The Department of Education (DepEd) is facing growing questions and scrutiny from lawmakers following its proposal to shift the current four-quarter academic calendar to a three-term school year. During a recent House Committee on Basic Education and Culture hearing, DepEd officials clarified that the plan is still under consultation and has not yet been approved for implementation.
According to DepEd, the proposed three-term school year is meant to improve the overall learning experience of students while addressing long-standing issues in classroom instruction, teacher workload, and school scheduling. However, members of Congress and education stakeholders raised concerns about whether the proposal truly solves existing problems or simply reorganizes them.
DepEd Clarifies Status of the Proposal
At the hearing, DepEd Undersecretary for Learning Systems Strand Carmela Oracion emphasized that the three-term school year remains a proposal and is not yet finalized for School Year 2026–2027. She explained that DepEd is still conducting consultations with teachers, school leaders, and other stakeholders before making any final decision.
Oracion also clarified that DepEd avoids calling the proposal a “trimester” to prevent confusion with higher education systems, which follow a different academic structure. She stressed that the goal of the proposal is to create a learning environment that prioritizes effective teaching, student well-being, and meaningful school activities.
Despite public discussion, DepEd assured lawmakers that no official shift has been ordered and that feedback from the education sector will play a major role in shaping the final outcome.
What Will Not Change Under the Proposal
DepEd stressed that the proposal does not change several key elements of the school calendar. The department clarified that the academic year will still run from June to March and that the total number of school days will remain at 201, as required by law.
DepEd argued that the issue lies not in the number of days but in how those days are currently structured. Under the four-quarter system, frequent grading periods and academic transitions disrupt classroom instruction and limit sustained learning.
Key Features of the Three-Term School Year
One of the most discussed features of the DepEd proposal is the introduction of a two-week break after every term. According to the department, these breaks are not meant to be purely vacation periods but structured pauses for both students and teachers.
These two-week breaks are intended for:
- Remedial classes and enrichment programs for students
- Teacher training, planning, and wellness activities
- Major school events such as Palarong Pambansa, the National Festival of Talents, and the National Schools Press Conference
DepEd believes this structure will reduce pressure during regular class days and allow schools to better organize academic and non-academic activities.
Lawmakers Question the Need for Structural Change
Despite these explanations, several lawmakers questioned why these improvements could not be implemented under the existing four-quarter system. House Committee chairperson Representative Roman Romulo asked DepEd why remediation and enrichment programs cannot already be scheduled without changing the academic structure.
Romulo raised concerns that placing remediation during breaks could defeat their purpose, especially for students who struggle to keep up during regular classes. He warned that students who are not ready for their grade level may still be left behind if they are required to wait until the end of a term before receiving support.
According to Romulo, the proposal may not directly address learning gaps if struggling students remain in classes they cannot fully understand.
Teachers Express Doubts and Concerns
Teachers’ groups also voiced skepticism during the hearing. Ruby Bernardo of the Alliance of Concerned Teachers shared results from a survey of 10,000 teachers nationwide. The survey showed that 61 percent of respondents were not convinced the three-term school year would be beneficial.
She added that 80 percent of teachers doubted the proposal would reduce their workload. Concerns included the need to restructure lessons, adjust school forms aligned to four grading periods, and deal with incomplete learning materials while adapting to a new system.
According to teachers, these adjustments could increase stress rather than reduce it.
Mixed Reactions From the Education Sector
While public school teachers expressed concerns, a representative from a private school shared a more positive experience. A private school official explained that a semestral setup adopted during the pandemic helped reduce the number of subjects taught per term, which eased the workload for both teachers and students.
This testimony showed that the effectiveness of a three-term system may depend on proper planning, resources, and execution.
In response to the criticisms, DepEd acknowledged the concerns raised and committed to submitting a more detailed timetable and intervention plan to Congress. Oracion said the department will provide clearer implementation details to address lawmakers’ questions.
As discussions continue, the proposed three-term school year remains under review, with DepEd maintaining that no final decision will be made without thorough consultation and evaluation. For updated education news and developments, visit Metro Balita Ph.
