Kayla Joy Agana had meticulously planned the upcoming school year – a comforting rhythm of drop-offs, work, and a predictable calendar offering a sense of control. That carefully constructed plan now feels fragile, threatened by a proposed shift to a three-term school calendar.
“It’s more than just a schedule change,” Ms. Agana, a 26-year-old government employee, explained, bracing for her child’s first year of Grade 1. “This directly impacts working parents, adding another layer of complexity to our already demanding lives.” The uncertainty surrounding extended breaks and childcare arrangements weighs heavily on her mind.
The government recently approved the Department of Education’s proposal for a trimester system, beginning in 2026-2027. The intention is to address frequent disruptions caused by typhoons and safeguard valuable classroom time. Each term will consist of 69 days of instruction, interspersed with periods for assessment, remediation, and teacher training.
But for Ms. Agana, the change feels less about educational theory and more about the practicalities of daily life. A simple, stable schedule was the goal, and now, she fears a return to constant readjustment. Her apprehension stems from a past experience with the K-12 program, which she remembers as rushed and ultimately unfulfilling.
“I felt like I spent extra years in school without truly gaining applicable skills,” she confessed, a lingering worry resurfacing with this new proposal. “Another major change just feels… unsettling.”
Experts acknowledge the potential benefits and inherent risks of the new system. Christopher Tan, of PHINMA Education Philippines, believes the trimester system could bolster learning continuity in a disaster-prone country, but emphasizes the critical importance of effective implementation.
He cautions that the built-in enrichment periods could inadvertently reduce overall instructional time if not carefully managed. Real-time interventions and support for struggling students will be paramount, particularly for those from disadvantaged backgrounds.
The Philippine Business for Education (PBEd) views the shift as a positive step, but stresses it’s not a comprehensive solution. Executive Director Hanibal Camua describes it as a “calendar reform,” not a “system reform,” highlighting the need for parallel improvements in curriculum, assessment, and school-level execution.
Without these accompanying changes, the new calendar risks becoming a superficial adjustment with minimal impact on student learning. Teachers, too, are voicing concerns about increased workloads and the potential for a compressed learning pace.
Jessica Paz, a veteran Grade 5 teacher, fears the system will add to educators’ already heavy responsibilities. She worries about students, especially those who struggle, falling further behind under a potentially faster-paced curriculum. “We fear students will have an even harder time understanding lessons,” she explained.
Ms. Paz hopes the government will prioritize teacher training and reduce administrative burdens to facilitate a smoother transition. She believes freeing up educators’ time is essential for adapting to the new system and providing adequate support to students.
Some sectors, like the IT and Business Process Association of the Philippines, see long-term benefits, anticipating improved workforce readiness through more consistent instructional time and strengthened foundational skills. However, the prevailing sentiment among educators and analysts remains clear: success hinges on flawless execution.
Clear learning objectives, continuous monitoring of student progress, and effective remediation strategies are crucial to ensure no child is left behind. But for Ms. Agana, these broader goals feel distant, overshadowed by the immediate need for stability. “All we want is something reliable,” she said, her voice reflecting the anxieties of countless parents. “Everything else in our lives depends on it.”
