` Module 1 Overview on Multi-Grade Education

Overview

The Constitution states that the state shall protect and provide the rights of all citizens to
quality education at all levels and take appropriate steps to make education accessible to all,
and so it is hereby declared a policy that all public elementary schools, as much as practicable
and considering the existing facilities and teachers, will offer complete six (6) grade levels to
children in the remotest barangay. (DECS Order No. 38. s.1993)
Thus, the Multi-Grade Program becomes one of the major thrusts of basic education. This is the
education sector’s contribution to people empowerment. DECS Order No. 38, s. 1993 spelled
out how the incomplete elementary schools shall be expanded to accommodate all school
children in schools with less than six (6) teachers. While the priority is still the organization of
single grade classes, multi-grade classes will be organized, if the number of children to be
enrolled does not meet the required number to organize a single-grade class and if there are not
enough teachers in a school. So in a two-teacher school for instance, one will handle Grades I-
III and the other will handle Grades IV-VI.

Learning Outcomes

Demonstrate mastery of the content regarding educational policies in multi-grade teaching.

Lesson 1 Overview on Multi-Grade Education

A. Educational Policies in Multi-Grade Teaching

Multi-grade schools were the first kind of schools in North America. The one room
school house was the most common model of formal education programs for elementary school
children before the 1880’s It was then before the single grade classes were organized
Today multigrade schools are found in many suburban and rural schools in America and
Europe. They provide quality educational programs in rural parts of Scotland, Britain and in the
Scandinavian countries. In France, Netherlands and Canada the small villages and towns
consider multigrade schools as better alternatives to single grade schools. (Thomas and
Thomas 1992)
In the Philippines, the first mission schools were organized as multigrade schools. Single grade
schooling was introduced in the early 1900 by the Americans. Multigrade schools were
organized as a matter of necessity for remote barangays. Aside from the limited enrolment, the
distance of the barangay to a school, teacher shortage, lack of funds for school buildings and
other facilities also led to the organization of multigrade schools in the different parts of the
country.
There is a negative impression that multigrade classes are poor substitutes for single
grade classes and were organized just to answer the problem of access and not quality. On the
contrary, multigrade classes are considered equally effective in the industrialized countries
where they are part of the educational system especially in the more sparsely populated areas.
Studies abroad have shown that pupils can benefit from the multigrade programs when these
are properly implemented. Effective multigrade teaching involves much more than simply
grouping one grade per teacher and classroom. Good and creative teachers who will deliver
better and effective instruction are far more important in multigrade teaching. There is a need for
more elaborate preparation by the teacher and the use of a variety of different learning modes.
It is noteworthy that some private schools in the country opted to organize multigrade classes
because of the advantages of inter-aged grouping or multi-level classes. These private schools
consider the benefits of multigrade classes worth the trouble of organizing them. There were
also some creative public schools in the urban provinces who have experimented organizing
multigrade classes and gained positive results. Achievement levels of pupils were found much
better than some of their counterparts in the single grade classes.
Aside from acquiring better cognitive skills, the pupils exhibited more desirable attitudes and
behaviors due to multi-aged groupings. In answer to the problem of access to quality education,
the Department of Education through the Bureau of Elementary Education (BEE) undertakes
the Multigrade Program in the Philippines (MPPE).

Revised Implementation Guidelines of the Multi-Grade Program

I. Rationale
1. During the UN Summit in September 2015, the post 2015 agenda called the Sustainable
Development Goals (SDGs) was launched. It will build on the achievements of the Millennium
Development Goals (MDGs) particularly on No, 3- achieving universal primary education
originally targeted by 2015. SDG No. 4 is on ensuring inclusive and equitable quality education
and promote lifelong learning opportunities for all – “By 2030, ensure that all girls and boys
complete free, equitable and quality primary and secondary education leading to relevant and
effective learning outcomes”.
2. It has been declared a Policy of the State (The Education Act of 1982) that the
educational system shall make maximum contribution to the attainment of national development
goals; that among others the State shall promote and maintain equality of access to education
and of employment of the benefits of education by all citizens; that the educational system reach
out to serve educationally deprived communities to enrich their participation in the community
and national life, and to unify all Filipinos into a free and just nation. This was reiterated in the
1987 Constitution which guarantees the right to education of every Filipino. Such right to
education is further emphasized in the Republic Act 9155 or the Governance of Basic Education
Act of 2001. This landmark law also decentralizes education governance and decision-making,
thereby allowing education leaders and managers to deliver demand-driven services on the
ground including multi-grade schools.
3. Meanwhile, the Implementing Rules and Regulations of Republic Act 10533, an Act
Enhancing the Philippine Basic Education System declares that the enhanced basic education
should implement inclusiveness through programs designed to address the physical,
intellectual, psychosocial, and cultural needs of learners such as but not limited to geographic
isolation, chronic illness, displacement due to armed conflict, urban resettlement, or disasters,
child abuse and child labor practices.
4. The State has consistently addressed the provision of access to quality basic education
for all Filipinos since the establishment of the public school system more than a century ago.
This is consistent with its vision of fostering inclusive and participatory development with
education playing a key role in nation building. The Multi-grade Program is one of the flagship
programs of the Department to ensure continuous provision of quality elementary education
services to far-flung, isolated and poor communities in the archipelago.
5. Improved access to elementary education through the provision of multi-grade program
was formally introduced to the public school system through DECS Order No. 38, s. 1993 and
DECS Order No. 78, s. 1993. Public elementary schools were encouraged to provide complete
grade levels or to organized combination and multi-grade classes to schools constrained by
availability of facilities and teachers.
6. Several policies, guidelines and memoranda have been issued since the launching of
the Multi-Grade Program in 1993. However, as the Department proceeds with the national roll
out of the K to 12 Basic Education Program, the Multi-Grade Program requires comprehensive
reprogramming to address the demands in curriculum contextualization, materials development
and teacher development, among others. Thus, to strengthen and unify the program, disparate
policies have been reviewed and consolidated which resulted to the issuance of this omnibus
policy.

II. Statement of Purpose and Scope of the Policy

1. One of the continuing initiatives of the Department along its thrust of increasing access
to and quality elementary education is the strengthening of the implementation of Multi-grade
Program under the K to 12 system through clearly defined standards, mechanisms and
processes in the organization of multi-grade classes, adoption of multi-grade teaching as well
as content of the curriculum, mode of instruction, provision of education resources,
administration of assessment, development of pupils and teachers, incentives and benefits of
teachers, creation of appropriate learning environment, and monitoring and supervision of
schools.
2. This DepEd Order provides a framework and comprehensive guidelines for a more
efficient and effective implementation of the Multi-Grade Program through provision of
adequate, appropriate, timely and quality interventions. Specifically, this policy:

a) Defines the roles and accountabilities for program managers from the Central Office (CO)to
the field offices and the schools;
b) Rearticulates the framework for effective implementation of the Multi-Grade Program under
the K to 12 systems;
c) Redefines the multi-grade schools for learners in remote and disadvantaged areas by
articulating the appropriate multi-grade curriculum support system such as teachers, learning
environment, instructional materials, among others; and
d) Strengthens community-school partnerships in support of the Multi-Grade Program.

III. Definition of Terms

For purposes of this Order, the following terms are defined as follows:
a. Multi-grade School refers to a school which has a class or classes that combine pupils of
different grade levels in one classroom.
b. Multi-grade class is defined as a class of 2 or more grades under the responsibility of
one teacher in a complete or incomplete elementary school. The term multi-grade is used to
include a combination class (composed of 2 grades) or multi-grade class (composed of 3 or
more grades).
c. Multi-grade Teacher refers to a teacher handling a multi-grade class.
d. Multi-grade Teaching refers to teaching one class of several grade levels with different
curricula under the supervision of one teacher.
Multi-grade Teaching refers to teaching one class of several grade levels using different
curricula.
e. Teacher Aide refers to a person assisting the multi-grade teacher inside and outside the
classroom. His/her job includes supervision of pupils during group learning activities, during
break time, on the playground, and on field trips.

IV. Organization of Multi-Grade Classes and Adoption of Multi-Grade Teaching

1. Demographic and pedagogical considerations are the reasons for organizing multi-grade
classes and adopting multi-grade teaching. Newly established schools in remote areas and
indigenous communities tend to combine classes since enrolment does not warrant the
organization of a mono-grade class. Additionally, multi-grade classrooms can be viewed as
another way to organize learners in the classroom. This modality may be adopted by schools
that wish to explore more flexibility and less traditional ways of delivering basic education.

2. Multi-grade schools may operate with a minimum of five (5) and a maximum of twenty-
five (25) learners per multi-grade class. It shall be organized by key stage and may follow the
combination of classes as shown in the table below.

Organization of Combination and Multi-Grade Classes

No. of Personnel and Classes

Grades Option 1 Option 2
Offered Offering 4 classes Offering 3 classes
Kinder Kindergarten class = 1 Kindergarten class = 1 teacher
to teacher Grades 1, 2, & 3 = 1 teacher
Grade Grades 1 & 2 = 1 teacher Grades 4, 5, & 6 = 1 teacher
6 Grades 3 & 4 = 1 teacher
Grades 5 & 6 = 1 teacher Teacher Aide = 1
Teacher Aide = 1 Total = 4
Total = 5

3. It is important to note that multi-grade teachers can better handle classes that are within
consecutive grade levels. Also, multi-grade schools can function well with a support of a teacher
aide.
4. Consistent with the Kindergarten Education Program articulated in DepEd Order No. 47,
s. 2016, kindergarten class will be treated as a single grade class and shall be managed by one
teacher. As part of elementary education, kindergarten has different set of standards and
competencies appropriate to five year-old learners’ needs, backgrounds, interests and
experiences.

ACTIVITIES:
A. Reflect:
1. In what ways is the state protecting and promoting the right of all citizens to quality
education at all levels? Explain.
2. What could be the reasons why developing countries still opted to organize multigrade
schools, when they can organize schools offering single-grade classes?
3. How will you react if you are asked to handle a multigrade class in a remote barangay?
Explain your answer.
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