Gypsy A. Fernandez
Master Teacher I of Julian V. Antonio Elementary School

It is a widely acknowledged adage that change is the only constant in the world—a sentiment that holds universal truth. Change is an inexorable force, ceaseless and unstoppable. While some changes occur seamlessly, others present challenges in terms of comprehension and acceptance. The term “change” encompasses a broad spectrum, with individuals actively seeking it or resisting its embrace. The crux of the matter, however, revolves around the inevitability of change: can we choose to accept it willingly or ignore it?

Within the realm of our nation’s educational system, a notable transformation has been set into motion—the implementation of the K to 12 curriculum. This paradigm shift extends the duration of basic education by two years, departing from the traditional ten-year structure. The response to this change has been diverse, eliciting reactions from parents, teachers, students, and citizens at large. Critics argue that the new curriculum is futile and merely adds to the burdens of students, teachers, and parents.

Despite the array of concerns raised about K to 12, the Department of Education has displayed unwavering commitment to its implementation. The underlying rationale behind this curriculum reform is commendable, aiming to align Filipino education with global standards, where we have lagged behind for several years. However, critiques have surfaced, particularly regarding the perceived lack of preparation, encompassing materials, classrooms, and other essential aspects.

In the face of these challenges, the burden and responsibility for the success of the K to 12 curriculum squarely rest on the shoulders of educators. As we navigate through this educational transition, a new proposal emerges—the MATATAG curriculum, embodying yet another significant change in the Department of Education’s educational landscape.

Notwithstanding the hardships and exhaustion associated with this substantial change, teachers persistently and diligently fulfill their responsibilities, harboring the hope of a collective effort to sustain the provision of quality education to our nation. The aspiration is for unity, as we join hands and stride forward toward a promising future for our youth. Together, we endeavor to equip them to be not only competent, responsible citizens of our nation but also active contributors to the global community. The introduction of the MATATAG curriculum serves as the next chapter in our ongoing commitment to educational advancement and adaptation to the evolving needs of our learners.