Learning Opportunities Shall Be Available

The Basic Education Learning Continuity Plan in the time of CoViD-19

Executive Summary

The global outbreak of the highly contagious new strain of coronavirus known as COVID-19, for which there is yet no vaccine, continues to pose unprecedented challenges. At this point, the biggest impact of COVID-19 arises from the need to practice stringent social or physical distancing to prevent or mitigate its spread. For the Department of Education (DepEd), this meant the cancellation of classes and other school activities for the remaining weeks of School Year (SY) 2019-2020, and that for SY 2020-2021, schools must find ways for learning to continue amidst the threat and uncertainties brought about by COVID-19, while ensuring the health, safety, and well-being of all learners, teachers, and personnel of the Department.

In the development of this Basic Education - Learning Continuity Plan (BE-LCP), inputs from different units and field offices of the Department, from the Philippine Forum for Inclusive Quality Basic Education or Educ Forum, and from the Chairpersons of the House and Senate Committees on Basic Education, Rep. Roman Romulo and Senator Sherwin Gatchalian, respectively, were gathered.

In the integration of inputs into the BE-LCP, the Office of the Secretary was guide

d by the following principles:

Protect the health, safety and well-being of learners, teachers, and personnel, and prevent the further transmission of COVID-19;

Ensure learning continuity through K-12 curriculum adjustments, alignment of learning materials, deployment of multiple learning delivery modalities, provision of corresponding training for teachers and school leaders, and proper orientation of parents or guardians of learners;

Facilitate the safe return of teaching and nonteaching personnel and learners to workplaces and schools, taking into consideration the scenarios projected by the Department of Health (DOH) and the Inter-Agency Task Force for the Management of Emerging Infectious Diseases in the Philippines (IATF), complemented by other credible sources, and balanced with DepEd's own risk assessments;

Be sensitive to equity considerations and concerns, and endeavor to address them the best we can; and

Link and bridge the BE-LCP to DepEd's pivot to quality and into the future of education, under the framework of Sulong EduKalidad and Futures Thinking in Education.

In developing the BE-LCP, the Department analyzed data on basic education as well this light that DepEd has set the opening of SY 2020-2021 on August 24, 2020, allowing this epidemiological picture for the incoming school year, to make informed decisions. It is in enough time to undertake the necessary preparations for the extraordinarily challenging school year.

The key elements of the learning strategies that shall operationalize the BE-LCP are the of (MELCs), and allowing of multiple learning delivery modalities such as distance learning and blended learning, either on top or in place of face-to-face learning. To help learners, parents, and teachers implement these learning delivery modalities, Self-Learning Modules (SLMs) shall be made available in print and offline/online digital formats, for use this incoming school year. DepEd shall also tap the materials developed by various partners and entities such as Southeast Asian Ministers of Education Organization Center for Innovation and Technology (SEAMEO-INNOTECH). BASA Pilipinas, Knowledge Channel, Frontlearners Inc., and the Commission on Higher Education (CHED), among many others.

The learning outcomes in the form of knowledge, skills, attitudes, and values will be assessed through a portfolio/e-portfolio to include written works and performances (and products), whether hardcopy, softcopy or a combination of these, and through summative tests as conditions allow. The administration of national examinations shall continue amidst COVID-19.

To prepare our teachers and school leaders for multiple learning delivery modalities, they shall be capacitated to implement the learning delivery system, consistent with DepEd's professional development framework and professional standards, and the transformation of the National Educators Academy of the Philippines (NEAP). They will be introduced to learning delivery modalities that they can readily utilize depending on community context and be provided with tools and mechanisms to inform their decision-making. To ensure the seamless transition of learning activities into formats appropriate to platforms and learning delivery modalities they will adopt, capacity building will be implemented beginning in June until July 2020. Support mechanisms shall also be established to provide teachers and school leaders access to on-demand technical and administrative advice and guidance.

Adjustments will also apply to the Alternative Learning System (ALS).

In operationalizing the BE-LCP, required health standards shall be enforced to reduce vulnerability, transmission, contact, and duration of the infection. DepEd shall ensure readiness of school facilities, learners, teaching and non-teaching personnel, school administrators, and the community in time for the school opening in August.

The BE-LCP has been designed with a legal framework responsive to the "new normal", keeping in mind the constitutional mandate to uphold the right of all citizens to quality education at all times. The Department also reviewed and assessed the programs, projects, and activities outlined in the plan and their corresponding budgetary implications. The available program funds are being maximized, reprogrammed, or realigned to the programs, projects, and activities that shall require more funding support. However, there is still a need to provide substantial and additional financial resources from known and potential sources of funds.

Communications shall play a major role in implementing the BE-LCP with the appreciation and support of our key stakeholders. Communications efforts shall be directed by the Central Office to ensure unified branding while still being anchored on grassroots contexts to make them responsive to localized needs. Synergy and coordination with national government media channels (Presidential Communications Operations Office/PCOO, DOH and IATF) shall also be ensured. The setting up of new media platforms, formation of Crisis Communications Management Team, and development of Public Health Information Protocols shall be the focus of these efforts anchored on the core principles of being proactive, cooperative, responsive, and highly engaged with the multiple publics of the Department.

Finally, a Monitoring & Evaluation framework tailored to the needs of learners during this emergency has been adopted to further guide the Department in its implementation of the BE-LCP.

The decision to open classes on August 24, 2020 was made in consideration of socio-economic factors, such as the need to: 1) avoid prolonged school disruption, which is associated with a range of social risks for the youth; 2) encourage education-related economic activity; and 3) resume school-managed support systems such as the School-Based Feeding Program, among others. On the other hand, we also anticipate that differences in socio- economic status, indicated by internet access at home and by readiness to engage in blended or distance learning, will affect the quality of learning during the roll-out of this learning continuity plan, and DepEd must address and mitigate these.

The Department also faces a number of security factors in these times of uncertainty, including the need to address the climate of fear among students, teachers, parents, and other stakeholders, to strengthen coordination and cooperation at national and local levels, and to mobilize partnerships and its broad constituency for support. Mechanisms such as the DepEd Task Force COVID-19 for quick monitoring and response, and the reconfigured Oplan Balik Eskwela and Brigada Eswkela, have been put in place to address these security concerns.

With a learner-oriented framework, the reforms articulated in the BE-LCP are aligned with the four pillars of Sulong Edukalidad: K to 12 curriculum review and update; improving the learning environment; teachers' upskilling and reskilling; and engagement of stakeholders for support and collaboration. These pillars shall be implemented with emphasis on INNOVATION, AGILITY, and SYNERGY. Sulong Edukalidad, BE-LCP, and the futures of the Philippine education are united by our goals for and with every learner: agency and self- actualization, work readiness, and responsible citizenship. Thus, it is important that the BE- LCP shall be guided by life-long, life-wide, life-deep, and life-wise learning principles.

The BE-LCP lays down the direction for basic education in the coming school year. Implementation specifics will be embodied in appropriate guidelines, rules or directives, and operationalized through programs, projects and activities.

DepEd has historically demonstrated resilience in responding to adversities and in delivering its commitments and responsibilities. Nonetheless, the implementation of the BE- LCP will not be easy. It is also not a perfect plan, and operational complications can be expected along the way. Thus, we seek the understanding, support, and solidarity of our DepEd family and all our stakeholders, in the true spirit of unity, and bayanihan or mutual help.

· While it is not as deadly as the Severe Acute Respiratory Syndrome or SARS", it is more contagious as shown by the rapid growth of infection at the national and global level, and can still be fatal especially for the elderly and those with other underlying illnesses; and

· Because it is highly contagious, it presents serious challenges to the public health system in terms of detection, isolation, and treatment.

The initial government response to suspend classes, and later to impose community quarantine, disrupted classes first in the National Capital Region (NCR) beginning March 14, 2020, and later in the rest of Luzon and other localities outside Luzon.

While we were fortunate that the March class suspensions happened at the tail-end of the school year, the situation for the incoming school year will be much different. We now face uncertainties on whether schools will be allowed to open, and under what conditions.

In this time of threat, challenges, and uncertainties brought about by COVID-19, the directive of DepEd Secretary Leonor Magtolis Briones is to ensure the health, safety and welfare of all learners, teachers, and personnel of the department, while also finding ways for learning to continue.

This Basic Education Learning Continuity Plan (BE-LCP) responds to the directive of the Secretary and provides guidance to the department on how to deliver education in this time of crisis.

The BE-LCP lays down the direction for basic education in the coming school year. Implementation specifics will be embodied in appropriate guidelines, rules, or directives, and operationalized through programs, projects and activities.

Implementing the BE-LCP will not be easy. It is also not a perfect plan and operational complications can be expected along the way. Thus, we seek the understanding, support, and solidarity of our DepEd family and all our stakeholders in the true spirit of unity and bayanihan or mutual help.

Methodologies and Principles

DepEd embarked on the development of the BE-LCP to enable learners of basic education to continue learning, and for teachers to be able to deliver instruction in a safe work and learning environment amid the threat of COVID-19. The inputs of the different strands through their lead Undersecretaries and Assistant Secretaries, and of the different regions through their Regional Directors (RDs), were submitted to the Office of the Secretary (OSEC). In addition, the Philippine Forum for Inclusive Quality Basic Education or Educ Forums conducted consultations to generate their collective inputs. There was also a consultative meeting between members of the DepEd Executive Committee (ExeCom) and the chairpersons of the House and Senate Committees on Basic Education, Rep. Roman Romulo and Senator Sherwin Gatchalian, respectively. The process leveraged the internal talents and expertise of DepEd officials and personnel, as well as the expertise, rich experience, and resources of partners.

Within DepEd, the Curriculum and Instruction strand led by Undersecretary Diosdado San Antonio, the Administration strand (which is in charge of the DepEd Task Force on COVID-19) led by Undersecretary Alain Del Pascua, and the Planning strand led by Undersecretary Jesus Lorenzo Mateo, submitted major inputs. The RDS, through their inputs, emphasized the ground realities to be considered. Further consultations with RDs will be undertaken by Undersecretary Revsee Escobedo. The Finance strand led by Undersecretary Annalyn Sevilla, Legal strand led by Undersecretary Josephine Maribojoc, Brigada Eskwela led by Undersecretary Tonisito Umali, and the Alternative Learning System (ALS) led by Assistant Secretary G.H. Ambat also submitted inputs. A number of Central Office (CO) Directors gave direct inputs.

For its part, the Educ Forum members, after a meeting on April 13, 2020, organized themselves into five Sub-Groups for focused discussions (See Table 1. Sub-Group Themes). The Educ Forum expanded the participation in the sub-groups, to include interested non-Educ Forum members. The Educ Forum submitted its consolidated inputs to OSEC on April 27, 2020.

Table 1. Educ Forum Sub-Group Themes.

Sub-Group Themes

Objectives

Sub-Group 1:

Data Analytics

Responsible for identifying and analyzing data and information that will be relevant in assessing the capacity of the basic education system, and the appropriate targeting of learners, teachers and school leaders, for the continuing delivery of learning in the context of the constraints and opportunities presented by COVID-19.

Sub-Group 2:

Learning Strategies and Modalities

Responsible for identifying feasible and practical learning strategies and learning delivery modalities in the context of COVID 19.

Sub-Group 3:

Capacity of Teachers and School Leaders

Responsible for assessing and identifying critical and timely interventions for capacitating teachers and school leaders in managing and facilitating learning through various learning delivery modalities and learning resources.

Sub-Group 4:

Operational Plan

Responsible for identifying the operational plan and needs at various governance levels to implement the Learning Continuity Plan.

Sub-Group 5:

Bridging to Sulong EduKalidad

Responsible for bridging and integrating the short term response with the medium and longer term education agenda for accessible quality education, within the framework of Sulong EduKalidad.

The task of consolidating all inputs into the BE-LECP was undertaken by OSEC, under the direction of the Secretary. The operational execution and integrative writing of the consolidation was led by Undersecretary Nepomuceno Malaluan as the Secretary's Chief of Staff, assisted by his team and in collaboration with the Planning Service led by Director Roger Masapol.

While the BE-LCP was being consolidated, updates were presented in several meetings of the ExeCome and the Management Committee (ManCom)", where specific elements of the outline of the BE-ELCP were discussed. There is also an ongoing process for consolidating the needed budgetary adjustments arising from the BE-LCP. This process is led jointly by Undersecretary Annalyn Sevilla and Undersecretary Mateo, with the support of the Budget Hearing-Technical Working Group.

While all submitted inputs are supported by their respective data, relevant past studies, discussions, and experience of the contributors, OSEC also supplied further information based on documents from various inter-agency processes relating to COVID- 19. discussions in the ExeCom and ManCom meetings, and research.

In consolidating the inputs, we were guided by principles flowing from the directive of the Secretary, the objectives identified by the Response Plan of the Administration strand, overall government policies, and the reform agenda embodied under Sulong EduKalidad. These principles are:

1. Protect the health, safety, and well-being of learners, teachers and personnel, and prevent the further transmission of COVID-19;

2. Ensure learning continuity through K-12 curriculum adjustments, alignment of learning materials, deployment of multiple learning delivery modalities, provision of corresponding training for teachers and school leaders, and proper orientation of parents or guardians of learners;

3. Facilitate the safe return of teaching and non-teaching personnel and learners to workplaces and schools, taking into consideration the scenarios projected by the DOH and the Inter-Agency Task Force for the Management of Emerging Infectious Diseases in the Philippines (IATF), complemented by other credible sources, and balanced with DepEd's own risk assessments;

4. Be sensitive to equity considerations and concerns, and endeavor to address them the best we can; and

5. Link and bridge the BE-LCP to DepEd's pivot to quality and into the future of education, under the framework of Sulong EduKalidad and Futures Thinking in Education.

The DOH Risk Severity Grading is divided into Low, Moderate, and High based on a classification tool that takes into account the case doubling rate and critical care utilization rate. For Moderate and High severity gradings, schools are required to remain closed. For Low Risk severity grading, closure of schools is "Can Do, or optional. We take it that the option will be exercised by DepEd, based on its risk assessment and feasibility of risk mitigation and response measures (Table 2).

While the BE-LCP was being consolidated, updates were presented in several meetings of the ExeCom5 and the Management Committee (ManCom), where specific elements of the outline of the BE-ELCP were discussed. There is also an ongoing process for consolidating the needed budgetary adjustments arising from the BE-LCP. This process is led jointly by Undersecretary Annalyn Sevilla and Undersecretary Mateo, with the support of the Budget Hearing-Technical Working Group.

While all submitted inputs are supported by their respective data, relevant past studies, discussions, and experience of the contributors, OSEC also supplied further information based on documents from various inter-agency processes relating to COVID-19, discussions in the ExeCom and ManCom meetings, and research.

1. Protect the health, safety, and well-being of learners, teachers and personnel, and prevent the further transmission of COVID-19;

2. Ensure learning continuity through K-12 curriculum adjustments, alignment of leaming materials, deployment of multiple learning delivery modalities, provision of corresponding training for teachers and school leaders, and proper orientation of parents or guardians of learners;

4. Be sensitive to equity considerations and concerns, and endeavor to address them the best we can; and

5. Link and bridge the BE-LCP to DepEd's pivot to quality and into the future of education, under the framework of Sulong EduKalidad and Futures Thinking in Education.

The DOH Risk Severity Grading is divided into Low, Moderate, and High based on a classification tool that takes into account the case doubling rate and critical care utilization Fate For Moderate and High severity gradings, schools are required to remain closed. For Low Risk severity grading, closure of schools is "Can Do," or optional. We take it that the option will be exercised by DepEd, based on its risk assessment and feasibility of risk mitigation and response measures (Table 2).

Table 2. DOH Risk Severity Grading and Risk-Based Public Health Standards

Intervention	Risk Severity Based on Classification Tool
Intervention	Low	Moderate	High
OBJECTIVE NO. 1: Increase Physical and Mental Resilience
Respiratory Hygiene and Cough etiquette	Must Do	Must Do	Must Do
Promote Mental Health	Must Do	Must Do	Must Do
Reduce exposure of vulnerable individuals (e.g. senior citizens, individuals with underlying health conditions) to prevent infection	Can Do	Must Do	Must Do
Provision of support for essential workforce (e.g. financial, lodging, shuttle, food, etc.)	Can Do	Must Do	Must Do
Provision of support for vulnerable groups (e.g. Social Amelioration Programs, Food Assistance)		Must Do	Must Do
OBJECTIVE NO. 2: Reduce Transmission
Personal Hygiene (e.g. handwashing with soap and water, sanitizing with hand disinfectants, etc.)	Must Do	Must Do	Must Do
Environmental hygiene (e.g. disinfecting surfaces and objects)	Can Do	Must Do	Must Do
Use of PPE and other medical-grade protective apparel	Can Do	Must Do	Must Do
OBJECTIVE NO. 3: Reduce Contact
Physical distancing	Must Do	Must Do	Must Do
Modified work structures and schedules, and alternative work arrangements	Can Do	Must Do	Must Do
Limitation on non-essential travel	Can Do	Must Do	Must Do
Limitation of non-essential services	Can Do		Must Do
Restriction on mass gatherings	Can Do (50 individual max)	Can Do (50 individual max)
Closure of schools OR use of alternative learning modalities (e.g. online/distance learning)
OBJECTIVE NO. 4: Reduce Duration of Infection
Detection and isolation of symptomatic individuals (e.g. temperature scanning at entry points, symptom monitoring, etc.)	Must Do	Must Do	Must Do

Source: DOAH AO 2020-0015

DepEd's Readiness for Distance Learning.

Given the epidemiological picture, the direction of overall government response, and the directive of the Secretary to find ways for learning to continue in a safe and healthy environment amid COVID-19, it is clear that distance learning will be a key modality of learning delivery in the incoming school year.

Technology solutions are very important in distance learning. Online platforms are regarded to be the most advanced because of its ability to facilitate various interactive and remote activities and carry a broad range of content to a connected community.

On this aspect, one obvious limitation lies in the current stage of development of the Information and Communications Technology (ICT) infrastructure. In the Global Connectivity Index published by Huawei, which annually ranks 79 nations based on factors including ICT investment, ICT maturity, and digital economic performance, the Philippines ranked 59th and is categorized as a "Starter." Meanwhile, on the side of the end-user there is the question of access to the platform and the availability of the appropriate gadgets.

Within the public school system, there are 1,042,575 devices (desktops, laptops, tablets) that are distributed across 44,155 or 93 percent of schools. Among these devices, 459,578 are laptops/tablets that may be brought home, which represents only 2 percent of total learners in the public schools. Some 22,645 or 48 percent of public schools have internet connections. Another 8,478 or 18 percent of public schools are located in areas with Internet Service Providers, but they have not yet connected.

DepEd's Information and Communications Technology Service (ICTS) has summarized some of the critical challenges that we face, as well as the updates on ongoing initiatives, in relation to distance learning technologies:

· Access to the internet is a major limiting factor to online learning. This can be mitigated by loading digital materials into the devices of learners.

· Teachers would have to be trained in the use of technology for learning delivery. DepEd has already conducted two online training programs this year with 17,000 participants each on the use of technology in teaching. This will be expanded, but there are teachers with limited knowledge in ICT, as well as with no internet access.

· Early grade levels need to be closely supervised by parents in the use of technology. Orienting the parents will be a major challenge, and there are questions as to whether parents are ready to take on this role.

· Senior high school vocational tracks have classes that require hands-on sessions in laboratories that may not be applicable in home-based approaches even with technology.

· DepEd has migrated its systems into Cloud Servers that can be scaled up to meet the increasing demand for technology-based education.

School Calendar and Activities

After consultations and internal discussions, DepEd has reached a decision to set the opening of SY 2020-2021 on August 24, 2020. However, the days in August prior to the formal school opening will be used to orient learners on the utilization of alternative learning delivery modalities and corresponding learners' materials, and mental health and psychosocial support activities. These pre-opening activities devoted to the attainment of the learning objectives for the school year shall be counted as part of the class days. The school year will end on April 30, 2021.

We emphasize that the school opening will not necessarily mean traditional face-to- face learning in the classroom. As indicated in the previous section, the physical opening of schools will depend on the risk severity grading of a locality. Even in areas where schools are allowed to open, physical distancing will still be required, which will necessitate schools to combine face-to-face learning with distance learning, or blended learning.

Schools shall conduct enrollment from June 1 to 30, 2020 for all learners intending to attend SY 2020-2021. Those who have enrolled during the early registration period will have to enroll again, given that circumstances have changed substantially. It is important to validate the enrollment, so that teachers and schools are able to adequately plan the organization of their learners into classes, taking into consideration their particular circumstances. The enrollment may be done electronically or in printed format. The enrollees and their parents or guardians have to accomplish an enrollment and survey form that will collect important data and information for the contextualization of the learning delivery strategies and modalities.

The push back in the formal school opening by nearly three months from the traditional first Monday of June is intended to afford DepEd enough time to undertake the necessary preparations in what will be an extraordinarily challenging school year. For this purpose, teachers shall start rendering service on June 1, 2020. They will attend orientation and training activities on the use of the multiple learning delivery modalities, prepare instructional materials, and plan the organization of classes in consideration of the learning delivery modalities to be employed. If a skeleton workforce will still be the operative government guideline by June, DepEd shall issue the appropriate alternative work arrangements guidelines to the field to comply with prevailing policy and to ensure a safe work environment.

Because of the shortened school year, the Secretary is exercising her prerogative to authorize distance learning activities on Saturdays. Overall, the total class days in this year's school calendar and activities will be 203 days.

Curricular and co-curricular activities that involve gathering of larger number of learners, such as science fairs, showcase of portfolios, trade fairs, school sports, campus journalism, festival of talents, job fairs, career orientation, and other similar activities are cancelled for the school year, except for those that can be conducted through online platforms.

The conduct of activities related to Palarong Pambansa shall be decided separately by the Palarong Pambansa Board.

Given the differing circumstances and capacities of learners and households to cope left the new modalities of learning, we anticipate that there will be more learners that may be left behind. Thus, efforts to provide remediation and enhancement activities shall also be given more attention.

Private schools will be allowed to open classes within the period authorized by law, which is on the first Monday of June, but not later than the last day of August. However, no face-to-face classes will be allowed earlier than August 24, 2020, and from then on only in faces where schools are allowed to open physically. The private schools will also submit their respective Learning Continuity Plan and compliance to required health standards that will be sued by DepEd, consistent with guidelines from the DOH, the IATF, or the Office of the President.

Learning Strategies and Modalities

Major adjustments are being made at the central and field levels to enable DepEd to deliver distance learning at a magnitude never done before. While the task is daunting, it also compels the Department to implement innovations already being done by DepEd and by its education partners, just on a larger scale. Thus, we are not really starting from scratch.

This section describes the key elements of the learning strategies learning delivery modalities and that will operationalize the BE-LCP. Some of these constitute parameters, while others are intended to be options and resources that our field units from the regions, divisions, and schools can deploy, taking into consideration their respective conditions and realities on the ground.

The are work in progress, for refinement and fleshing out in the run-up to the formal school opening, and during the school year itself.

Streamlining the K to 12 Curriculum into the Most Essential Learning Competencies

The DepEd Curriculum and Instruction strand, through the Bureau of Curriculum Development, has identified within the full K to 12 curriculum the Most Essential Learning Competencies (MELCs). This has streamlined the total number of competencies in all learning areas from Kindergarten to Grade 112 (excluding the technical-vocational-livelihood/TVL specializations in Senior High School) to 5,689 from the original 14,171 or a reduction by 60 percent.

Source: DepEd

By streamlining the learning competencies to the most essential we will be able to focus more on the learning activities and resources, while having sufficient time for coverage and mastery.

The identification of the MELCs is not only in response to the challenge of delivering learning in the time of COVID-19 but is actually the accelerated result of the curriculum review at the Secretary has directed as early as two years ago. It responds to the findings that there are overlaps and congestion in the curriculum. The review involved bureau specialists, academic experts, and field implementers working collaboratively and employing consensus judgment. A key partner in the review, which remains ongoing and will still be refined and finalized beyond the COVID-19 period, is the Assessment Curriculum and Technology Research Centre (ACTRC).

The MELCS are defined as the competencies that a learner needs in order to continue to subsequent grades, and ultimately to have a successful life. The characteristics of the MELCS are:

1. It is aligned with national standards or frameworks, such as, for example, "holistic Filipino learners with 21st Century skills."

2. They connect the content to higher concepts across content areas.

3. They are applicable to real-life situations.

4. They are important for students to acquire, even if a student drops out from school.

5. They cannot be expected to be ordinarily learned by students if not taught in school.

A word that may describe an essential learning competency is "endurance," that is, it remains with learners long after a test or unit of study is completed, or it remains useful beyond a single test or unit of study. Examples of such learning competencies include research skills, reading comprehension, writing, map reading, and hypothesis testing, which are essential in many professions and in everyday life.

Releasing the MELCS does not necessarily replace the use of the curriculum guides (CGS). Rather, these serve as a supplementary guide for teachers as they address the instructional needs of learners.

Finally, field implementers are encouraged to contextualize the MELCS in order to accommodate the varying contexts of learners, teachers, learning environment, and support structures considering both the content and performance standards. With these, Filipino learners are guaranteed relevant and quality basic education amidst COVID-19.

There shall be a follow-up issuance to further explain how the MELCs should be used, and to clarify its status in relation to the ongoing broader K to 12 curriculum review.

Learning Delivery Modalities quality or state

The learning delivery modalities that schools can adopt may be one or a combination of the following, depending on the COVID-19 restrictions and the particular context of the learners in the school or locality.

1. Face-to-face. This refers to a learning delivery modality where the students and the teacher are both physically present in the classroom, and there are opportunities for active engagement, immediate feedback, and socio emotional development of learners.

In areas under the Moderate and High-risk severity grading, this is not possible. However, there are learners with disabilities whose conditions require face-to-face instruction. This will be the subject of further discussion within DepEd, with partners, and with parents.

Face-to-face option may also be feasible in very low risk areas such as the geographically isolated, disadvantaged, and conflict affected areas (GIDCA) with no history of infection and with easily monitored external contacts, but with teachers and learners living in the vicinity of the school.

Any face-to-face learning delivery must have proper risk assessment and must adhere to the health protocols in place. Potential learning spaces in the community near the school may be explored to add spaces for the conduct of classes with the appropriate social distancing.

2. Distance learning. This refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and television (TV)/Radio-Based Instruction.

Modular Distance Learning involves individualized instruction that allows leamers to use SLMs in print or digital format, whichever is applicable in the context of the learner, and other learning resources like learner's materials, textbooks, activity sheets, study guides, and other study materials. Learners access electronic copies of learning materials on a personal computer (PC), tablet PC, or smartphone. CDs, DVDs, USB storage, and computer-based applications can all be used to deliver e- learning materials, including offline e-books. The teacher takes the responsibility of monitoring the progress of the learners. The learners may ask assistance from the teacher via email, telephone, text message/instant messaging, etc. Where possible, the teacher shall do home visits to learners needing remediation or assistance. Any member of the family or other stakeholders in the community need to serve as para- teachers.

Online Distance Learning features the teacher as facilitator, engaging learners' active participation through the use of various technologies accessed through the internet while they are geographically remote from each other during instruction. The internet is used to facilitate learner-teacher and peer-to-peer communication. Online learning allows live synchronous instruction. It requires participants to have a good and stable internet connection. It is more interactive than the other types of distance learning and the responses are in real-time. The learners may download materials from the internet, complete and submit assignments online, and attend webinars and virtual classes. This is practiced effectively by using a Learning Management System or related technologies. The DepEd Commons and DepEd Learning Resource (LR) Portal fall in this category.

TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-Based Instruction and SLMS converted to radio scripts for Radio-Based Instruction.

Distance learning modality is most viable for independent learners, and learners supported by periodic supervision of parents or guardians.

The challenge will be in dealing with learners not capable of independent learning. This is the subject of further discussion within DepEd, and with partners and parents.

3. Blended Learning. This refers to a learning delivery that combines face-to-face with any or a mix of online distance learning, modular distance learning, and TV/Radio- based Instruction. Blended learning will enable the schools to limit face-to-face learning, ensure social distancing, and decrease the volume of people outside the home at any given time.

Critical for implementation will be the production of the needed teacher's and learner's learning materials (DepEd LR Portal and DepEd Commons will be maximized), as well as the support of media institutions like TV and radio stations.

Homeschooling. This is an ADM that aims to provide learners with quality basic education that is facilitated by qualified parents, guardians, or tutors who have undergone relevant training in a home-based environment. It allows families to educate according to their personal faith, philosophy, and values, and to adjust learning schedules around family schedules and circumstances. However, there remain several issues in its implementation, including the supervision of licensed teachers and alignments with the curriculum. Thus, this modality will be the subject of a later DepEd issuance before its expansion.

Curriculum and Instruction strand has identified some of the factors that need to be ssed in order to determine the learning delivery options:

· Risk Severity Grading/IATF Policy

1. Whether teachers and learners are allowed to be in school

2. Physical distancing

School Context

1. Health status of teachers

2. Readiness of principals and supervisors to lead and manage multiple learning delivery modalities

3. Availability of learning resources/materials: Textbooks/print modules; offline learning resources; online learning resources; educational TV and radio broadcast resources

4. Teachers' readiness and capacity to facilitate multiple learning delivery modalities

Learners' Context

1. Capacity to complete self-directed learning resources

2. Access to learning resources and technology

3. Parental, home, and community support

4. Capacity to guide learners in understanding lessons

Learning Resources

In addition to the textbooks distributed to the schools, SLMS shall be made available in print and digital format (PDF Flat and Interactive) for use this incoming school year. They will be converted to inclusive interactive e-books where videos, audio and even sign language interpretations can be embedded to respond to the needs of the children with disabilities

SLMs in PDF Flat shall be uploaded to the DepEd LR Portal while the SLMS in digital interactive, inclusive e-books, and video lessons shall be uploaded to DepEd Commons. SLMS will also be converted to video-taped lessons and radio scripts for radio- based instructions.

Based on the ongoing inventory by the Bureau of Learning Resources of print, digital offline and online materials, and educational videos, DepEd presently has the following:

Grade Level	List of Materials
Kindergarten	Kindergarten to Grade 3- story books through Competition Writing. Kindergarten Activity Sheets, ADM K Learning Kit
Grade 1 to 3	Primer Lessons for Grade 1, Story books through Competition Writing, Grade 1 English - Activity Sheets, Learning Materials (LMs) and Teacher's Guides (TGs)
Grade 4 to 6	LMS & TGs for Grade 4, Teacher's Manuals (TMs) and Textbook (TXs) for Grades 5 & 6
Grade 7 to 10	TXS & TMs, TGs and LMs
Grade 11 to 12	TXS & TMs, LMS & TGs, Readers, Manuals, PRIMALS PLUS Self- Learning Modules for Core Subjects

· Self-learning modules for ADM crafted by all regions from Kindergarten to Grade 12 core subjects plus applied subjects covering all essential learning competencies

· Self-learning modules for SHS core learning areas developed under PRIMALS Plus. The Bureau of Learning Delivery is also working on the development of modules for applied subjects and specialized subjects.

· 2016 Grade 5 buffer materials for all learning areas. There are activity sheets based on the CG.

· 2017 Grade 6 activity sheets for all learning areas.

· Balik Kasaysayan lesson exemplars and travelogues developed by different regions.

· Multi-grade self-instructional tools for learners available in multi-grade schools.

For Kindergarten to Grade 3

· ADM learning modules for K (Kindergarten Learning Experiences -KCEP Module) to Grade 3. It includes modules in digital format, video lessons, modules in audio format (interactive), interactive songs, poems, rhymes in different languages, manipulative materials on literacy and numeracy content like puzzles, forming words, lacing, tracing, etc.

· Primer lessons in 19 languages.

· Primer lessons for Grade 1 (TG, LM, Formative Assessment Tool/FAT) for teaching beginning reading in the mother tongue to be made available in print, digital (available in DepEd LR portal), and audio format. This should be accompanied by big books and small books in digital and audio format with consideration to the mother tongue of the learners to develop and enhance the learner's skills in beginning reading in mother tongue.

· Primer lessons for Grades 2 and 3 (TG and LM) to be made available in print (Primer Grade 2-for finalization, Primer Grade 3-for development for 2020). digital, and audio format as bridging materials for smooth transition in reading from L1 (mother tongue), to L2 (Filipino) then L3 (English). This should be accompanied by big books and small books in digital and audio format with consideration to the mother tongue of the learners.

During our scan of existing learning resources, we have also found a body of learning resources across various distance learning approaches and platforms developed by non-DepEd entities. DepEd will explore ways to deploy a number of these resources, subject to content evaluation and through arrangements consistent with existing laws, rules, and regulations.

Strategies for Kindergarten to Grade 3

The early-grade learners (K to 3 stage) are the most vulnerable to inaccessibility to education. They rely heavily on the guidance of adults as caregivers and as facilitators of learning. The delivery of instruction for them should be anchored on the principles of developmentally-appropriate practices: age-appropriate, individually appropriate, and socio- culturally appropriate.

Since early grades learners need adult guidance, a combination of face-to-face learning delivery with the teacher and modular learning at home may be employed. For modular learning at home, the guidance of trained para-teachers is required. They must be trained on the content and delivery of instruction before implementation to properly and appropriately deliver the instruction. A Facilitator's Guide shall be made available to para- teachers.

Adaptations for Learners with Disabilities

Adaptations, such as (close) captioning, transcribing to braille, sign-language Interpretation, or providing different format options, shall also be considered for learners with TV clips/videos; and online materials can be designed to be accessible to learners with disabilities. Materials for learners such as, but not limited to, SLMS and other print materials; hearing, visual, and/or any other impairments.

Assessment

The learning outcomes in the form of knowledge, skills, attitudes, and values will be assessed. Learners shall prepare their portfolio/e-portfolio to include written works, and performances (and products), whether hardcopy, softcopy, or a combination of both. The portfolio/e-portfolio content will be assessed using rubrics that capture the evidence of learning. Testimonies of parents and other adults including community leaders aside from teachers may also be considered in the assessment.

Where face-to-face learning and blended learning is possible, summative tests will be administered in school. For learners who are on distance learning, summative tests may be administered when physical classes shall be allowed in their respective areas.

National examinations are a necessary part of quality assurance, and provide important feedback on the system's performance as regards curricular reforms, professional development of teachers and educational leaders, provision of financial resources and learning materials, and student's learning outcome. Thus, the administration of national examinations shall continue amidst COVID-19.

DepEd shall issue specific guidelines on assessments taking into consideration the physical limitations imposed by COVID-19.

Alternative Learning System (ALS)

The overall goal of the learning continuity plan for ALS is to sustain the gains of the Duterte administration in the delivery of quality and relevant second chance basic education programs for out-of-school youth and adults while ensuring the health and safety of both learners and teachers during the COVID-19 pandemic and in the transition to the "new normal."

Curriculum. The ALS K to 12 curriculum will be further enriched, and made relevant to address cross-cutting and emerging issues. The learning goals (outlined in the individual learning agreement) and the recognized prior learning of an ALS student will determine the competencies in the ALS curriculum that will be given focus in learning activities and the amount of time needed for coverage and mastery.

Training programs that will be relevant as we move forward post-COVID, such as entrepreneurship in Industry 4.0, digital citizenship, health promotion, and agribusiness will be made available.

Learning delivery options. Inclusiveness in existing learning delivery modalities will be strengthened so that more women, persons with disabilities (PWDs), and members of Indigenous Peoples (IP) and marginalized communities are reached. To address the issue of social distancing and limited learner access to internet (which limits possibilities for online instruction), ALS teachers shall be encouraged to utilize the following options for the continuance of ALS learning interventions:

1. Blended approach for advanced Elementary and Secondary level learners

· The existing modules for the advanced Elementary and Secondary levels are instructionally designed to support self-learning, e.g. they are grouped into manageable lessons with pre- and post-tests, have self-directed learning activities, and are written in conversational/interactive style. These modules can serve as the primary source of content delivery. Other available materials can also be used for supplemental learning. Learners can report to the Community Learning Center (CLC) on an agreed staggered schedule to pick up copies of modules, which they can study independently throughout the week. During their weekly CLC visit, they shall return completed modules for use by other learners. ALS teachers will need to devise a modified library system to manage the borrowing of modules by learners.

· The ALS teachers' task is to design weekly learning plans/agreements with their individual learners. The existing Individual Learning Agreement (ILA) template can be used for this purpose. The agreement shall cover specific learning objectives for the week and identify the modules and resources to be accessed, e.g. work sheets, radio, TV, internet, and other learning activities that can support attainment of these learning goals.

· The ALS teachers shall assign weekly assessment tasks for evaluating their learning progress. The module post-tests can be used for this purpose and supplemented by other teacher-made assessments. The module post-tests can be supervised by the ALS teacher during their weekly CLC visit, or by parents, peer learners, or learners' siblings. It is important for learners to practice their writing and higher order thinking skills. To achieve this, ALS teachers can send questions via text message or other messaging platforms that learners can answer. Learners will be given writing tasks on the modules and should be encouraged to submit a weekly written learning reflection. The writing tasks are expected to train leamers to practice higher order thinking skills, as they document the new knowledge and skills they have gained, the learning challenges they faced, and what parts of the module they did not fully understand and need additional help for from their teacher. These reflection papers and other learning outputs should be discussed with the ALS teacher during the weekly CLC visit.

· During the week, ALS teachers may provide remote learning support by answering queries, giving feedback, and providing socio-emotional support to learners through social media platforms.

· Peer learning can also be introduced. Learners can organize online or social media groups. If learners live near each other, and their LGU allows small gatherings, they could meet in pairs/triads to discuss their learning activities.

· The working folder/portfolio will continue to play a very important role in ALS. The teacher will review the portfolio outputs, learning journal/notebook entries, and reflection papers with individual students and agree on the following week's learning contract deliverables and learning strategies.

2. Face-to-face learning sessions for lower elementary and basic literacy level learners

· Basic literacy and lower elementary level learners need more face-to-face facilitator-aided support than advanced elementary and secondary ALS learners. It is difficult to provide this learning support remotely given the weak literacy skills of BL and LE level learners. ALS teachers who wish to continue offering basic literacy and lower elementary A&E classes will have to conduct these face-to-face learning sessions on an agreed schedule with learners in an appropriate learning environment.

· ALS teachers will need to prepare a class program, and set a maximum number of learners per session that complies with the physical distancing requirements.

· If the learning center/location is too small to accommodate all lea class may be divided into sub-groups with different schedules.

3. Radio-based instruction (RBI) or broadcast of ALS "Ibang Klase" TV episodes from Knowledge Channel

· For RBI, DepEd has developed some audio materials and scripts that ALS teachers can access, download, and store. ALS teachers are also encouraged to develop their own radio scripts based on the ALS K to 12 Basic Education Curriculum (BEC) to be quality-assured by the Schools Division ALS focal person and learning resource supervisor. They would then need to coordinate with their local community radio to secure airtime for broadcast of radio-based materials.

· TV, such as the Knowledge Channel, may be a source of supplemental learning given the lack of internet access in some areas. Knowledge Channel videos can also be downloaded for free from their website. Some of these videos have accompanying lesson guides.

4. Online learning for learners with gadgets and access to the internet

· Learners with ICT equipment such as computers, mobile phones/tablets, and other digital devices, and have access to the internet can continue learning through the DepEd Commons, DepEd LR Portal, the ICT4ALS application developed by UNICEF with DepEd ALS teachers, and the AralMuna application. DepEd Commons can be accessed for free through Smart and Globe networks.

· ALS teachers can also save the soft copies of ALS modules in the mobile phones or mobile devices of their learners, if available or when circumstances allow.

· With support from partners, innovations will be introduced to update and improve the DepEd learning resource portals while also securing the integrity of online assessments.

Assessment. For the conduct of Accreditation and Equivalency (A&E) test, the Bureau of Education Assessment shall release further guidance on its administration. To better prepare the ALS learners in the A&E test, the ALS Task Force has developed an A&E readiness test to be administered in CLCS or an agreed venue by the ALS Teachers and learners. A memorandum shall be issued on the details of said test.

Teacher training and support. A series of capacity building workshops shall be rolled out for DepEd field officials and ALS teachers on how to implement ALS 2.0 during emergencies, and in the "new normal." In preparation for the school opening, ALS implementers will be trained on the following topics: ILA/contract-based learning; portfolio assessment; setting up and supporting peer learning and peer assessment; parental/familial engagement strategies to support learning; use of technology for learning support; ALS-Learning Action Cells; and instructional mentoring/coaching.

Learners' support. For the learners, guidance and career support services shall be introduced to help address academic and psychological issues affecting learning. Such services will help prepare learners for their options after undergoing ALS, specifically in their transition to employment, self-employment, entrepreneurship, or continuing education.

Learning environment. It is proposed that ALS learners use existing formal school facilities not only to ensure that social distancing protocols are observed, but also to provide access to WASH facilities for ALS learners. For CLCs that will still be used, disinfecting and sanitizing products should be provided.

Establishing a Committee for the Development, Acquisition, and Deployment of Learning Resources

Because sources of learning materials and platforms are vastly diverse, a committee led by the Curriculum and Instruction Strand, with representations from the OSEC, Legal, Administration, Procurement, Field Operations, and Finance strands shall be constituted to develop a transparent and responsive process for the development, evaluation, selection, acquisition, and deployment of various learning resources and platforms.

Preparing Our Teachers and School Leaders for Multiple Learning Delivery Modalities

Amidst the COVID-19 pandemic and its concomitant challenges, DepEd, through the National Educators Academy of the Philippines (NEAP), affirms its commitment to providing and supporting the professional development of teachers and school leaders.

Our teachers and school leaders shall be capacitated to implement and manage the adoption of multi-modal leaming delivery models based on their technology resources map, readiness assessment results, and implementation plans. They will be introduced to a range of delivery modalities they can utilize depending on the context of their community and the situation of learners and teachers. Tools and mechanisms will also be provided for them to make informed decisions on appropriate learning delivery mode for their context. Context includes geographical conditions, access to delivery platforms (i.e. online, broadcast technology, and modules), readiness of learners, teachers and household and community partners, and other relevant factors.

The capacity building programs, to be implemented starting June 2020, will address the curriculum requirements in terms of essential learning competencies and content as well as pedagogy and assessment. These will complement the learning resources already available through the DepEd LR Portal, DepEd Commons, and other LR portals and resources that may be made available by education partners. Given the challenges posed by the COVID-19 pandemic not only to the physical, but also to the mental health of both learners and teachers, capacity building will also include support for teachers so they can debrief their classes about their experience on the public health crisis, and also set fair expectations on how learning will take place with the "new normal."

There will also be efforts to train teachers in identifying and assisting children under vulnerable conditions, and in protecting them from violence and harm in the various contexts of the school, home as school, and the cyber world. These children include victims or at risk of child abuse and bullying, children under conflict-afflicted areas, children in disaster-prone areas, gifted children, and other learners at risk of learning discontinuity because of socio- economic factors, among others. Proper attention must be given to these learners, as under normal conditions they already face enough, limiting their ability to catch up with the other students. Otherwise, students with learning disabilities may lag further behind the rest of the learner population. These strategies shall ensure that teachers can seamlessly transition their learning activities into formats that are appropriate to the platforms and modalities that they will adopt and implement.

The capacity building intervention shall also be differentiated in consideration of the level of risk in the area, and the COVID-19 response adopted based on the epidemiological picture. Thus, the intervention delivery shall adopt a multi-modal approach that leverages accessible technology, resources, and capacities of the education system, as well as client- readiness to undertake the process of capacity building. Rapid survey on the physical readiness of teachers, school leaders, and households for remote learning through the SDOS and Regional Offices (ROS) shall be conducted ahead of finalizing the arrangements for capacity building programs.

Moreover, a support mechanism shall be established for teachers and school leaders, including supervisors, to have access to relevant on-demand technical and administrative advice and guidance. This will come in the form of functional helpdesk, coaching, professional learning community through the learning action cell (LAC), resource materials, and other forms of support that can be made available in real or virtual platforms/set-up. Monitoring of course implementation, and identification of areas of improvement and best practices will also be conducted.

In line with the fourth pillar of Sulong EduKalidad which is to increase the engagement of stakeholders for support and collaboration, DepEd, through the issuance of DM No. 048, s. 2020, called for proposals for professional development programs and courses from both DepEd units and non-DepEd Learning Service Providers. This opens to non-DepEd learning service providers the opportunity to contribute to the education of our children. DepEd also issued DM No. 050, s. 2020 which provided professional development priorities for teachers and school leaders for the school year 2020-2023, which includes training programs in light of COVID-19 for the incoming school year.

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