The Department of Education (DepEd) mandates that 205 school days should be strictly devoted to classroom learning. In reality, schools rarely reach this target due to class suspensions caused by typhoons and extreme heat. What remains of the school year, however, is further weighed down by 150 legislated events and competitions, such as Nutrition Month, World AIDS Day, Palarong Pambansa, and Philippine Environment Month. As the final report of the Second Congressional Commission on Education (Edcom 2) notes, these activities are well-intentioned. But the lengthy preparations they require, along with teachers assigned to manage them, often lead to further disruptions.
The issue raised by Edcom 2 is not whether cocurricular experiences are important. They are unquestionably an integral part of a child’s education and holistic development. However, the way that some of these activities are being carried out may only benefit select students, while the majority bear the cost through lost instructional time. What was meant to enrich learning has, over time, begun to displace it.
Some public school teachers speak of being regularly pulled away from class to train or accompany chosen students for both academic and sports competitions. During their absence, they typically assign self-paced work to the remaining students, even if they know it is ineffective for learners who are struggling with comprehension and/or motivation.
