Ating Guro-TDC Partylist

"We strongly reject and denounce the growing narrative in some quarters that the solution lies primarily in retraining teachers, as if they are to blame for the failures of the system. This perspective is not only flawed—it is profoundly unjust. Teachers are not the problem; they are among the primary victims of a system riddled with underfunding, misguided policies, and deep-rooted socio-economic inequalities."

TDC ON THE 2024 PSA FLEMMS RESULTS

The 2024 Functional Literacy, Education and Mass Media Survey (FLEMMS) results should not merely be viewed as statistical data, but as a loud, clear, and urgent call to action. The persistently low levels of functional literacy in the country reflect the chronic neglect of our educational system—something we in the teaching profession have long been warning about.

But let us be clear: this crisis is not the fault of our teachers.

We strongly reject and denounce the growing narrative in some quarters that the solution lies primarily in retraining teachers, as if they are to blame for the failures of the system. This perspective is not only flawed—it is profoundly unjust. Teachers are not the problem; they are among the primary victims of a system riddled with underfunding, misguided policies, and deep-rooted socio-economic inequalities.

Behind these troubling figures are millions of Filipino children who go to school hungry, who struggle to understand lessons while preoccupied with basic survival. These are the same learners who walk long distances to reach overcrowded, under-resourced schools; who share tattered textbooks and broken chairs; and whose parents can barely afford their school supplies. This is not merely a literacy issue—it is a social justice issue.

Yet, despite the urgency, the government’s 2025 national budget for education does not reflect any serious intent to reverse this decline. The allocation for the Department of Education once again falls far below the constitutional mandate of prioritizing education. How can we expect quality outcomes when even the most basic inputs are lacking—and the law itself is being ignored?

Worse, we continue to witness a significant portion of public funds being funneled into questionable programs, controversial infrastructure projects, patronage-driven dole-outs disguised as assistance, confidential and intelligence funds, and other non-educational priorities. This rampant misuse of taxpayers’ money, fueled by a culture of impunity and systemic corruption, robs our children and our future of the resources they rightfully deserve.

Teachers’ salaries remain low, among the lowest in Southeast Asia. Their benefits are often delayed and insufficient, while opportunities for professional development are rare, and when available, are frequently tokenistic or burdensome. Many teachers are demoralized, exhausted, and contemplating leaving the profession, not because they have lost their passion, but because the system has consistently failed to support them.

Let us not forget the congested and often unrealistic curriculum, which attempts to cover too much content in too little time, with limited instructional resources. This is further complicated by frequently changing and contradictory policies on student discipline, assessment, and teacher performance, adding more stress and confusion to an already overburdened workforce.

We cannot speak of improving literacy or learning outcomes without first addressing these root problems. Functional literacy will never improve unless we confront head-on the hunger and poverty that learners face; the demoralization and burnout of teachers; the deteriorating state of our classrooms; the chronic lack of learning resources; and a curriculum that overwhelms but underdelivers.

We call for a whole-of-society approach to solving this problem. Government, civil society, communities, private institutions, and families must all play their part. But above all, we must stop blaming our teachers. They are not the barrier to reform—they are the key to it. But they must be empowered, respected, and supported.

The Teachers’ Dignity Coalition (TDC), therefore, urges the government, particularly the legislature to act decisively through the following concrete measures:
1. Substantially increase the education budget in compliance with the Constitution, prioritizing school infrastructure, learning materials, better compensation for education workers, teacher training, and student welfare.
2. Raise the salaries of teachers and expand essential benefits, including those for health, transportation, housing, education and training, and social security.
3. Reduce class sizes by building more classrooms and hiring additional teachers, particularly to address overcrowding in primary grades and specialized classes.
4. Redirect funds lost to corruption and unnecessary spending toward meaningful education reforms and essential learner support.
5. Implement a nationwide school-based feeding program to ensure that no child has to learn on an empty stomach.
6. Hire sufficient non-teaching personnel to handle administrative tasks, allowing teachers to focus on instruction and pedagogy.
7. Reform and simplify the curriculum, focusing on foundational competencies such as literacy, numeracy, life skills, critical thinking, and civil, cultural, and citizenship education.
8. Revise teacher performance evaluation systems to make them fair, realistic, and reflective of the actual work and impact of teaching.
9. Review and rationalize policies on student discipline and assessment, striking a balance between learners’ rights and teachers’ authority.
10. Launch a national, multi-sectoral campaign to uplift literacy levels—grounded in community engagement, family involvement, sustained public investment, and a nationwide discourse that will inform and guide Congress in crafting responsive education policies.

We remind the government that education is not a privilege—it is a right. And behind every declining literacy statistic is a student with immense potential and a teacher doing their best against all odds. This crisis cannot be solved by blaming those who have kept the system afloat. It can only be solved by funding them, supporting them, and listening to them.

Let this be a turning point—not merely for improving policies, but for demanding justice for every Filipino learner, teacher, and citizen, for a future where all are truly empowered and no one is left behind.

Para sa G**o, Para sa Bata, Para sa Bayan. #

May 5, 2025

SALAMAT, LOLO KIKO!

In line with the observance of the Novemdiales or the nine days of mourning in the Vatican, the Teachers’ Dignity Coalition (TDC) pays the highest homage to His Holiness Pope Francis, a beacon of hope, and compassion whose life and papacy have inspired the world to strive for peace, equality, inclusivity, and deeper understanding among all peoples.

Pope Francis, fondly known as Lolo Kiko among the THE Filipinos, sent a message of unconditional love that echoed not only in the hearts of Catholics but also throughout the entire Christian world and among all humanity. His legacy transcends religious boundaries, and we believe that all churches—not just the Catholic Church—should emulate his example in guiding their flock with humility, courage, and love.

The TDC shares Pope Francis’ deep concern for working people, including teachers. His unwavering commitment to freedom, peace, and social justice—manifested through his defense of the poor, the weak, the marginalized, and the oppressed—will endure as a powerful testament to servant leadership.

We hope that the Conclave will choose a new leader who shares Francis’ relentless advocacy for justice. May the Church continue to stand firmly with the working class and uphold the dignity of every human person.

We believe that the legacy of Lolo Koko will not merely inspire hope, but will compel us to organize, struggle, and work collectively toward building a just, peaceful, and truly humane society free from oppression and inequality.

April 30, 2025

TDC STATEMENT ON RECENT BULLYING INCIDENTS

The Teachers’ Dignity Coalition (TDC) expresses deep concern over the recent incidents of bullying in Metro Manila schools, particularly the cases at Bagong Silangan High School in Quezon City and Moonwalk National High School in Parañaque City. These incidents—one of which was captured in a viral video showing a female student being physically attacked by several classmates, and another which tragically ended in a student’s death due to a stabbing—are deeply disturbing and heartbreaking.

These cases reflect the urgent need to strengthen our collective efforts to protect children and ensure their safety in schools. While several policies are already in place, such as the DepEd Child Protection Policy, the Anti-Child Abuse Law, the Anti-Bullying Law, and the Cybercrime Prevention Act, these recent cases highlight the gap in enforcement and the importance of shared responsibility among all sectors of society.

We welcome the move of the Senate Committee on Basic Education, chaired by Senator Sherwin Gatchalian, to investigate. The TDC believes that this immediate response is crucial not only in understanding the root causes of school bullying but also in gathering insights from key stakeholders—including teachers, parents, students, and child development experts. A thorough and inclusive inquiry will help craft more responsive policies or improve the implementation of existing laws to ensure safer, more nurturing learning environments for all learners.

While we recognize the critical role of schools and teachers in shaping student behavior, the TDC also emphasizes that discipline, values formation, and emotional development must begin at home. Preventing bullying requires a collective approach involving families, schools, communities, the media, and government institutions.

Finally, the TDC strongly urges the Department of Education and relevant agencies to prioritize the implementation of Republic Act No. 12080, or the Basic Education Mental Health and Well-Being Promotion Act. This law provides for stronger and more accessible guidance and counseling services in our public schools—an essential step in addressing the emotional and psychological needs of our learners.

We call on all stakeholders to work together—not just in crafting policies but in implementing meaningful solutions with compassion, vigilance, and accountability. Our children deserve no less. #

April 8, 2025

PETITION CHALLENGING 2025 NATIONAL BUDGET FILED AT SUPREME COURT

Teachers' Dignity Coalition (TDC) Chairperson Benjo Basas, Freedom from Debt Coalition (FDC) Secretary-General Rovik Obanil, and Philippine Alliance of Human Rights Advocates (PAHRA) Secretary-General Egay Cabalitan, accompanied by their legal counsel, Atty. Aaron Pedrosa, formally filed the petition questioning the constitutionality of the 2025 National Budget at the Supreme Court early this afternoon.

The petitioners criticized the P1.05 trillion allocation to the Department of Public Works and Highways (DPWH), which surpassed the combined budgets of education-related agencies totaling only P913.3 billion. They also condemned the government's reclassification of funds, which allegedly inflated the education budget by including allocations for institutions outside the traditional education sector.

Following the filing, they addressed questions from the media.

STO. NIÑO ELEMENTARY SCHOOL

TDC Chair Benjo Basas served as the guest speaker for the SLAC and SOSA of Sto. Niño Elementary School in Bagong Silang, headed by school principal Dr. Moises Tamondong, on March 21.

Basas provided updates on several concerns, including the expanded career progression, medical allowance, and the anticipated PBB for 2023.

The event also coincided with the 53rd birthday of Dr. Moises Tamondong, which was marked by a surprise celebration prepared by the teachers, led by Faculty Club President Mr. Percival Real.