The Philippine Department of Education supports adopting a three-term school calendar to enhance instructional continuity and address inefficiencies, with implementation set for School Year 2026-2027.
The Philippine Department of Education (DepEd) has officially endorsed the transition from the traditional four-quarter school calendar to a three-term academic calendar, starting School Year 2026–2027. This reform intends to improve learning outcomes by providing more focused and uninterrupted instructional periods, thereby addressing longstanding inefficiencies within the basic education system. The proposed calendar restructures the academic year into three distinct terms. It begins with a five-day Opening Block dedicated to learner profiling and baseline assessments to ensure readiness before formal classes. This is followed by an Instructional Block of approximately 60 continuous teaching days, allowing minimal disruptions in classroom instruction. Activities and events that previously interrupted teaching will be consolidated into a two-week End-of-Term Block, which also serves for student remediation, enrichment programs, and teachers’ training and wellness. The Department highlighted that reducing grading cycles from four to three terms aims to streamline administrative tasks and shift teachers’ focus predominantly to education delivery. The reform was formulated after consultations with learners, educators, school leaders, parents, stakeholders, and legislators starting January 2026. Additionally, this calendar change is part of a bigger agenda involving accelerated school infrastructure development, expanded nutrition programs, literacy interventions, textbook provisions, and clearer policies on class suspensions. The Economy and Development Council, chaired by President Ferdinand Marcos Jr., approved this initiative during its March 19, 2026 meeting, characterizing the reform as vital for enhancing national education outcomes. However, the Alliance of Concerned Teachers (ACT) has expressed opposition, critiquing the reform as hastily implemented and not addressing deeper systemic issues such as classroom shortages, insufficient wages, heavy workloads, and limited learning resources. ACT also questioned the evidence base for this calendar shift and cautioned about additional burdens on teachers without proper support.
Sources referenced:
- https://www.gmanetwork.com/news/topstories/nation/981012/deped-backs-shift-to-three-term-school-calendar-starting-sy-2026-2027/story/
