DepEd mass promotion: DepEd mass promotion: solated cases or systemic solated cases or systemic ssue? ssue?

BY KHIM BRYAN REBUTA

OnecriticalissueinPhilippine education today revolves around the allegedpracticeofmasspromotionin Department of Education (DepEd) schools Accordingtoareportbythe Philippine Business for Education (PBEd), there are claims of an unofficial policy that promotes students regardless of their learning outcomes, suggesting that students are being advanced to the next level without truly grasping the necessary knowledge and skills in their current level Recently, this issue was also discussed at the Second Congressional Commission on Education, highlighting the urgency to address thematterdespitetheabsenceofan officialpolicyfromDepEd

DepEdAssistantSecretaryAlmaRuby Toriohasclarifiedthatthereisnoofficial policy endorsing mass promotion. Instead, the department only follows the DepEd Order No 8, s 2015, which outlines a "performance-based grading sys-tem" policy. This policy states that studentswhodonotmeetexpectations in three or more learning areas will be retained,whilethosewhofailinoneto two subjects are required to take remedialclasses

However, implementing remedial classes presents a dilemma for teachers Teachers who fail a student are the very same ones tasked with designing and implementingtheseremedialclasses,not onlytofulfilltheirresponsibilitiesbut also to ensure the success of their students Yet,doingsowouldimply deduction not only of their yearly bonus but also those of their coteachers' working in the same school.Choosingbetweenplanning remedial instructions and potentially facing the ire of fellow teachers, or simply passing underachieving students becomes a challenging decision Furthermore, a long list of failing students could tarnish the school's reputation and undermine DepEd's "No Child Left Behind"policy.

Moreover, it is crucial to acknowledge that many compassionate educators genuinely care abouttheirstudents'well-being

They understand the challenges facedbystudentsinattendingschool and realize the sacrifices made by their parents who slave away just to provide their children with an education In light of these circumstances, some teachers choose to promote their students out of compassion

It is important to note that we currently lack evidence of DepEd's endorsementofamasspromotion policy.Whiletheremaybeisolated cases where teachers promote underachieving students, whether driven by bonuses or compassion, it is essential not to generalize theseinstances

To say that there is a mass promotion among our learners only penalizes and invalidates the efforts of high-achieving students

As a pre-service teacher who experienced traditional classroom teaching in the new normal for three months, I witnessed the potential of the students in our country They not only displayed exceptionalintellectualcapabilities but also demonstrated enduring Filipinovalues Indeed,thefutureof our country is bright because of theseyouths.

Moreover, it is equally important not to lay blame solely on teachers Our educators work tirelessly, but their efforts can only do so much While teaching lessons is crucial, instilling values that promote discipline and independence is of even greater importance The responsibility of imparting these values extends beyond teachers to encompass the family and the community surroundingthechild.

In conclusion, addressing the concerns surrounding mass promotioninPhilippineeducation requires a comprehensive and balanced approach By clarifying official policies, recognizing the dilemmas faced by teachers, and fostering collaboration with families and communities, the education system can navigate these challenges Balancing academic standards with inclusivity ensures that all students have the opportunity to learn and grow while upholding the quality of education. Let us acknowledge and support the hardworking teachers while working together to shape a future where every studentcanthrive