Students in Grades 1, 4, and 7 can expect to receive 80 percent of their new textbooks by July 2024, according to the Department of Education (DepEd).
This commitment comes after concerns were raised about the lack of textbooks in recent years.
“We’re confident we can deliver 80 percent of textbooks by July,” said Director Ariz Cawilan of the DepEd Bureau of Learning Resources.
The department has moved up the bidding process and aims to begin printing in April.
However, the Second Congressional Commission on Education (EDCOM 2) expressed concerns about the feasibility of this timeline, given the large number of books needed (eight million) and the tight time frame.
“The previous timeline was about six months for printing and about six months for delivery. So now, they’re saying that in the revised timeline, between April, May, June, July, what used to be one year will now be four months,” EDCOM 2 Executive Director Dr. Karol Mark Yee said.
Senator Sherwin Gatchalian raised questions about the capacity to print so many books in just three months. “Is that possible? Coming from the old system where printing takes almost a year plus,” he said during their meeting last Thursday, Feb. 22.
The lack of textbooks has been a major concern in Philippine schools for years. EDCOM 2’s report “Miseducation: The Failed System of Philippine Education” revealed that only 27 textbooks have been procured for Grades 1 to 10 since 2012.
To address this issue, EDCOM 2 has recommended that DepEd consider purchasing readily available books instead of commissioning new ones.
This could potentially speed up the procurement process.
Learning recovery program under scrutiny
The meeting also discussed DepEd’s “Catch-up Fridays” program, designed to improve students’ reading skills. However, EDCOM 2 raised concerns about its effectiveness.
EDCOM 2 consultations show that ‘Catch-up Fridays lack’ structure and teachers haven’t received proper training for effective reading intervention, according to Yee. He added that focusing solely on reading more texts may not necessarily translate to improved reading skills.
Data from the Comprehensive Rapid Literacy Assessment (CRLA) revealed that over 60 percent of Grade 1 and 2 students are not reading at the expected level, highlighting the urgency of effective interventions.
EDCOM 2 also emphasized the importance of “differentiated instruction,” tailoring teaching methods to individual student needs. However, concerns were raised about the feasibility of implementing this approach within the current program design.
Yee noted that until we change the practices and implement programs that address individual needs, we risk offering the same program to all students, regardless of their abilities. With Macon Ramos-Araneta
