The Department of Education (DepEd) on Monday, April 20, defended its proposed three-term school calendar during a hearing of the House Committee on Basic Education and Culture, stressing that the shift is part of a wider reform agenda aimed at improving learning outcomes and addressing systemic gaps in basic education.

DepEd Assistant Secretary Janir Datukan told lawmakers that the new calendar is not a standalone policy but a component of a comprehensive strategy to strengthen instruction, assessment, and student support systems.

“We would like to emphasize that the three-term school calendar is not just a stand-alone reform of the DepEd. It’s part of a bigger reform that we aim to address—what the gaps are in basic education, that includes assessment, that includes strengthening education in emergency, flexible learning programs, and other important concerns,” Datukan said.

The proposed system, formalized under DepEd Order No. 009, Series of 2026, restructures the academic year from four quarters into three terms without altering the existing curriculum. Instead, it reorganizes the school calendar into three key phases: an opening block, an instructional block, and an end-of-term block.

Datukan explained that the opening block will cover administrative preparations, diagnostic tests, and health assessments without cutting into teaching time. The instructional block, projected to run for about 61 to 62 uninterrupted days within a 200 to 220-day school year, is designed to ensure focused and continuous learning.

“By minimizing interruptions, this block allows more stable learning, deeper engagement, and better opportunities for learners to achieve mastery,” he said.

Meanwhile, the end-of-term block consolidates non-instructional activities such as grading, co-curricular events, remediation sessions, and teacher training. This structure, according to DepEd, reduces overlapping responsibilities and protects the integrity of classroom instruction.

The agency also highlighted improvements in assessment methods, noting that exams and evaluations will be more evenly distributed to avoid high-pressure testing periods and to support both formative and summative learning.

Datukan added that the reform supports learning recovery by institutionalizing remediation sessions for struggling students, scheduled regularly within the instructional period. These sessions, under the department’s ARAL program, are expected to run between 30 and 60 minutes per session, totaling two to four hours per week.

Beyond student outcomes, DepEd emphasized that the new calendar also considers the welfare of teachers by providing dedicated time for administrative work, professional development, and wellness breaks.

The department assured lawmakers that the proposal complies with Republic Act No. 11480, which mandates a maximum of 220 class days, and clarified that the curriculum and senior high school implementation remain unchanged.

“What changes is not the substance of education, but the structure that supports it,” Datukan said.

The proposal is currently under review by lawmakers, with discussions ongoing regarding its potential impact on students, teachers, and the overall education system.