By Benjo Basas, Teachers’ Dignity Coalition national chairman
While we acknowledge the efforts of the Department of Education (DepEd) to improve the Senior High School (SHS) curriculum, we must voice the growing concern among our teachers who are being asked to implement major changes without sufficient preparation. Barely two weeks before its pilot run, many are still without the necessary materials and have not undergone adequate training. This places unnecessary pressure on teachers and school heads and may compromise the quality of instruction.
We are alarmed over reports from teachers who have yet to receive training or materials for the new curriculum, which is scheduled to begin next month. Pushing forward with the pilot without ensuring teacher readiness could severely impact the quality of instruction.
DepEd earlier announced that 841 public and private schools, both urban and rural, were selected to participate in the pilot run of the newly revised SHS curriculum, which will begin with the opening of classes on June 16.
But while curriculum reform is important, it should not be treated as the central solution to the long-standing problems in the education system.
Curriculum revision is only one aspect of reform. It cannot be the centerpiece of SHS or basic education reform. We urge the government to prioritize more pressing and foundational issues such as addressing shortages in classrooms and learning resources, ensuring just compensation and welfare for teachers, creating an environment conducive to teaching and learning, and improving the overall efficiency in the use of public education funds. Above all, the state must fulfill its constitutional mandate to provide adequate funding for the education sector.
Implementing a new curriculum without resolving systemic issues would result in shallow, cosmetic changes.
To strengthen the SHS program, we must begin by strengthening the ground where education takes place, not merely reshuffling what is written on paper. We have long advocated for improved working conditions for teachers and increased investments in basic education infrastructure.