Manila Bulletin
Philippines
National
Teachers 'caught off guard' by DepEd 3-term calendar; ACT warns of heavier workload
Philippines
National
Teachers 'caught off guard' by DepEd 3-term calendar; ACT warns of heavier workload
Teachers 'caught off guard' by DepEd 3-term calendar; ACT warns of heavier workload
DepEd urged to stop passing off 'rushed reforms' as solutions
Published Mar 25, 2026 01:12 pm
The Alliance of Concerned Teachers rejected DepEd’s three-term calendar proposal, citing a lack of consultation, teacher burden, and unresolved gaps in the Philippine education system. (Manila Bulletin / file)
A group of education workers on Wednesday, March 25, rejected the Department of Education’s (DepEd) defense of its proposed three-term school calendar, warning that the reform could further burden teachers while failing to address systemic issues in the education sector.
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In a statement, the Alliance of Concerned Teachers (ACT) Philippines disputed DepEd’s claim that the proposal underwent extensive consultation, saying many teachers were caught off guard by the announcement.
“If there was truly broad consultation, why were so many teachers surprised by such a major policy shift?” ACT Chairperson Ruby Bernardo said. “An orientation cascade cannot be equated with meaningful participation of teachers in policymaking,” she added.
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Teachers ‘caught off guard’ by policy shift
ACT noted that many teachers were left “surprised” by the proposed shift to a three-term school calendar, as it urged DepEd to stop presenting rushed reforms as solutions that could further burden educators.
The group stressed that DepEd's description of the consultation did not reflect educators' on-the-ground experience, raising concerns about transparency and inclusivity in policymaking.
While ACT acknowledged the urgency of addressing learning gaps among students, it warned that rushed reforms could worsen existing challenges in schools.
According to the group, the proposed three-term calendar fails to tackle core issues such as teacher shortages, overcrowded classrooms, insufficient learning materials, and low salaries.
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‘Superficial reforms’ risk worsening education crisis
ACT argued that restructuring the academic calendar does not address the root causes of the country’s education crisis and instead shifts additional responsibilities onto teachers.
The group recalled similar concerns raised during the rollout of the K to 12 program, where educators flagged structural gaps that remained unresolved.
“When policies fail, who gets blamed? It is the teachers,” Bernardo said, noting a pattern of top-down reforms that place accountability on educators when implementation falls short.
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Teachers bear the brunt of constant policy changes
ACT emphasized that teachers have consistently absorbed the impact of policy shifts, often working beyond required hours and spending their own money to compensate for system deficiencies.
“With every policy shift, teachers are the ones who adjust, work overtime, and even spend from their own pockets just to make the system function,” Bernardo added.
The group warned that, without adequate preparation, training, and resources, the proposed reform could exacerbate educators' workload pressures nationwide.
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Call for systemic solutions, not calendar changes
ACT reiterated that meaningful reform should focus on improving material conditions in schools rather than on introducing structural changes, such as a revised academic calendar.
“The roots of the education crisis are not in the calendar,” Bernardo said. “What we need are enough teachers, sufficient education support personnel, adequate facilities, complete learning materials, and decent, livable salaries,” she added.
The organization urged DepEd to prioritize long-term, systemic solutions instead of what it described as “rushed” and “ill-conceived” reforms.
“We are not opposed to change,” Bernardo said. “But reforms must fix the foundations of the education system—not once again make teachers absorb the consequences of failed policies,” she added.
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