Abstract:
The Republic of the Philippines, through the Department of Education (DepEd), has mandated the implementation of an inclusive education program called the "Multigrade Education Program" (MEP) to complete the elementary level of all school-age children in remote areas and with limited classroom teachers. This study endeavored to carry out a policy evaluation focusing on the weaknesses and strengths of the MEP implementation in the district schools of Carigara, Leyte, Philippines. Concerns and issues were asked from the teacher respondents about the MEP's implementation through surveys and interviews. The findings revealed that teachers successfully handled the multigrade class because they only had a small number of students to monitor. The absence of learning materials for multigrade classes is their primary issue. Lack of teacher training and parents' participation was an evident concern. Another issue is the limited classroom intended for multigrade classes, though this is a problem in many schools of the country. Nonetheless, the involvement of parents and school stakeholders in the MEP implementation bring about positive outcome augmenting the teaching-learning process, especially for schools situated in far-flung rural areas. Multigrade students usually develop good study habits and become more responsible, cooperative, and participatory with positive mindsets and meaningful learning experiences. Ultimately, the success of MEP implementation lies in the dedication of teachers and the support of various school stakeholders, the availability of learning resources, proactive involvement of parents, the community, and school administrators.
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