DEPED’s Catch-up Fridays: How Students, Teachers, and Parents Feel About the New Initiative

The Department of Education (DepEd) launched the Catch-up Fridays program on January 12, 2024, to address the learning gaps among students in basic education. The program dedicates every Friday of the school year to reading, values, peace, and health education, as well as homeroom guidance. The program is not graded, but aims to reinforce learning and enhance skills among students.

The Reaction

The Catch-up Fridays program has received mixed reactions from students, teachers, and parents. Some students welcomed the program, saying that it helps them improve their reading comprehension, critical thinking, and self-expression. They also said that they enjoy the activities and the topics, which are relevant and interesting to them. They also appreciated the opportunity to interact and bond with their classmates and teachers.

However, some students complained that the program adds to their workload and stress, as they have to catch up with their regular subjects on the other days of the week. They also said that they prefer to have more free time and flexibility on Fridays, especially during the pandemic. They also expressed their boredom and frustration with the program, saying that it is repetitive and boring.

Teachers also had varying opinions on the program. Some teachers praised the program, saying that it helps them address the learning needs and difficulties of their students, especially those who are struggling with reading and other subjects. They also said that the program allows them to be more creative and innovative in their teaching methods and strategies. They also said that the program fosters a positive and supportive learning environment in their classrooms.

However, some teachers criticized the program, saying that it adds to their workload and pressure, as they have to prepare and implement the program, while also covering the curriculum and meeting the standards of their regular subjects. They also said that the program lacks clear guidelines and resources, and that they have to rely on their own initiative and materials. They also said that the program poses challenges in terms of classroom management and assessment, as some students are not motivated and engaged in the program.

Parents also had different views on the program. Some parents applauded the program, saying that it helps their children develop their reading and other skills, as well as their values and attitudes. They also said that the program supports their children’s holistic development and well-being, especially during the pandemic. They also said that the program enhances their involvement and communication with their children and their teachers.

However, some parents questioned the program, saying that it interferes with their children’s schedule and routine, as they have to adjust their time and resources to accommodate the program. They also said that the program does not address the core issues and problems of the education system, such as the lack of quality and equity, and the impact of the pandemic. They also said that the program does not consider the diverse needs and preferences of their children and their families.