THE TEACHERS’ Dignity Coalition lauded the Department of Education’s response to the clamor to decongest basic education and incorporate peace education in the MATATAG curriculum by School Year 2024-2025.

“Dati pa po namang napapansin na may problema tayo lalo na sa primary grades dahil talagang congested po ito. At least the DepEd recognized the problem and provided a possible remedy to decongest it,” Benjo Basas, the group’s national chairperson, said.

Under the new curriculum, there will only be 5 subjects for Grades 1 and 2; 6 subjects for Grade 3; and 8 subjects for Grades 4 to 10.

“Wala pa rin tayong mga detalye, gayunman naniniwala kami na may panahon pa naman ang DepEd para ito ay maisaayos at sanayin ang mga guro para sa pagpapatupad nito,” Basas said.

He said the merging of concepts previously taught in Araling Panlipunan and MAPEH under the label Makabansa may also lead to congestion of that particular subject since the two separate subjects were already made up of several components.

“Thus, the DepEd would need a thorough implementation plan as regards to resources, class schedules, and teacher specialization for the new subject,” he said.

The group also urged the education department to reinstate Philippine history as a separate subject in high school and integrate it into every subject in all levels.

“Maganda ‘yung deklarasyon ng DepEd na ituturo sa ilalim ng MATATAG ang pagmamahal sa bayan, pagtataguyod sa kapayapaan, pagiging responsableng mamamayan at pagpapahalaga sa sariling kultura at sining. Subalit tila nalimutang tugunan ang matagal nang panawagan ng mga guro, historyador at akademiko, ang pagpapanumbalik ng Kasaysayan ng Pilipinas bilang isang hiwalay na asignatura,” Basas said.

The group said that while it appreciates the DepEd for taking the bold step in changing the curriculum, numerous factors need to be addressed including the education framework and orientation, adequate physical facilities, quality instructional materials, and, most importantly, highly motivated and well-paid teachers.

“Kahit anong gawin nating reporma sa kurikulum kung hindi naman naiaayos ang kalagayan ng mga guro ay hindi pa rin mareresolba ang mga problema sa edukasyon. This positive step should be coupled with policies that impact teachers’ rights and welfare, such as their compensation and incentives, as well as other measures to promote the socio-economic welfare of teachers, the single most important factor in the learning process,” Basas said.