The subjects introduced in Grades 4 and 7 mark a transition toward more structured learning in core and applied disciplines.  In the Mathematics subjects in both grades, the curriculum emphasizes numeracy, algebraic thinking, and problem-solving using real-life contexts.  Visual models and manipulatives are encouraged.  Good Manners and Right Conduct (GMRC) is combined with Values Education in Grades 4 and 7.  At these two grade levels, learners are helped to delve deeper into ethical issues. They are helped to understand empathy, responsibility, and national values, progressing from personal conduct to social awareness. Aralin Panlipunan in both Grades 4 and 7 covers Philippine history, geography and governance.  Considering the increased trend toward more economic integration in the ASEAN region, the subject covered in Grade 7 transitions to Asian studies, focusing on cultural heritage and regional development.

            It is during the Intermediate Grades when Filipino students are prepared for a world in which English is increasingly the lingua franca.  In Grades 4 and 7, the English curriculum targets reading comprehension, writing, listening, and speaking.  It shifts toward the integration of literary and informational texts, with a strong emphasis on grammar and communication.  Laying the foundation for real multilingual proficiency, Filipino instruction in Grades 4 and 7 supports language fluency in the national language through the study of contemporary literature, grammar mastery and composition writing.  Laying the foundation for the liberal arts taken in post-secondary studies, Grades 4 and 7 introduce the students to Music and Arts, the Physical Sciences, and Physical Education and Health.  In Music and Arts, the pupils explore the principles and elements of music as well as the visual arts through performance and creative output, fosteringaesthetic appreciation and expression.  Science education takes the path of inquiry-based learning, encouraging the students to explore concepts in biology, chemistry, physics and earth science.

            It is also in Grades 4 and 7 that the students are helped to appreciate the importance of Physical Education and Health.  The subject enhances physical fitness, motor skills, safety, nutrition, and disease prevention, supporting holistic health.  Finally, Grades 4 and 7 introduce the students to practical life skills that include entrepreneurship, agriculture, Information and Communication Technology and home economics.   In Grade 7, it transitions to Technology and Livelihood Education, aligning with career and life skills development.

            The Matatag Curriculum addresses the standing issues such as overloaded learning content, low performance in international tests and assessments, and the fragmented delivery of values education.  It signals a return to basics while aligning with the Sulung EduKalidad reform agenda.  The curriculum’s phased implementation allows for gradual institutional adaptation and teacher training.  Also subjects like Makabansa, GMRC, and EPP signal a deliberate focus on nation building, character formation and practical competencies.  Meanwhile, strengthening early literacy and numeracy aims to build a strong foundation for lifelong learning, no longer just as an option but as an obligation in the age of digitalization and the so-called Industrial Revolution 4.0 (AI, Robotization, Internet of Things, and Data Analytics).

            In June 2024, there was a change in the leadership and strategic direction of the Department of Education.  Upon the resignation of Vice President Sara Duterte as Secretary of Education, President Ferdinand Marcos Jr. appointed former Senator Juan Eduardo “Sonny” Angara as the new Secretary of Education.  Secretary Angara is known to be very knowledgeable about the challenges to Philippine education because as a legislator, he was a strong advocate for reforms in the education sector.  As Secretary, he is emphasizing the importance of evidence-based policy implementation, citing that the final decision on the K to 12 program rests with Congress.  He acknowledged the flaws in the program’s implementation, particularly with respect to employability outcomes and curriculum overload.

            In November 2024, Secretary Angara announced plans to streamline the Senior High School (SHS) curriculum by reducing the number of core subjects from 15 to five or six. This move aims to alleviate curriculum congestion and to provide the students more time for work immersion or on-the-job training, thereby improving their employability even without prior work experience.  This is especially relevant to tech-voc jobs that require manual dexterity like those of electricians, plumbers, carpenters and brick layers the demand for which has increased by leaps and bounds because of the much higher investments of both government and the private sector onconstruction and infrastructure  projects, both here and abroad (especially in the Middle East).

            In a statement made on June 21, 2025, Secretary Angara expressed his commitment to improve the K to 12 program,emphasizing teacher training, curriculum refinement, and stakeholder engagement.  He highlighted that previous criticisms from students, teachers, and industry partners need to be addressed through clear policy reforms and enhanced inter-agency coordination.  He pledged that the Department of Education will work more closely with Congress, EDCOM II, and CHED to institutionalize revisions to the SHS curriculum and to ensure alignment between education outputs and labor market needs. 

            The K to 12 Program was envisioned to a transformative reform that would align Philippine basic education with global standards.  While its structural innovations remain in place, persistent challenges continue to blunt its effectiveness.  Current revisions under the MATATAG Curriculum and legislative measures such as HB 7120 and EDCOM II reflect a growing consensus on the need to recalibrate the program in response to on-the-ground realities.  The recent leadership transition under Secretary Angara signals a potential turning point for the reform’s strategic direction, offering opportunities for renewed focus on implementation integrity and inclusive stakeholder dialogue.

            Meanwhile, the Philippine Business for Education issued  a Joint Statement (of top leaders of business, academe and civil society) strongly  supporting the K to 12 Program, endorsing it as “essential for preparing young Filipinos for employment, lifelong learning, and active citizenship.” I quote part of the Joint Statement:  “Instead of dismantling the program, we call on the government to focus on strengthening its implementation by addressing foundational core skills and aligning education outcomes with needs of the economy.  At the same time, continue to build on current reforms including the pilot roll-out of the enhanced SHS curriculum, to work in partnership with private education, and to expanding the work immersion program to boost employability…

            “The K to 12 program,besides strengthening core skills, is designed to bridge the school-to-work gap and give students practical, preparatory and employable skills.  When properly implemented, it equips learners with the competencies needed to succeed in postsecondary education, enter the workforce, or start their own enterprises.  This is critical in an economy that continues to evolve and where demand for skilled workers is growing.

            “However, the program’s impact is only as strong as its execution.  The private sector continues to observe persistent learning gaps, inadequate immersion opportunities, and misalignments between SHS offerings and industry needs.  These challenges must be addressed urgently—starting from the early grades and continuing through to senior high school—through reforms that improve teacher quality, curriculum relevance, student support systems, and meaningful private sector engagement.”

            Once again, let me summarize the recommendations of the private sector in the most colloquial of terms:  “Please don’t throw the baby with the bathwater.”  For comments, my email address is bernardo.villegas@uap.asia.