the reforms are designed to “ensure equitable access to quality education, particularly in underserved regions.”
How the Three-Term Calendar Aims to Address Resource Gaps
One of the most visible changes under the new policy is the transition to a three-term academic calendar, a move that has drawn both praise and scrutiny. Unlike the traditional two-semester structure, the three-term system divides the school year into 12-week blocks, allowing for more frequent assessments and targeted interventions. This shift aligns with DepEd’s broader goal of improving student outcomes, particularly in subjects like math and science, where performance gaps persist.
“The three-term model provides flexibility to address learning loss, especially after prolonged disruptions like the pandemic,” said Dr. Maria Liza dela Cruz, an education policy analyst at the University of the Philippines. “However, its success hinges on adequate teacher support and infrastructure upgrades.”
According to data from the Philippine National Police’s education monitoring unit, over 1.1 million learners enrolled in the 2026 academic year, surpassing last year’s count by 8%. Yet, the rollout has been uneven. In regions like Mindanao and the Visayas, schools report shortages of classrooms and teaching materials, exacerbating existing inequalities.
Expert Reactions to the Policy Shift
While the reforms have been lauded for their potential to modernize education, some educators warn of implementation challenges. “The policy is well-intentioned, but without significant funding for school infrastructure, it risks deepening regional divides,” said Renato dela Cruz, head of the National Teachers’ Union. “Many rural schools still lack basic facilities, let alone technology to support the new curriculum.”
“The three-term calendar could be a game-changer if paired with investments in teacher training and digital tools,” said Dr. Jose Maria Villanueva, a senior fellow at the Asian Development Bank. “Philippines’ education system lags behind its ASEAN neighbors in digital integration, and this policy offers a chance to catch up.”
DepEd’s Briones acknowledged these concerns, stating that the department has allocated ₱5.2 billion for infrastructure upgrades and teacher development. However, critics argue that this amount falls short of the estimated ₱12 billion needed to meet the policy’s goals, according to a 2025 report by the Philippine Institute for Development Studies.
Classroom Shortages Threaten Policy Effectiveness
Despite the policy’s ambitions, reports of classroom shortages have emerged as a critical obstacle. A survey by the Philippine Daily Inquirer found that 34% of public schools in rural areas lack sufficient classrooms to accommodate their student populations. In some cases, students are taught in makeshift tents or shared spaces, raising concerns about safety and learning quality.
“The government’s focus on policy frameworks is commendable, but without addressing physical infrastructure, the reforms will remain theoretical,” said Dr. Ana Maria Santos, an education researcher at De La Salle University. “This is not just about buildings—it’s about creating an environment where students can thrive.”
DepEd has pledged to prioritize schools with the highest needs, but the timeline for these improvements remains unclear. The department’s 2026-2027 budget proposal includes a 15% increase for school construction, though this has yet to be approved by Congress.
Comparing Reforms to Past Education Policies
The current Learning Systems Policy Reforms echo earlier initiatives, such as the K-12 program introduced in 2013, which expanded the curriculum to include senior high school. While the K-12 model improved graduation rates, it also faced criticism for overburdening teachers and straining school resources. Analysts caution that the new reforms must avoid similar pitfalls.
“The success of these policies depends on sustained investment and adaptability,” said Dr. Luis Villar, a political economist at the Ateneo de Manila University. “History shows that education reforms often fail when they prioritize bureaucratic goals over the needs of students and teachers.”
Comparing the two policies, the three-term calendar introduces a more agile framework, but its long-term impact remains to be seen.
