STATUS OF MULTIGRADE

PROGRAM
What is Multigrade Program?

 Multigrade Program is an innovate approach implemented by

the Department of Education (DepEd) to provide accessible
schooling in remote areas, addressing teacher shortages and
limited school facilities.
A. Practices and Strategies in Implementing Multigrade
Instruction
 SEAMEO INNOTECH conducted a work in 2010 to identify the
quality indicators of multigrade instruction in Southeast Asia.
• Cambodia
• Indonesia
• Malaysia
• Myanmar
• Philippines
• Thailand
• Timor-Leste
• Vietnam
a. Organization
b. Teaching-learning process
c. Learning environments and facilities
d. Curricular development and
implementation
e. Teaching-learning materials
f. Assessment
B. Status of Multigrade Teaching in the Philippines
 A three-party partnership with the Depeartment of Education,
SEAMEO INNOTECH, and UNICEFF in 2017 reviewed the
effectiveness of the Multigrade Program for Education in the
Philippines (MPPE).
(a.) The overall quality of the implementation of MPPE demonstrates
evidence of partial to adequate compliance of different program
components with existing policies.
(b.) In the following areas, there was adequate compliance:
organization of the classroom, class programs, capacity building, and
hiring of teachers and movement.
(c.) Appropriate classroom oraganizations have been implemented in
terms of class size and grade combinations, adherence to appropriate
class schedules, active participation in training program and are
managed and operated by qualified teaching staff.
(d.) The following challenges hinder full compliance with existing
policies. (i)Combining kindergarten class with levels of upper grade;
(ii)Lack of training in contextualizing teaching and learning
materials, especially in the absence of MTB-MLE resources;
(iii)Lack of multigrade teacher preparation, non-inclusion of
multigrade teaching in Teacher Induction Programs prior to
Multigrade setting deployment; (iv)Fast multigrade teacher turnover.
(e) Partial compliance with the following namely:
• School facilities
• Basic classroom features
• Teacher incentives
• Resources for teaching and learning
• including MTB-MLE resources; and
• Allocation of funds.
C. Positive Outcome/Advantages and Drawbacks/Challenges of
Multigrade Classes
 Aryal, P. et al (2003) identified the following positive outcomes and
drawbacks of multigrade classes.
The positive outcomes:
(a.) it can develop independent learning
(b.) it makes use of pupils-centered teaching approaches
(c.) materials revision is easier
(d.) it increases pupil interaction
(e.) students advance at their own pace
(f.) it utilizes the concept of monitoring and peer tutoring
(g.) it supports group learning
The drawbacks are:
(a.) if multigrade programs are not supported, there is a possibility of
low student achievement in multigrade schools
(b.) multigrade teaching requires more time and organizational skills
form teacher
(c.) teachers require intensive training with special emphasis on
teaching materials; and
(d.) students often have to work independently.
Mathot, G.B. (2001) identified the advantages and challenges of
Multigrade Teaching.
The Advantages are:
(a.) when the techniques of teaching multigrade classes are mastered,
student in multigrade classes can be among the high performers;
(b.) teachers can address various social issues, such as the promotion of
health, agriculture and microfinance;
(c.) low ratio of student to teacher;
(d.) a chance to have highly individualized teaching; and
(e.) an opportunity for the students themselves to develop management,
leadership, and cooperative skill.
The challenges are:
(a.) In training colleges, the skills needed to handle student and teach
in a multigrade setting are typically not taught;
(b.) Teachers are required to know and effectively teach different
subject areas; and
(c.) In addition to those needed in the particular subject areas, the
teacher is expected to have a variety of abilities and talents.
THANK YOU!