Bases of the Multi-grade Program in the Philippines

2. The Department of Education issued the following memoranda with regard the
implementation of the multi-grade classes in the Philippines:
 In D.O #96 , 1997, the following guidelines were stipulated with regard to Multi-
grade classes
Department Order (D.O.) No. 96, issued in 1997, outlined comprehensive policies and
guidelines for the organization and operation of multigrade (MG) classes in the
Philippines. This order aimed to ensure access to quality education for all children,
particularly those residing in remote areas with limited educational resources.

D.O. No. 96 served as a foundational policy document for multigrade education in the
Philippines. It established a framework for organizing, operating, and supporting MG
classes, ultimately contributing to the expansion of educational access and the
improvement of learning outcomes for students in remote areas. The order's focus on
teacher training, resource allocation, and curriculum development continues to inform
and guide multigrade education practices in the country.

I. Protect and promote the rights of all citizen’s to accessible quality education at
all levels.
The right to education is a fundamental human right, enshrined in numerous international
and national legal frameworks. This right encompasses not only access to education but
also the right to receive an education of good quality, accessible to all citizens at all
levels. This means ensuring that every individual, regardless of their background, has the
opportunity to reach their full potential through education.
The concept of the right to education gained prominence after World War II. The
Universal Declaration of Human Rights (1948) asserted for the first time that everyone
has the right to education. This declaration catalyzed a global movement towards
ensuring universal access to quality education, fostering a new era of inclusivity. The
International Covenant on Economic, Social and Cultural Rights (1966) further
elaborated on this right, stating that "education shall be directed to the full development
of the human personality and to the strengthening of respect for human rights and
fundamental freedoms." The Convention on the Rights of the Child (1989) also reinforces
this right, emphasizing the importance of quality education for children's well-being and
development.
Protecting and promoting the right to accessible quality education at all levels is essential
for creating a just and equitable society. By ensuring that all individuals have the
opportunity to learn and reach their full potential, we can foster economic growth, social
progress, and a more peaceful and prosperous world.
 II. Complete six (6) grade levels to children in the remote barangays
The 1987 Philippine Constitution, in Article XIV, Section 1, explicitly states that "the
State shall protect and promote the right of all citizens to quality education at all levels,
and shall take appropriate steps to make such education accessible to all." This
constitutional provision serves as the legal foundation for ensuring that children in remote
barangays have access to a complete elementary education.
The challenge of providing complete six (6) grade levels of education to children in
remote barangays in the Philippines is a complex one, intertwined with issues of
accessibility, resources, and teacher availability. While the Philippine Constitution
guarantees the right to quality education for all citizens, the reality on the ground often
presents significant obstacles.
Challenges in Remote Areas Remote barangays often face unique challenges that hinder
the provision of complete six-grade education such as
Limited enrolment
Teacher Shortage
Lack infrastructure
Providing complete six-grade education to children in remote barangays is an ongoing
challenge in the Philippines. The MPPE is a crucial step towards achieving this goal, but
it requires continued investment, innovation, and collaboration to ensure that all children
have access to quality education, regardless of their location.
III. A multi-grade class is defined as a class of two (2) or more grades under one
teacher and a complete or incomplete elementary school
A multi-grade class, also known as a combination class or a split class, is a unique
educational arrangement where students from two or more grade levels are taught
together in a single classroom by one teacher. This model is often employed in complete
or incomplete elementary schools, particularly in rural or remote areas where student
enrollment is low.
Understanding the Multigrade Class Structure Imagine a classroom where you have first-
graders learning their ABCs alongside third-graders tackling basic multiplication. This is
the essence of a multi-grade class. The teacher in this setting faces the challenge of
catering to the diverse learning needs of students at different developmental stages.
IV. The class size is 8-35 pupils
The class size of 8-35 pupils in multigrade classes is a reflection of the unique challenges
and realities of providing education in remote and underserved areas. This range
represents a balance between ensuring adequate teacher-student interaction, maximizing
resource utilization, and accommodating the limited student populations often found in
these communities.
Why the Range of 8-35 Pupils?
- Limited Enrollment: In remote barangays, student populations are often smaller
compared to urban areas. This makes it impractical and sometimes impossible to
maintain separate classrooms for each grade level.
- Teacher Availability: Recruiting and retaining qualified teachers in remote areas
can be challenging due to factors such as limited career advancement
opportunities, lack of infrastructure, and isolation.
- Resource Constraints: Schools in remote areas often have limited resources,
including classrooms, learning materials, and technology.