DepEd holds orientations on learning systems reform in BARMM

COTABATO CITY — The Department of Education (DepEd) conducted its orientation on learning systems reforms in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), highlighting how the initiatives could help accelerate learning recovery, expand opportunities for young people, and support long-term regional development.

During a high-level visit to the Ministry of Basic, Higher and Technical Education (MBHTE) in Cotabato City on May 11, DepEd officials led by Undersecretary for Learning Systems Carmela Oracion presented the agency’s reform roadmap.

The reforms include the three-term school calendar, the Academic Recovery and Accessible Learning (Aral) Program, revised assessment and grading systems, updated lesson planning guidelines, and the strengthened Senior High School curriculum with flexible learning pathways.

MBHTE officials led by Minister Mohagher Iqbal said the dialogue explored how the reforms could be interconnected and adapted to the BARMM context.

Education Secretary Sonny Angara said the continued rollout of orientations is crucial to translating policy reforms into classroom practice.

“It is not enough to release policies; teachers, school leaders, and learners directly affected by implementation must clearly understand them,” Angara said.

“Through these orientations, we are helping schools understand not only what will change, but also how these reforms can support better teaching, improve learner outcomes, and encourage more responsive implementation across different local contexts.”

The BARMM session forms part of DepEd’s phased nationwide orientation rollout for regional and division officials, school heads, and teachers to help schools prepare for the implementation of learning systems reforms.

DepEd said the orientations are intended to help schools understand the operational details of the reforms ahead of School Year 2026–2027.

The reforms support the directive of President Ferdinand Marcos Jr. to improve the quality of basic education by ensuring policies are clearly understood, properly implemented, and responsive to the needs of learners and teachers.

Among the major reforms discussed was the three-term school calendar, which reorganizes the academic year into structured periods for learner assessment, instruction, intervention, and teacher development. The additional intervention periods are expected to help schools respond more effectively to learners needing remediation and academic recovery.

The Aral Program was also highlighted as a key intervention for improving foundational skills in reading, mathematics, and science, particularly among learners who fell behind during the pandemic and those with limited access to learning resources.

Meanwhile, the strengthened Senior High School curriculum was presented as a way to better align education with livelihoods and future employment. With expanded work immersion and more flexible elective options, the curriculum aims to help learners develop practical skills suited to local industries and community needs.

DepEd said it will continue working closely with MBHTE and local education leaders to ensure the reforms are implemented in ways that respond to the realities of BARMM communities while remaining aligned with national education goals.