MANILA, Philippines — The Department of Education (DepEd) has officially released new guidelines aimed at strengthening classroom assessment, grading practices, and the system of awards and recognition for learners under the K to 12 Basic Education Program.

Under DepEd Order No. 015, series of 2026, signed and released on June 4, 2026, the department introduced the Revised Guidelines on Classroom Assessment, Grading Systems and Awards and Recognition for the Revised K to 12 Basic Education Curriculum, a move intended to ensure a more responsive and learner-centered educational framework nationwide.

According to the department, the revised guidelines are anchored on the implementation of Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, and are aligned with the rollout of the revised Kindergarten to Grade 10 curriculum and the strengthened Senior High School curriculum.

DepEd emphasized that classroom assessment plays a crucial role in measuring learner progress and achievement. Through effective assessment methods, teachers are expected to gain a clearer understanding of students’ strengths, learning gaps, and developmental needs. The department noted that assessment should not merely serve as a tool for assigning grades but should also guide instruction and support learners in achieving educational standards.

The revised policy seeks to improve transparency and consistency in grading practices across public elementary and secondary schools. It also aims to provide teachers with a framework that promotes fairness, accountability, and accuracy in evaluating student performance.

Education officials explained that the updated guidelines were developed to address evolving educational needs and ensure that assessment methods remain relevant in today’s learning environment. By strengthening assessment practices, the department hopes to foster deeper learning, encourage critical thinking, and support the holistic development of Filipino learners.

The new guidelines are set to take effect beginning School Year 2026–2027 in all public elementary and secondary schools throughout the country. This implementation coincides with the phased rollout of the revised curriculum, which is expected to bring significant changes to teaching and learning approaches in Philippine basic education.

For private schools, DepEd stated that institutions may adopt the revised guidelines while taking into consideration their respective philosophies, visions, and missions. However, any modifications must receive approval from the appropriate DepEd regional office to ensure alignment with national education standards.

The order also recognizes the unique circumstances of special programs and educational institutions. As such, supplementary guidelines may be issued when necessary, provided that they remain consistent with the core principles outlined in the revised assessment framework.

In line with the policy update, DepEd formally repealed several previous issuances, including provisions under DepEd Order No. 8, s. 2015, and DepEd Order No. 36, s. 2016, which previously governed classroom assessment and awards and recognition in the K to 12 Basic Education Program. The department clarified that the new order supersedes outdated provisions to ensure that assessment practices remain aligned with current curriculum reforms.

Education stakeholders, including school administrators, teachers, parents, and learners, are expected to benefit from the updated guidelines as they promote a more comprehensive and learner-focused approach to assessment. DepEd expressed confidence that the revised policy will contribute to improving educational outcomes and strengthening the quality of basic education across the country.

With the implementation of the revised assessment and grading system, the department continues its efforts to modernize Philippine education and equip learners with the competencies needed to thrive in an increasingly complex and rapidly changing world.

CLASS DAYS – the total number of days allocated for teaching and learning from the start of Term ! to the end of Term 3 under the Three-Term School Calendar.

END-OF-TERM BLOCK – the period between terms allocated for grade computation, conduct of co-curricular and extra-curricular activities and competitions at the school, division and regional levels, implementation of the ARAL Program, professional development activities, and wellness break for teachers and learners.

INSTRUCTIONAL BLOCK – a designated period of class days or protected instructional time devoted to teaching and learning across all approved learning delivery modalities.

OPENING BLOCK – the initial phase of Term 1, covering beginning-of-school-year (BOSY) activities including assessments, health checks, and orientation programs for learners and parents.

TERM – a division of the Three-Term School Calendar composed of an Opening Block (applicable only to Term !), Instructional Block, and End-of-Term Block.

TERM EXAMINATION – the summative assessment administered during the last week of the Instructional Block in each term.

THREE-TERM SCHOOL CALENDAR – the school calendar organized into three terms within a school year.

WELLNESS BREAK – a scheduled and protected period within the End-of-Term Block dedicated to the physical, mental, social, and emotional well-being of teachers and learners. During the allotted days, academic tasks and formal instruction are suspended to allow rest, stress recovery, and participation in wellness activities.

New 3-Term School Calendar: Simpler, Longer Classes, Better Learning

The school year is getting a fresh, easier-to-follow structure — moving to a three-term calendar designed to give students more steady learning time and fewer short breaks.

The whole school year has 200 to 220 class days in total, spread across three terms:

• Term 1: 74 days
  • Starts with 5 days of school in June
  • Followed by 64 straight days of classes through July and August
  • Ends with a 10-day break in early September
• Term 2: 73 days
  • 63 straight school days from October to November
  • Ends with a 10-day break in December, plus a short year-end holiday
• Term 3: 73 days
  • 63 straight school days from January to February
  • Ends with a 10-day break in March, before the summer break starts in April

Three-Term School Calendar Structure

10. The school year shall consist of not more than two hundred twenty (220) class days and shall start not earlier than the first Monday of June and not later than the last day of August [RA 11480].

Overview of Three-Term Structure

Total Class Days: 200–220 days

• TERM 1 (77 days)
  • 5 days — June
  • 62 days — July, August
  • 10 days — September
• TERM 2 (72 days)
  • 62 days — October, November
  • 10 days — December
  • (Year-End Break)
• TERM 3 (71 days)
  • 61 days — January, February
  • 10 days — March
  • (Start of Summer Break — April)

The Three-Term School Calendar shall include three (3) terms consisting of the Opening Block, Instructional Block, and End-of-Term Block.

🟡 Opening Block

(4–5 days | Term 1 only)

• For beginning of the school year activities

🟢 Instructional Block

(61–62 days per term)

• Dedicated to teaching and learning
• Minimal disruptions from non-academic activities

🔴 End-of-Term Block

(8–10 days per term)

• Computing grades
• Preparing and checking school forms
• Parent-teacher meetings and giving report cards
• Remedial classes or extra lessons
• Other teaching-related tasks
• School programs, clubs, and extra activities
• Teacher training (INSET)
• Wellness break

SUMMARY OF TRIMESTER CALENDAR

S.Y. 2026 – 2027

Table

Classes days of Holidays

Number of Class Days per Month

NON-EXHAUSTIVE LIST OF NATIONWIDE REGULAR AND SPECIAL HOLIDAYS

(REPUBLIC ACT 9492)

Five Core Subjects

The core subjects have been streamlined, from 15 to 5, and aligned with General Education (GE) subjects.

📚 15 Current SHS Core Subjects

• Oral Communication
• Reading and Writing Skills
• 21st Century Literature from the Philippines and the World
• Media and Information Literacy
• Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino
• Pagbasa at Pagsuri ng Iba’t-ibang Teksto Tungo sa Pananaliksik
• Personal Development
• Physical Education (Fitness, Sports, Dance, Recreational Activities) / HOPE
• General Mathematics
• Statistics and Probability
• Earth and Life Science (for STEM: Earth Science)
• Physical Science (for STEM: Disaster and Risk Reduction Management)
• Understanding Culture, Politics, and Society
• Contemporary Philippine Arts from the Regions
• Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao

✅ 5 Core Subjects & Alignment with CHED GE Subjects

Five Core Subjects

The five core subjects are aligned to the CHED GE Subjects. These subjects are fully delivered in Grade 11 and no longer offered in Grade 12.

Schedule Details (per subject, per semester):

• 1 hour per day
• 4 days per week
• Duration: 1 School Year
• Total: 160 instructional hours per core subject for Grade 11

📋 List of 5 Core Subjects

Who will teach the Core Subjects?

5 Core Subjects and Possible Teacher Assignments

• Effective Communication / Mabisang Komunikasyon – English and Filipino Teachers
• Life and Career Skills – Values, PE (HOPE), and Personal Development (PerDev) Teachers
• General Mathematics – Mathematics Teachers
• General Science – Science Teachers (any major)
• Pag-aaral ng Kasaysayan at Lipunang Pilipino – Araling Panlipunan / Social Science Teachers

Note: Teachers may be reassigned to teach the electives that are related to the core subjects that they used to teach.

Streamlined and updated electives

In the Strengthened SHS Curriculum:

1. There are no more strands.Learners no longer enter fixed strands. Instead, learners take core subjects and choose electives based on their interests and goals.
2. Electives are organized into clusters.A cluster is a grouping of related elective subjects within a track. Clusters help structure choices while maintaining flexibility.
3. Clusters are not strands.Strands are fixed pathways. Clusters only organize electives, and they do not restrict learners to a single, fixed set of subjects.

Streamlined and updated electives

There are Academic Clusters, and Technical Professional Clusters.

The new subjects (electives) are grouped into the following clusters:

Clusters of Electives

Academic

• Arts, Social Sciences, and Humanities
• Business and Entrepreneurship
• Science, Technology, Engineering, and Mathematics (STEM)
• Sports, Health, and Wellness
• Field Experience

TechPro

• Aesthetic, Wellness, and Human Care
• Agri-Fishery Business and Food Innovation
• Artisanny and Creative Enterprise
• Automotive and Small Engine Technologies
• Construction and Building Technologies
• Creative Arts and Design Technologies
• Hospitality and Tourism
• ICT Support and Computer Programming Technologies
• Industrial Technologies
• Maritime Transport

Subjects are grouped into clusters to help schools efficiently organize teachers and learning resources. However, clusters are not the same as strands because schools are not required to offer all electives within a cluster, and students can choose electives across multiple clusters.

Updated Time Allotment

The time allotment for the core and electives have been revised to better meet the requirements of the curriculum.

Core Purpose of the Grading System

First and foremost, the policy emphasizes that classroom assessment and grading are not merely tools for assigning marks or ranks. As stated in the guidelines, the grading system is designed to play a crucial role in addressing concerns regarding student learning and development. Its primary goal is to track the progress of learners, identify their strengths and gaps, and guide teachers in adjusting their instruction to ensure every student meets the required curriculum standards. Grades are meant to reflect what learners know, understand, and are able to do, rather than just their performance relative to their classmates.

Scope and Implementation

The provisions outlined in this order apply to all public schools under the Department of Education, covering the entire K to 12 Basic Education Program—from Kindergarten to Grade 12.

For private schools and non-DepEd schools, the guidelines serve as a recommended standard. They are encouraged to adopt these guidelines, but they also have the flexibility to modify them. However, any changes or adjustments made by private institutions must align with their own philosophy, vision, and mission, and importantly, these modifications require the approval of the appropriate DepEd Regional Office to ensure consistency with national standards.

Furthermore, schools offering special programs (such as sports, arts, or science high schools) may issue their own supplementary guidelines. These additional rules must address the unique assessment needs of their specialized curriculum while remaining strictly consistent with the core principles set in DepEd Order No. 015, s. 2026.

Standards-Based Grading

One of the most significant declarations in the document is the shift toward curriculum standards-based grading. This means that the assessment and grading of students are strictly anchored on the learning competencies and content standards defined in the K to 12 curriculum.

Under this system, a student’s grade represents the level of proficiency they have achieved in specific learning objectives. It moves away from a purely normative approach (grading based on the average performance of the class) toward a criterion-referenced approach (grading based on fixed standards of what should be learned). As explicitly mentioned in the guidelines, students are to be assessed and eventually recognized for awards based on how well they meet or exceed these curriculum standards.

Summative assessment checks how much students have learned at key points in the school year, especially at the end of each term. It shows their progress and proves what they know, can do, and understand in terms of knowledge, skills, and values. There are three main types:

1. Written / Oral Works (WWs)

What it means:

These are tasks where students answer in writing or speak aloud. Examples: recitations, short quizzes, seatwork, or written exercises.

Requirement:

Teachers must give at least 3 and at most 5 of these per term.

Why it is used:

To check understanding of lessons, recall facts, and practice communication skills — both written and spoken.

2. Product / Performance Tasks (PTs)

What it means:

These are activities where students use what they learned to create something or perform a task. Examples: projects, experiments, presentations, demonstrations, or creative works.

Requirement:

Teachers must give at least 2 and at most 3 of these per term.

Why it is used:

To measure if students can apply their knowledge in real or different situations, not just memorize ideas.

3. Summative Tests and Term Examination (STs & TE)

What it means:

• Summative Tests (STs): Short tests given at fixed times during the term.
  • Given 2 times per term
  • First test: covers the first 15 teaching days
  • Second test: covers the next 15 teaching days
• Term Examination (TE): The major exam at the end of the term. It covers all important topics from the summative tests and lessons taught earlier.Why it is used:To review and measure learning over specific periods, and to check full mastery of the whole term’s lessons before moving to the next term.

✅ Summary:

• WWs: Quizzes, recitations → 3–5 per term
• PTs: Projects, experiments → 2–3 per term
• STs & TE: Periodic tests + end-of-term exam → 2 STs + 1 Term Exam per term

Awards and Recognition

Regarding recognition, the order clarifies that honors, awards, and citations shall be awarded based on the results of this standardized grading system. Academic distinctions are not given arbitrarily; they are determined by the learner’s ability to demonstrate mastery of the subject matter and performance standards. This ensures that recognition is fair, transparent, and truly reflective of the student’s academic achievement and skill acquisition.

AWARDS AND RECOGNITION

(From DepEd Order No. 015, Series of 2026)

I. GENERAL PRINCIPLES

Awards and recognition shall be given to learners who demonstrate outstanding performance, exemplary conduct, and remarkable achievements in academics, leadership, arts, sports, and other specialized fields. These are intended to motivate learners to strive for excellence, uphold values, and contribute positively to the school and community.

Recognition shall be based on clear, objective, and transparent criteria, aligned with the learning competencies, values education, and standards set in the strengthened curriculum. Awards shall be given at the end of each school year, during the Recognition or Graduation Ceremony.

II. CATEGORIES OF AWARDS

A. ACADEMIC EXCELLENCE AWARDS

These are given to learners who attain high academic standing based on their general average and performance in all subjects.

1. With Highest Honors
   • Criteria: General Average of 98–100, with no grade below 90 in any subject, and consistent demonstration of core values.
   • Description: For learners who show exceptional mastery of all subjects and outstanding performance across all learning areas.
2. With High Honors
   • Criteria: General Average of 95–97, with no grade below 88 in any subject, and consistent demonstration of core values.
   • Description: For learners who demonstrate superior knowledge, skills, and understanding in all learning areas.
3. With Honors
   • Criteria: General Average of 90–94, with no grade below 85 in any subject, and consistent demonstration of core values.
   • Description: For learners who show commendable performance and proficiency in all subjects.

Important Rule:

In the new curriculum structure, awards are computed based on grades from Grade 11 and Grade 12, following the three-term school calendar. Grades are taken from Core Subjects, Electives, and Work Immersion / Field Experience.

B. SPECIAL AWARDS

These recognize excellence in specific areas, talents, skills, and contributions beyond academic grades. These are awarded based on performance, participation, and demonstrated competence in specific fields.

1. Leadership Award
   • Given to learners who have shown exemplary leadership in school organizations, student government, class activities, or community projects. They must show responsibility, initiative, and ability to guide and serve others.
2. Service Award
   • Given to learners who rendered voluntary, meaningful, and consistent service to the school, community, or fellow students without expecting reward. Recognizes acts of kindness, helpfulness, and commitment to public good.
3. Best in Field Experience / Work Immersion
   • Given to learners who performed excellently during their practical training, work immersion, or field experience. Criteria include performance rating, feedback from partner industries/institutions, work ethics, and output quality.
4. Excellence in Arts and Culture
   • For learners with outstanding talent and achievement in visual arts, music, dance, theater, literature, or cultural activities, including participation and winning in school, division, regional, or national events.
5. Excellence in Sports
   • For learners who excel in sports competitions, show sportsmanship, discipline, and skill, and represent the school in athletic meets or games.
6. Excellence in Science, Technology, Engineering, and Mathematics (STEM)
   • For learners with remarkable performance or projects in science, math, technology, or engineering-related activities, research, or innovation.
7. Excellence in Communication and Languages
   • For learners who demonstrate exceptional skills in oral or written communication in English, Filipino, or other languages.
8. Excellence in Social Sciences and Humanities
   • For learners who show deep understanding and excellence in history, social studies, philosophy, or related fields.
9. Excellence in Technical-Vocational-Livelihood (TVL) / TechPro Skills
   • For learners who master practical skills, produce high-quality outputs, or demonstrate competence in their chosen vocational or technical field.

C. VALUES AWARDS

These recognize learners who consistently live out the DepEd core values: Maka-Diyos, Makatao, Makakalikasan, at Makabansa.

1. Model Learner Award
   • Given to learners who consistently demonstrate the highest standards of behavior, discipline, honesty, respect, and adherence to school rules and regulations. They serve as role models to their peers.
2. Best in Values Education
   • For learners who show deep understanding and practice of moral and ethical values, good character, and positive social behavior.

III. COMPUTATION AND GUIDELINES

1. General Average Calculation:
   • Grades from all Core Subjects, Electives, and required practical courses (Work Immersion / Field Experience) are included.
   • Grades are computed per term, then averaged per year, and finally averaged for Grade 11 and Grade 12 combined.
   • No rounding off of grades is allowed; exact averages are used.
2. Eligibility:
   • A learner must have no failing grade in any subject.
   • Must have completed all requirements, projects, and practical activities.
   • Must have no record of serious disciplinary actions or offenses.
3. Selection Process:
   • Teachers submit candidates based on grades and performance.
   • School Awards Committee reviews and verifies all records.
   • Final list is approved by the School Head / Principal.
4. Recognition Schedule:
   • Academic Excellence Awards are given only at the end of Grade 12 (Graduation).
   • Special Awards and Values Awards may be given at the end of Grade 11 and Grade 12.

IV. NEW POLICY UNDER DEPED ORDER NO. 015, S. 2026

• No more ranking of learners. Schools shall not publish or announce ranks (like 1st Honor, 2nd Honor, etc.). Only the category (With Honors / With High Honors / With Highest Honors) is stated.
• This ensures that learning is focused on growth and mastery, not just competition.
• Awards are aligned with the 5 Core Subjects and Elective Clusters of the new curriculum.
• Field Experience and Work Immersion grades are now part of the academic computation, making practical skills equally important as classroom grades.

✅ Summary of Key Changes:

1. Awards based on Grade 11 + Grade 12 combined.
2. No ranking, only categories: With Honors, With High Honors, With Highest Honors.
3. Work Immersion / Field Experience included in grading.
4. Elective subjects now count toward academic standing.
5. Stronger emphasis on values, character, and practical skills.

Weight of Components for Each Learning Area

(WWs = Written/Oral Works, PTs = Product/Performance Tasks, STs-TE = Summative Tests & Term Examination)

Table

Note: This applies to Key Stages 2 to 4

Repeal of Previous Policies

To establish the authority of these new guidelines, Section 6 of the Order explicitly states that DepEd Order No. 8, s. 2015 is hereby repealed. This means that all previous rules, memoranda, and regulations that are inconsistent with the provisions of this new issuance are no longer in effect. All schools and personnel are required to transition to the new system starting the school year indicated, ensuring uniformity in the assessment process across the country.

DepEd Order No. 015, s. 2026 marks a vital update in Philippine education. By revising the guidelines on assessment and grading, the Department aims to make the evaluation process more responsive, relevant, and aligned with the goal of producing competent and holistically developed Filipino learners. The new grading system ensures that grades serve their true purpose: to measure learning accurately, support student growth, and uphold quality education standards nationwide.

“Based on DepEd Order No. 015, s. 2026, explain the relationship between this memorandum and Republic Act No. 10533, and describe how the grading system and assessment guidelines are aligned with the objectives of this specific law.”

DepEd Order No. 015, s. 2026 is issued explicitly “in line with the implementation of Republic Act No. 10533,” otherwise known as the Enhanced Basic Education Act of 2013. This legal mandate serves as the foundational basis for the revisions made in the classroom assessment and grading system. The law aims to provide a quality education program that is responsive to the needs of the learners and aligned with international standards.

The guidelines in this memorandum are designed to operationalize the law’s objective of ensuring that every learner achieves the necessary learning competencies. As stated in the document, assessment is no longer just about giving grades, but plays a “crucial role in addressing concerns in assessment” and ensuring that the education provided results in actual learning. The alignment is evident in the policy’s focus on curriculum standards; grades and recognition are now strictly based on whether or not the learner has mastered the required standards set by the curriculum, which is exactly the core intent of RA 10533—to ensure that basic education is relevant, responsive, and outcome-based. Therefore, this order serves as the administrative mechanism to measure and verify the quality of education that the law intends to deliver

DepEd Order No. 015, s. 2026 introduces changes from previous policies. Analyze the significance of Section 6 regarding the repeal of DepEd Order No. 8, s. 2015, and discuss the legal and operational implications this has on all existing school policies and guidelines.”

Section 6 of DepEd Order No. 015, s. 2026 states clearly that “This Order repeals DepEd Order (DO) No. 8, s. 2015.” This provision is legally significant because it signifies the total withdrawal of the previous policy framework that governed assessment and grading for over a decade. The implication is that all rules, definitions, grading computations, and assessment protocols found in DO 8, s. 2015 are no longer valid or enforceable starting School Year 2026–2027.

Furthermore, the memorandum adds that this repeal applies to “existing DepEd Orders, Memoranda, rules and regulations, guidelines, and other issuances inconsistent with this Order.” Operationally, this means that schools, division offices, and regional offices must review all their local memoranda, school handbooks, and assessment tools. Any provision, computation method, or recognition criteria that does not match the Revised Guidelines contained in DO 015, s. 2026 must be revised or discarded. The significance lies in the standardization and updating of the system; the Department is establishing a new, unified legal basis for grading that supersedes all prior conflicting instructions, ensuring that the assessment system is modernized and consistent with current educational goals

Discuss the scope of applicability of DepEd Order No. 015, s. 2026, specifically distinguishing between public schools, private schools, and schools with special programs. What are the limitations and requirements for modification of the grading system for each category?”

The scope of DepEd Order No. 015, s. 2026 is defined in a tiered manner, creating different levels of obligation and flexibility depending on the type of educational institution:

1. Public Schools: The guidelines are mandatory and fully applicable to all public schools under the Department of Education, covering the entire K to 12 Basic Education Program. They must strictly follow every provision regarding assessment, grading computation, and awards without modification.
2. Non-DepEd / Private Schools: These institutions are encouraged to adopt the guidelines, but they are given the freedom to modify them. However, this freedom is not absolute. The document states that modifications must be “in accordance with their institutional Philosophy, Vision, and Mission.” More importantly, any changes or deviation from the standard guidelines are subject to the approval of the appropriate DepEd Regional Office. This ensures that even private schools remain aligned with national standards despite their autonomy.
3. Schools with Special Programs: Schools offering specialized curricula (such as Science High Schools, Sports, or Arts programs) may issue supplementary guidelines. These additional rules are meant to address “their unique assessment needs,” but they carry a strict condition: they “must remain consistent with the core principles of these Guidelines.” They cannot contradict the fundamental standards of the main policy, but they can add specific criteria relevant to their specialization.

This structure balances national uniformity with institutional autonomy, ensuring quality control while respecting the unique nature of different schools.

According to the memorandum, how is the concept of ‘Awards and Recognition’ tied to the grading system? Explain the shift implied in this order regarding how students qualify for honors and distinctions compared to older practices.”

DepEd Order No. 015, s. 2026 explicitly states that learners shall be “recognized for awards based on curriculum standards.” This statement represents a fundamental shift in the philosophy of recognition and grading. In older practices (under DO 8, s. 2015 and prior), recognition was often heavily based on ranking or relative performance among students. However, this new guideline anchors awards and recognition strictly on criterion-referenced standards rather than normative comparison.

What this means is that a student qualifies for an award not because they are “better than their classmates,” but because their grades and performance prove that they have met or exceeded the specific standards and competencies required by the curriculum. The grading system serves as the measurement tool to determine the mastery of these standards. If the grade reflects mastery of the curriculum standards, then the student is eligible for recognition. This ensures that awards truly represent academic competence and achievement of learning goals, rather than just being a competition among peers. It elevates the value of the grade, transforming it from a mere score into a certification of quality learning aligned with national requirements.

“Elaborate on the timeline and implementation requirements stated in DepEd Order No. 015, s. 2026. Why is the specific date of implementation important, and what does it imply regarding the preparation period for schools and teachers?”

The memorandum clearly specifies that “These Guidelines shall be implemented starting school year 2026–2027.” The date of the issuance itself is June 04, 2026, which is roughly one year or more before the actual implementation begins. This timeline is strategically significant and serves a very important administrative purpose.

The gap between the issuance date (June 2026) and the implementation date (SY 2026–2027) provides a necessary transition and preparation period. It implies that schools, teachers, and administrators are expected to use this time to study the revised guidelines, undergo capacity building or trainings, revise their record-keeping systems, and adjust their instructional materials to fit the new assessment rules. It prevents a sudden, chaotic change in the middle of a school year. Furthermore, by setting a fixed start date, the Department ensures that all schools across the country shift to the new system simultaneously. This synchronization is crucial to maintain fairness and uniformity in the computation of grades and the granting of credentials, ensuring that a grade earned in Leyte is equivalent in standard to a grade earned in Manila starting that specific school year.

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