Vice President and Education Secretary Sara Duterte revealed the Department of Education’s intentions to solve the numerous issues plaguing the nation’s basic education system.
Duterte introduced the “MATATAG” agenda, which would act as the agency’s road plan for tackling issues in the basic education sector during her six-year term.
According to the presentation given by Duterte, “MATATAG” stands for the following:
- – MAke the curriculum relevant to produce job-ready, active and responsible citizens.
- – TAke steps to accelerate the delivery of basic education services and provision of facilities.
- – TAke good care of learners by promoting learner well-being, inclusive education and a positive learning environment.
- – Give support for teachers to teach better.
“Today, the DepEd stands before you, heart in hand, humbly seeking your support,” Sara Duterte said.
“Improving access, equity, quality, resiliency and well-being will not happen overnight nor can it be done by DepEd alone. We need a national commitment and sustained effort from all sectors of the society,” she added.
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Sara Duterte unveils ‘MATATAG’ program for DepEd
Before unveiling the “MATATAG” agenda, Duterte identified difficulties in the basic education system, stating that “the lack of school infrastructure and resources to support the ideal teaching process is the most pressing issue.”
Other problems include “cracks” in the way the DepEd buys supplies, a drop in enrollment in private schools, an imbalance in the number of primary and secondary schools in the country, overcrowding in the K–12 curriculum, the lack of job opportunities for high school graduates, and not enough help for teachers.
President Ferdinand Marcos Jr., Senate President Juan Miguel Zubiri, and Sherwin Gatchalian, chair of the Senate Basic Education Committee, also attended the occasion.
Advocates say that the Philippines had an education crisis long before COVID-19 broke out, pointing to the fact that the country’s students did poorly on international tests and didn’t learn much.
They also claimed that the epidemic worsened the problem by forcing schools to close and switch to less efficient remote learning methods.
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