MATATAG vs. Basic Education: Which curriculum best serves learners and educators?
By Roselyn Maria A. Fuentes, NNHS
Education holds immense power in shaping a nation’s future, and in the Philippines, there are ongoing efforts to enhance its quality. Enter the MATATAG curriculum—a new approach designed to tackle the long-standing issues in our education system. While the previous Basic Education Curriculum (BEC) under the K-12 program aimed to boost learning outcomes, problems like low global rankings, overcrowded classrooms, and a shortage of resources persisted. In response, MATATAG is here to make things better by simplifying subjects, easing the burden on teachers, and honing in on the essential skills students need to succeed.
This article provides an in-depth comparison between the MATATAG curriculum and the Basic Education Curriculum, analyzing their efficiency for learners and educators. Furthermore, it highlights the pros and cons of each system while addressing the challenges posed by MATATAG’s shortened teaching durations. Finally, a call to action will emphasize the need for continuous support and improvement to ensure the success of these educational reforms.
The MATATAG Curriculum: Streamlining Education for a Brighter Future
The Department of Education (DepEd) has rolled out the MATATAG curriculum, hoping to give the Philippine education system a much-needed overhaul. This new curriculum is all about honing key skills like reading, math, and everyday life abilities. It’s a big move aimed at tackling the disappointing results we’ve seen in global tests. For instance, in 2018, Filipino students found themselves at the bottom of the list in the Program for International Student Assessment (PISA), struggling the most with reading comprehension, math, and science.
This fresh approach is DepEd’s way of addressing these issues head-on and giving students a better shot at success.
The MATATAG curriculum is structured to reduce the number of subjects, allowing both students and teachers to focus on core competencies. By reducing the academic load, DepEd hopes to address issues such as student burnout and inadequate mastery of key skills. The curriculum is designed to span four years, from 2024 to 2027, giving ample time for a gradual shift from the old system to the new one.
One of the significant strengths of the MATATAG curriculum is its focus on relevant education that prepares students for real-world challenges. The emphasis on life skills and employability is meant to bridge the gap between the academic world and the demands of the workforce.
The Basic Education Curriculum: K-12 in Retrospect
Implemented in 2013, the Enhanced Basic Education Curriculum (BEC) under the K-12 program aimed to extend the length of basic education to align the Philippine system with global standards. It introduced two additional years of senior high school, designed to prepare students for higher education, vocational training, or immediate employment. The program also sought to offer specialized tracks in senior high school, such as academic, technical-vocational, and sports or arts.
While the BEC addressed the issue of the short ten-year education cycle and introduced some progressive elements, it also faced criticism. Many teachers found the additional responsibilities and workload challenging, as the introduction of new subjects and extended years required more time and resources. Additionally, overcrowded classrooms and insufficient learning materials continued to hamper its success.
Despite these challenges, the BEC brought valuable insights into what works and what doesn’t in Philippine education, and this experience has informed the development of the MATATAG curriculum.
Key Differences: MATATAG vs. BEC
1. Number of Subjects and Core Focus
The old Basic Education Curriculum (BEC) packed a lot of subjects into junior and senior high school, including various specialized tracks. While this gave students a broad range of knowledge, it also stretched resources thin and overloaded them with academic content.
MATATAG takes a different approach. It simplifies things by cutting down the number of subjects and zeroing in on key areas like reading, math, and science. The goal is to make sure students really excel in these fundamental skills, rather than juggling too many subjects at once.
2. Teacher Workload
Under the old BEC, teachers had their hands full, juggling a mountain of subjects and a lot of administrative tasks. They were often stuck with non-teaching duties like collecting data on student health and demographics, which ate into the time they needed to prepare lessons and teach.
The new MATATAG curriculum aims to ease this burden by cutting down on the number of subjects and giving teachers more time to focus on teaching. However, there’s a hiccup: the new curriculum has shortened class periods from 60 minutes to 45 minutes. While this change is meant to make lessons more manageable and reduce student stress, many teachers feel that some subjects, especially those with lab work, need the full hour to get everything done. Plus, the time it takes to switch between classes, which can be several minutes, further cuts into precious teaching time.
3. Learning Outcomes and Global Competitiveness
The BEC aimed to give students a broad set of skills to help them compete internationally and be ready for future jobs. But in practice, it struggled because of limited resources and support, so the results weren’t always what everyone hoped for.
The new MATATAG curriculum takes a different approach. It zeroes in on improving reading and math—areas where Filipino students have lagged behind in global tests. By focusing on these core subjects, MATATAG aims to boost literacy and numeracy skills, giving students a solid foundation they need to thrive in today’s world.
The Impact of Shortened Teaching Durations in MATATAG
One of the biggest shifts with the MATATAG curriculum is cutting class times from 60 minutes to 45 minutes. The goal is to lighten the load for students, but many teachers are worried about how this will play out, especially for subjects like science with lab work, TLE (Technology and Livelihood Education) with its hands-on activities, and MAPEH (Music, Arts, PE, and Health) that includes dancing and other activities.
Teachers point out that experiments and hands-on activities often need more time to set up and complete. With shorter class periods, students might not get enough time to really dive into these activities, which could affect how well they learn. Plus, the time it takes to move between classes, which can be a few minutes, cuts into the already shortened instruction time.
For subjects that need more time for practical work, like science labs, it might be worth considering going back to the one-hour class. While the intention behind the 45-minute period is to help ease student workloads, it’s important to make sure there’s enough time for subjects that need it.
Which Curriculum Is More Efficient?
Comparing the MATATAG and Basic Education Curriculums shows that each has its own ups and downs. The BEC brought in some big changes, like the senior high school tracks, but its wide range of subjects sometimes left students and teachers feeling overwhelmed. The MATATAG curriculum, in contrast, takes a more focused approach, honing in on essential skills needed for both local and global success.
That said, MATATAG’s success will really hinge on how well it addresses some of the concerns teachers have, especially about the shorter class times. While it’s definitely a step in the right direction, it’ll need a bit more tweaking to make sure that subjects needing extra time, like science labs or hands-on activities, get the attention they deserve.
Call to Action: Supporting Educational Reform for Future Success
As we move forward with the MATATAG curriculum, it’s important for everyone involved—educators, policymakers, parents, and community leaders—to work together to make it a success. This new curriculum isn’t just a set of guidelines; it’s a big shift that needs constant check-ins and feedback to see what’s working and what needs tweaking.
Teachers are at the heart of this change, so they need the right support and training to handle the new system. They also need the tools and resources to make the transition smoother.
Parents and community members are just as crucial. By creating a supportive environment at home and in the community, we can give our kids the best chance to thrive. And let’s not forget policymakers—they need to be flexible and willing to make adjustments when necessary, like reconsidering the shortened class times for subjects that need more hands-on work.
The MATATAG curriculum has a lot of potential to improve our education system, but it’s going to take everyone working together to make it happen. Let’s all pitch in to build an education system that really prepares Filipino students for the future.
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