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MATATAG Curriculum: DepEd’s New Panacea?

DepEd’s new MATATAG curriculum aims to improve literacy and math skills but raises concerns about implementation, English education, and continuity.

The Ongoing Crisis of Philippine Education

The Philippine educational system has constantly been under fire for the last decade. Year after year, we hear reports of the poor performance of Filipino students in international educational assessments. The results from  the 2018 Programme for International Student Assessment (PISA), a student assessment of 15-year-old learners across 79 countries done by the Organization for Economic Co-operation and Development (OECD), ranked the Philippines last in reading comprehension and in the low 70s for math and science. A June 2022 World Bank report stated that around 91 percent of Filipino children, aged 10 years old, suffered from learning poverty, meaning they could not read or understand simple text. Similar rankings among its neighbors, such as the Southeast Asia Primary Learning Metrics 2019 (SEA-PLM), also show Philippine education as being near the bottom. We have been overtaken by neighboring countries such as Indonesia, Malaysia, and Vietnam. Our top universities are also slipping in rankings on the international stage compared to two decades ago. It would be understandable to claim that the Philippines is having an educational crisis.

Many people, ranging from the common man on the street to the country’s top politicians, have chimed in with their opinions on the causes of the poor performance of Filipino students. One of the most common culprits is the lack of facilities. The issue of not having enough classrooms has always been raised year after year. This leads to a high student-to-classroom ratio: usually ranging from 40 students and above, being packed into one classroom. Textbooks and other learning materials are also lacking in supply in many public schools across the country, with some teachers even augmenting their classroom materials with materials sourced from their own pockets.

Another commonly cited reason is the effectiveness of the modern Filipino teacher. Apart from the lack of materials and facilities, there are other factors that affect how effective the Filipino teacher is inside the classroom. Teachers in public schools are often given non-teaching tasks in the school, such as gathering health data on learners and school demographics, during the start of the school year. Countless reports on student performance need to be submitted throughout the school year. These tasks are performed by the teacher, apart from preparing lesson plans and classroom teaching. The school’s work structure also has an impact on teachers’ effectiveness. While teaching has been considered a noble profession, sadly, not all of its practitioners are noble. The work culture in public schools has been an open secret for decades. Reports of teachers not doing their duties, of moonlighting during class hours, and of frequent absenteeism are not exactly unsubstantiated. The tolerance and prevalence of low performing teachers in schools have had a negative effect on those teachers who are earnest in their duties, and this tends to lower employee morale.

Poverty is also a major factor in the poor overall performance of Philippine education. Absenteeism is frequent among impoverished learners due to numerous reasons, among them malnutrition. Though the government has tried to alleviate this through school feeding programs, the problem persists. Some learners are also forced to work to provide additional income for their households, and many eventually drop out to focus on earning a living.

The MATATAG Curriculum

Matatag Curriculum Logo

Amidst all these problems, the DepEd recently unveiled their latest revision to the Philippine basic education curriculum, dubbed the MATATAG curriculum, as an initial step in addressing the ails of Philippine education. The DepEd claims the new curriculum streamlines the K–10 curriculum to focus more on the fundamental skills of literacy, numeracy, and socio-economic skills. The number of subjects taken by learners in specific grade levels will be lessened to reduce the educational stress on learners so that more time and effort will be given to the fundamental subjects of reading and mathematics. The government agency has stated that the new curriculum will decongest the existing curriculum by as much as 70%. The DepEd also claims that the reduction of subjects and competencies, especially on primary levels, will also reduce the workload of teachers, giving them the necessary time to concentrate on teaching. There will be a staggered implementation of the new curriculum spread out over four years, beginning in the school year 2024-2025 and ending in the school year 2027-2028.

Notwithstanding the non-curricular problems that ail the Philippine education system, the MATATAG curriculum aims to provide a new framework on which to shape the future of the learners of the country. It hopes to address the lacking reading comprehension skills of today’s youth and strengthen the core competencies necessary to be able to match the skills of neighboring countries. However, it raises the question, is its approach the most suitable way to achieve these goals?

From the standpoint of an educational provider, some concerns about the revealed implementation of the new curriculum are raised. One of the most significant issues is learning continuity. The decision of the DepEd to roll out the new curriculum in staggered fashion affects continuity. A third of the student population will continue using the old curriculum for around 2 years, while another third will use it for a year before being moved to the new curriculum. How would the learned competencies of these students match up with the upcoming ones, especially now that certain learning areas have been compressed or decongested? Would some of those learned materials be eschewed, or would there be a learning gap going from one level to another?

Also, looking at the proposed subjects per grade level, Filipino is noticeably absent from the Kinder and Grade 1 levels. What is the reason behind this decision? Is the national language being relegated as a second-tier subject? How can we hope to foster nationalism if we do not place high importance on our native tongue?

Another thing to note is that the Grade 1 level has both Reading and Language subjects to improve English competency and yet compress these subjects into one as English starting on Grade 2. Why is it necessary to tone down this area of learning as the student progresses through the years? The subject of English is broad in scope and having two subjects allotted for it can only help improve its mastery. Language is necessary for structure and syntax while Reading is for the nuances of the language, like vocabulary and idiomatic expressions. While teaching English may seem unnationalistic, it is necessary to learn for our learners. Most manuals and college textbooks used in schools and the industry are mostly written in English. A good command of the language will help in proper comprehension of their content. It is also one of the current advantages of our workers in the international stage in having a good grasp of the English language.

It would be helpful If the DepEd give its rationale on the formulation of the new curriculum. Providing reference to studies and academic literature supporting its decisions on reducing the number of subjects and competencies can help alleviate any concerns regarding the effectivity of the MATATAG curriculum in achieving its goals of improving the learning competencies of the Filipino learner.

Much ground, with regards to necessary skills and competencies, has been lost by the Filipino learner through the years. Couple this with the existing problems in the Philippine education setup, it is imperative that the DepEd put its best foot forward in the development and implementation of a new curriculum to shape the future of our country’s learners.

Academ-e’s Response to MATATAG Curriculum

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At Academ-e, we strive to keep abreast of the latest developments in the Philippine education landscape. While the MATATAG curriculum is a major change that would affect many stakeholders in education, Academ-e is more than ready to meet the challenge. One of the strengths of our approach is we designed our learning materials to be modular. Our Agile development team can easily modify, add, or correct individual lesson topics in a matter of days, unlike textbooks that require months if not years to change.

Our materials are robust enough to handle variations in curriculum as the modularity of the lesson materials allows for rearranging of topics, along with addition or reduction of subject matter to suit the needs of the students. It also supports different modalities of learning whether it be synchronous or asynchronous. Furthermore, we regularly refine our learning materials to remain relevant. We conduct continuous research in existing and emerging technologies and how we can use them to improve the learning process. New topics and competencies, well beyond those required by the DepEd, are constantly being added to our learning materials library. Come the following school years, Academ-e digital learning content will be ready to comply and extend DepEd’s new curriculum and do our part in increasing Philippine Education’s competitiveness in the Global stage.

For more information on Academ-e’s Primary Interactive Learning System, visit https://www.academ-e.ph or email inquiry@academ-e.ph.

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Nurturing Minds: The Inspiring Story of The School with No Walls

In the quiet outskirts of Barangay Sta. Clara in Sto. Tomas City, Batangas, Philippines, a unique endeavor has taken root. A family, compelled by their faith and driven by a deep sense of purpose, has embarked on a mission to transform their community through education. This is the story of a remarkable family and their creation—a School with No Walls, but boundless potential. Founded by the Atanacio Family, they heeded what they saw as God’s calling: to be agents of change in their community. Their commitment to advancing God’s Kingdom is manifested through their outreach efforts. With the assistance of dedicated volunteers consisting of like-minded friends and family, they share love and wisdom with local children and families. Their medium is a community school and simple church fellowship. The Community Situated along Lipa-Alaminos Road, the community consists of around 40 indigent and low-income families who are tenants, farmers, laborers, and small-time traders. The community is off-grid: there is no electricity, running water, solid waste management, or public transportation. Houses are made of lightweight materials. Being on the outskirts of the barangay, access to public schools, hospitals, markets, and local government offices presents a challenge. Literacy and Educational Challenges While most of the children attend public schools, their learning proficiency lags behind by approximately two years. There are also children and adults who have never had the opportunity to step into a classroom. Reasons vary, including difficulties in reaching the nearest school, a lack of family support, and the need to help the family earn a living. The recent pandemic only exacerbated an already grim situation. The Inception of the School with No Walls As the pandemic’s grip loosened in June 2022, the Atanacio family constructed a modest shed on a vacant lot. The initial aim was to provide education to two siblings, aged 11 and 14, who had never experienced school. Guided by their faith and a desire to offer these children a better future, the family set out to teach them basic reading, math, and practical life skills. In just a few weeks, the whispers of this initiative reached more children in the community who had an eagerness to learn. However, a stark reality emerged: students spanning from 1st to 7th grade struggled to read and grasp material at a level equivalent to even just Kindergarten. This revelation starkly illuminated the Philippines’ educational challenges. International assessments placed the country at the bottom of the list in reading, math, and science scores. Through various types of support from relatives and friends, the Atanacio family was able to kickstart the community school. By the end of December 2022, a total of 38 days, or 132 school hours, worth of sessions for 50 kids in the community covering lessons in Filipino, English, Math, Science, Art, and the Bible had been conducted. The help of donors and volunteers was crucial in sustaining operations and making a difference in the lives of the students. The School With No Walls – Mission and Vision This community school, coined “The School with No Walls,” holds a profound mission: To promote the love for God, love for country, and love for learning among their students. Their vision is to see their learners exhibit Christ-likeness in their family, school, and community; be at level with the Philippine Department of Education (DepEd) standard learning competencies; and develop a growth mindset that will drive them to invest in themselves and value education. The Learning Space A modest 20 sqm. school shed stands on a 500 sqm. coconut farm plot, forming the heart of the school. Tables, chairs, boards, and learning materials adorn the space, fostering an environment conducive to learning. Enrollment is open to all school-age children residing nearby. Admissions are flexible, allowing new students to join at any point during the school year. Young learners under five years old are welcomed as well, but they are required to have a parent or guardian accompany them. Dedicated Leadership and Passionate Teaching The Atanacio family shoulders the responsibility of administration, ensuring that the mission and vision remain at the forefront. Curriculum development, resource identification, and program execution are just a few of their numerous tasks. Volunteer teachers undertake the critical role of fostering learning. They meticulously plan lessons, adapt teaching methods, and cultivate an atmosphere of encouragement and growth. From managing attendance to assessing progress, these educators go beyond traditional learning to impart knowledge. Academ-e’s Participation Inspired by the Atanacio family’s dedication to their community, Academ-e did not hesitate to help their noble endeavor. Visiting the school in late 2022, Academ-e management sat down with the Atanacio family to discuss the various ways Academ-e can support them. Along with assistance in developing a strategic plan for the School with No Walls, Academ-e supplied the school with free access to its complete digital learning catalog along with a large-screen TV and a small generator to power it. The teacher-volunteers can pick and choose relevant Academ-e videos, learning guides, and exercises to use with the different age groups and learning levels. A Beacon of Hope and Transformation The story of The School with No Walls emerges as a beacon of hope. Through faith, dedication, and an unyielding commitment to the community, the Atanacio family shines light into the lives of children who yearn for education. In a community where walls are feeble or absent, a sturdy foundation of love, compassion, and learning is steadfastly built. The School with No Walls has begun its regular weekend sessions for the school year 2023-2024. The School with No Walls would not be possible without the help of donors and volunteers who share the same mission and vision of developing the love of God, country, and learning among indigent Filipino children. Those who would like to DONATE or VOLUNTEER may contact the School with No Walls by emailing: pollux_bex@yahoo.com

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08/29/2023 No Comments

Educational Videos: Learning for the New Generation.

With the advent of Tiktok, Youtube, and Facebook videos and reels, the ongoing trend among the youth is watching short videos. Children and teenagers can spend hours a day just watching short video reels. Can educational videos prove effective in teaching this new generation? Using educational videos in schools is nothing new. Since the invention of portable/low-cost film projectors, schools have been using videos to supplement the lessons of their teachers. However, the utilization of videos as the primary mode of lesson delivery is only now gaining popularity. Delivering Lessons within the Child’s Attention Span The generally accepted attention span for children falls between 2 and 3 minutes per year of age. This means an incoming Grade 1 student would have an attention span of around 12–18 minutes, while a Grade 6 student would have an attention span of around 24-36 minutes. As such, it is no surprise that shorter, concise lessons are more likely to be retained and comprehended than longer ones. Given that videos are a more passive medium, it is advisable to keep the videos much shorter than the attention span of the viewers. In fact, most viewers, if not engaged in the first few seconds of a video, would probably move on to the next video already. Hence, engaging, and entertaining educational videos between 2 and 12 minutes would be a good baseline for schools. Improved Accessibility and Convenience Computers, smartphones, tablets, and flat-screen televisions have made videos more accessible than ever. Utilizing educational videos for lesson delivery means students can easily access, watch, pause, and rewind videos at their convenience using gadgets they most likely have at home. This self-paced approach allows children to absorb information at a speed that suits their needs, ensuring a deeper understanding of the material. Consistent and Efficient Lesson Delivery Videos provide a consistent mode of lesson delivery. For example, when teaching English as a second language, videos can provide the correct pronunciation of words that the teacher themselves might mispronounce. Additionally, using ready-made videos frees up the teacher from preparing lesson materials, writing on the board, and reading off textbooks, thus allowing teachers to concentrate on expounding on the lesson topic as well as engaging the students through recitation and related activities. By delivering the foundational knowledge as a short video, the teacher and students can now spend the rest of the class on lesson reinforcement through discussion, exercises, and other activities. Multi-Sensory Learning through Educational Videos We humans naturally observe our environment through our five senses. School education can greatly benefit from a multi-sensory approach as well. Learning videos engage students through entertaining images and animations, easy-to-read text, voiceovers, and music. Visual learning is an effective approach for young learners, as it captures their attention and enhances understanding. Short video lessons utilize captivating visuals, animations, and interactive elements to engage students. By combining auditory and visual elements, these videos stimulate multiple senses, making the learning experience more immersive and enjoyable for children. Interactive videos can even introduce kinesthetic or tactile learning by encouraging user interaction in certain portions of the video or by asking the viewer to copy movements or dances in the video. Collaborative and Interactive Classroom Environment Replacing textbooks and long teacher lectures with video lessons fosters a collaborative and interactive classroom environment. Instead of focusing on individual reading assignments, class time can be dedicated to discussions, group activities, and hands-on experiments. Video lessons serve as a foundation, providing students with a shared understanding of the topic. This shift encourages active participation, critical thinking, and collaboration among students, wherein teachers play a more hands-on role in reinforcing the lesson topics. Updated and Interactive Content Textbooks often become outdated due to the ever-evolving nature of knowledge. On the other hand, video lessons can be easily updated and revised to include the most current information. This ensures that students receive accurate and relevant content. Additionally, interactive features within videos, such as quizzes or assessments, allow for immediate feedback and enable students to gauge their understanding in real-time. Eco-Friendly and Cost-Effective By replacing textbooks with digital video lessons, classrooms contribute to a more sustainable future. Reducing paper consumption not only benefits the environment but also minimizes the costs associated with purchasing and replacing textbooks. Video lessons can be accessed online, eliminating the need for physical copies and ensuring cost-effectiveness for schools and students. The Academ-e PI Learning System Academ-e created the Primary Interactive Learning System in the conviction that brief, entertaining video lessons are significantly more effective than textbooks in imparting knowledge to elementary school students. A Metrobank Most Outstanding Teacher awardee created the curriculum on which the PI Learning System is based, and top Filipino educators wrote, designed, and edited each individual video. PI Learning System videos are kept to a maximum of twelve minutes each, keeping in mind the attention span of primary school children. The PI Learning System provides complementary materials, such as a student learning guide that acts as printable notes and exercises, and quizzes for the students to reinforce their knowledge of the lesson. Additionally, teachers are provided with a lesson plan that guides them on how each lesson should be delivered and suggests activities and projects that they can use to further engage their students. Beta Testing of our digital learning system and educational videos have shown consistent improvements in students’ grades, lesson retention, comprehension, and engagement. Additionally, teachers prefer using the PI Learning System for the consistency of learning it provides, automation of teacher tasks, and availability of exercises, quizzes, and other activities they can use in the classroom. For further information, visit www.academ-e.ph or email us at inquiry@academ-e.ph.

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07/17/2023 1 Comment

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