MANILA — Lawmakers raised concerns over the Department of Education’s (DepEd) proposed shift to a three-term school calendar, citing potential gaps in instructional time, limited buffer days, and unclear learning targets under the new system.

During a briefing of the House Committee on Basic Education and Culture chaired by Roman Romulo, legislators pressed DepEd officials on how the reform—targeted for rollout in School Year 2026–2027—would address disruptions such as class suspensions caused by unpredictable weather.

Romulo underscored the need for flexibility, warning that a tightly scheduled calendar without enough buffer days could hinder students from completing required lessons.

“Papaano kung magkaroon ng no classes in between… hindi nila mako-complete lahat? Kawawa ang bata,” he said, noting that missed days could affect coverage of the Most Essential Learning Competencies (MELCs).

DepEd Assistant Secretary Janir TY Datukan said teachers follow a “budget of work” that allows them to prioritize competencies depending on available time, but acknowledged that implementation details still need refinement.

Lawmakers also flagged inconsistencies in the projected number of instructional days under the proposed calendar.

Based on DepEd’s presentation, the total reached only 172 instructional days—below the commonly cited 180-day requirement.

“I think you should clarify that,” Romulo said, urging the agency to review its figures and ensure alignment with learning requirements.

The committee also examined DepEd’s learning recovery initiatives, particularly the Academic Recovery and Accessible Learning (ARAL) program.

Lawmakers questioned how struggling students beyond Grade 1 would be supported, pointing out that current interventions appear focused on early-grade learners.

Romulo proposed expanding remediation efforts across all grade levels, including an eight-week recovery program instead of shorter interventions embedded in regular class schedules.

“Bakit Grade 1 lang? We’re falling behind from Grades 1 to 12 based on your own data,” he said.

DepEd said it would consider the proposal, adding that its current strategies aim to balance academic recovery with student well-being.

Legislators also sought clarification on the basis for certain design elements, including a proposed five-day remediation period within the school calendar.

Datukan said the approach was based on practical considerations but acknowledged that no specific studies were cited to support the five-day model.

“We wanted to find the balance between academic requirements and the overall wellness of the child,” he said.

The committee further raised concerns about the timing of interventions, noting that the ARAL program is set to begin later in the school year, which could leave struggling learners without support at the start of classes.

DepEd, for its part, said the three-term calendar is part of a broader reform package that includes updated assessment systems, flexible learning strategies, and streamlined lesson planning.

Officials said the shift aims to provide longer uninterrupted learning periods, reduce disruptions, and improve pacing for both students and teachers.

However, lawmakers emphasized the need for clearer policies, consistent data, and contingency measures before full implementation.

The committee directed DepEd to submit additional details on instructional time, learning competencies, and remediation strategies to ensure the reforms address learning gaps without overburdening schools.

DepEd earlier reported that as many as 53 out of 180 school days in School Year 2023–2024 were lost due to weather disturbances and non-instructional activities, leading to compressed lessons and reduced learning time.

Under the proposal, the academic year will be divided into structured blocks, beginning with an opening period for assessments and preparation, followed by longer uninterrupted instructional phases, and concluding with end-of-term periods for remediation, enrichment, and teacher development.

Classes are expected to open in early June, with the first term running from June to September, the second from September to December, and the third from January to late March.

Each term will include an instructional block of about 54 to 61 days focused on continuous teaching with minimal disruptions, supplemented by enrichment periods for remediation, assessment, grading, lesson planning, and wellness breaks for both teachers and learners.