Manila Bulletin
Philippines
National
'Maka-bata pero hindi maka-guro': DepEd urged to address gaps in ARAL program implementation
Philippines
National
'Maka-bata pero hindi maka-guro': DepEd urged to address gaps in ARAL program implementation
'Maka-bata pero hindi maka-guro': DepEd urged to address gaps in ARAL program implementation
Teachers call for fair compensation, support, and clearer guidelines in the learning recovery initiative
Published Oct 16, 2025 04:09 pm
At A Glance
- TDC urges DepEd to provide proper pay, resources, and recognition for teachers implementing the ARAL program.
- Teachers report unclear guidelines, delayed materials, and uneven rollout adding to their workload.
- DepEd was also urged to refine ARAL, hire tutors, and ensure the program supports both learners and teachers.
The Teachers’ Dignity Coalition (TDC) urged the Department of Education (DepEd) to address teacher workload, support gaps, and unclear guidelines in the implementation of the ARAL program. (Manila Bulletin / file photo)
A teachers’ group has called on the Department of Education (DepEd) to ensure that the Academic Recovery and Accessible Learning (ARAL) program not only benefits learners but also provides fair compensation, adequate support, and clear implementation guidelines for teachers tasked with carrying out the initiative.
Citing teachers’ growing concerns over workload, lack of resources, and unclear policies, the Teachers’ Dignity Coalition (TDC), in a statement, urged DepEd to address on-the-ground issues in the implementation of the ARAL program.
“Right now, ARAL seems ‘maka-bata pero hindi maka-guro’ (pro-student but not pro-teacher),” said TDC leader Francia Murao from Dasmariñas City, Cavite.
“Teachers are willing to help children recover in learning, but the system must also care for those who make that recovery possible,” she added.
DepEd launched the ARAL Program as a nationwide initiative to address learning loss and strengthen literacy among Filipino students.
Realities on the ground
TDC said that during a dialogue with DepEd officials on October 14, it presented a position paper on ARAL, along with reports and testimonies from teachers directly handling the program in schools and communities.
Murao said many teachers appreciate the intention behind ARAL but noted that, in practice, it has added to their workload without adequate compensation or support.
“Teachers recognize the good intention behind ARAL, but in reality, it has become an added strain on their workload,” Murao said. “Many of us are teaching beyond our load, without compensation, and often using our own money to produce learning materials,” she added.
TDC also reported insufficient facilities, delayed learning materials, and inconsistent implementation of the program across schools due to unclear guidelines.
Concrete action needed
TDC said DepEd officials acknowledged the teachers’ concerns, assuring them that interventions are underway and that compensation will be provided to those participating in the ARAL program.
However, Murao emphasized that teachers are seeking concrete action.
“DepEd said there are interventions, but teachers are asking for concrete actions,” she said.
The TDC called on DepEd to refine the ARAL framework to make it both learner-centered and teacher-supportive, and to conduct a transparent policy review process that includes consultation with teachers and school heads.
To help improve the program, the group submitted several recommendations to DepEd, including hiring dedicated ARAL tutors or engaging education majors as interns; providing fair compensation and workload recognition for teachers handling ARAL sessions; and ensuring the adequate and timely provision of learning materials and teaching resources.
TDC is also pushing for the enforcement of a 1:15 tutor-to-student ratio, stronger planning and consistency across school divisions, and institutional support for teacher health, well-being, and work-life balance.