A group of teachers on Friday, Feb. 7, called for more than just a restructuring of educational pathways to achieve genuine reform in the Philippine education system.

As discussions around education reform and the review of the K to 12 Program intensify, the Teachers’ Dignity Coalition (TDC) stressed that addressing deeper issues — such as curriculum quality, teacher training, and resource allocation — is equally crucial to creating a more effective and inclusive learning environment for students.

K to 12 ‘failed’

TDC recognized the amendment to the K to 12 Law, noting that it “reflects the long-standing clamor of our people since the program’s introduction more than a decade ago.”

For the group, the K to 12 Program has “failed to deliver on its promises” — mainly because it was implemented “without addressing the deep-seated crises in our education system — problems that our teachers and students have endured for over two decades.”

TDC pointed out that the numerous proposals to amend the K to 12 law serve as “undeniable proof” that the K to 12 Program has fallen short of its goals — whether in “preparing students for college, making them globally competitive, or ensuring employment after completing basic education.”

Bold step

In a statement, TDC welcomed the third and final reading of House Bill 11213, also known as the Education Pathways Act.

This bill mandates that after completing Junior High School, students will have the option to choose between two educational pathways: the University Preparatory Program under the Department of Education (DepEd) or the Technical-Vocational Program under the Technical Education and Skills Development Authority (TESDA).

For the group, the approval of the proposed Education Pathways Act in the House of Representatives is a “bold step toward giving students and parents greater choices in shaping their future.”

“By offering both academic and technical-vocational pathways, this measure may promote inclusivity and accessibility in education, providing learners with opportunities that align with their aspirations and circumstances,” TDC said.

More than restructuring

While it welcomed the Education Pathways Act, TDC stressed that “genuine reform in our education system requires more than just restructuring pathways.”

This initiative, TDC stressed, must be backed by substantial funding for essential resources, curriculum enhancements, and, most importantly, just compensation and benefits for teachers.

“Without these crucial elements, any reform risks becoming another unfulfilled promise,” TDC said.