Republic of the Philippines

Department of Education
Region X – Northern Mindanao
Division of Misamis Occidental
Bonifacio East District
BONIFACIO CENTRAL SCHOOL
D. Fernan, Bonifacio, Misamis Occidental

BONIFACIO CENTRAL SCHOOL LEARNING CONTINUITY PLAN (LCP)

I. FOREWORD:

The current pandemic situation brought by COVID-19 has resulted a magnitude

of changes and challenges in the various facets of life and in the different sectors of
the community. It has affected the economic, social, political and educational
dimensions which enforces leaders to develop strategies and plans in coping up the
“new normal” situation.
In the field of education, the Department of Education (DepEd) is committed to
ensure that educational continuity amidst the challenges. Education must continue
to give hope and stability, contribute to the normalization of activities in the
country, facilitate development of our learners and bring normalcy to their lives, but
health and safety of the learners and school personnel are of utmost importance
and must be protected at all times (DepEd Order 7, s. 2020).
With this, Bonifacio Central School lays outline through this Learning Continuity
Plan to guarantee the effective implementation of the K to 12 basic Education
Curriculum adaptive in the pandemic situation. This plan secures that every learner
in Bonifacio CS continues to acquire quality, accessible, safe, relevant, and liberating
basic education.
Moreover, this pursues the DepEd mission and vision to continuously provide
opportunity and sufficient time for learners to acquire and master lifelong learning
skills for the 21st century, and to experience learning beyond the classroom for more
holistic development, in order to prepare the graduates for higher education, middle
level skills development, and the world of work.
This Learning Continuity Plan serves as the school’s guiding compass to ensure
effective and con education amidst the pandemic times. There should be continuous
provision of quality education in the context of COVID19 for learners to access and
continue learning, for teachers to impart teaching instructions through appropriate
learning modalities responsive to the needs, conditions and situations of the
learners ensuring their health and safety.
 I, Liezl L. Talip, the School leader must be competent to lay down compassionate
plan, provide technical assistance to guarantee a responsive, realistic, and doable
school learning continuity plan and ensure teachers’ readiness to digital instructions
capable to perform instructional duties amid the “new normal” situation while
adapting Blended Modalities. Careful consultations and collaboration with the
constituents of Barangay D. Fernan and its neighboring feeder schools barangays
Poblacion, Digson and Mitang-ag for a more contextualized and relevant strategies
suited to the context of the locality. Learning needs, abilities and learning styles of
the learners were considered in designing instructions while observing safety
protocols to protect health. Establish parents’ capacity to adapt the scheme on
Mama Ko, Teacher Ko , production and provision of learning resources.
Despite the pandemic situation, as school leader, and in behalf of the 8
teaching personnel, we will continue to provide our services to Filipino Children
through providing quality, accessible, safe, and liberating education. This Learning
Continuity Plan shall be our guiding compass so that Bonifacio CS will continue to
venture its operation despite uncertainties in order to achieve the DepEd’s Vision-
Mission, goals, and objectives. As one DepEd family, we protect the health, safety,
and well being of all learners, teaching personnel, and support the overall effort of
the Philippine government to prevent the further transmission of COVID 19. Sulong
Edukalidad!Together, We Heal As One !
II – Objectives
To ensure the effective implementation of the K to 12 Basic Education Curriculum of the
Department of Education for every learner to acquire quality, accessible, relevant, and
liberating basic education. Amidst the challenges brought by the COVID 19 pandemic, education
must be relentless. As we continue to prepare for a challenging school year 2020 -2021 ,
Bonifacio Central School is committed to ensure the delivery of quality, accessible, relevant and
liberating basic education to its learners with strict compliance to the safety protocols set by
national and local authorities to maintain the safety our learners, teachers, and parents in these
difficult times. Thus, Bonifacio CS has developed its Learning Continuity Plan (LCP) to deliver its
mandate and respond appropriately to the demands of the new normal in this time of
pandemic.
III. Methodology and Principles

Apprehensive to the urgent needs caused by this global pandemic COVID 19,
Bonifacio Central School assured its constituents that the school is really doing its
share in responding to the challenges, emerging issues and concerns that require
immediate and practical resolution. DepEd’s directives and orders were acted
promptly and appropriately as it is deemed urgent in this challenging times.
 Guidelines set by Inter Agency Task Force ( IATF ) and the principles
governing the implementation of the Bayanihan, to Heal as One Act otherwise
known as Republic Act No. 11469 were considered in the crafting of the Learning
Continuity Plan, aside from a collaboration of all stakeholders.
Brainstorming with community officials and school personnel were done to
identify issues and concerns that might emerge based on the given scenarios in the
locality, as to when EGCQ will be lifted and when EGCQ will be extended, and when
DepEd authorities get infected with the COVID19 disease.
Thorough deliberation had been done to carefully consider every aspect,
issues and concerns relative to the safety and welfare of the learners and teachers
during the opening of classes as there were questions and apprehensions as to the
learning delivery modes to be employed while the pronouncement of the PPRD was
that there would be no face-to-face classes shall be done while vaccine is not yet
available in the market. Henceforth, the following principles were strictly adhered
in the considerations of the school’s plans, programs and initiatives;
1. Ensures that education can be delivered accessibly, equitably and with
quality without discrimination regardless of the clients’ creed, religion, ethnic
origin and social status;
2. Guarantees that no learner shall be left behind in this new normal and that
no one shall be deprived and discriminated on their basic rights: such as,
right to development, right to life and right to participation, by exerting all
efforts that even the remote hinterlands shall be served and be dispensed
with the learning materials they need;
3. Ascertains that the mode of delivery of learning shall not coerce the parents
to seek the necessary gadgets should the activity requires but the DepEd
through the field offices should make the modes appropriate to the condition
of the family;
4. Makes sure that every learner’s and teacher’s health and safety be the prime
concerns in delivering instruction modules by providing them safety
protocols and protective paraphernalia to keep them safe from being
infected or being a virus carrier;
5. Coordinates with LGUs and stakeholders in collaborating supports for the
learners’ and teachers’ safety especially in the distribution of learning
packages as well as in collecting them, doing the validation assessment in
areas or centers which social distancing is difficult to be managed and
observed;
6. Capacitates, parents, stakeholders, guardians and volunteers in the conduct
of the remote learning programs as well as upskilling parents’ role in the
education of their kids in this new normal;
 7. Links and connects the Division LCP on the DepEd programs, the battle cry on
“Sulong Edukalidad” and ‘Bawat Bata Bumabasa’ as to how these programs
can be bridged towards the future to ensure that despite the pandemic,
reading comprehension and other performance indicators can be achieved
with quality.

IV. What the Data Tell Us

a. Total Enrollment of the School S.Y. 2019 – 2020

Grade K G1 G2 G3 G4 G5 G6 SPED Total

Level
Enrollment 43 68 74 52 67 77 71 22 472

Bonifacio Central School has a total enrollment of 129 learners for the School
Year 2019 – 2020. Grade Level Five has the largest enrollment with seventy seven (77)
pupils. SPED has the least number of enrollment with only twenty two (22) pupils.

b. Distribution of Enrollment in Formal K to 12 for S.Y. 2019 – 2020 Disaggregated

by Sex

Grade Level Male Female Total

Kindergarten 7 15 22
Grade 1 31 37 68
Grade 2 36 38 74
Grade 3 23 29 52
Grade 4 33 34 67
Grade 5 36 41 77
Grade 6 29 42 71
Total 218 254 472

Of the 472 pupils enrolled in Bonifacio Central School for the School Year 2019 –
2020, two hundred eighteen (218) pupils were male and two hundred fifty four (254) pupils
were female. This shows female pupils enrollment is greater than male pupils enrollment by
thirty six (36).

c. Total Regular Employees of Bonifacio Central School

 No. of Teaching No. of Non-Teaching
No. of School Head Total
Personnel Personnel
21 2 1 24

The Human Resource of Bonifacio Central School is comprised of twenty one (21)
Teaching, two non- teaching personnel and one (1) School Head for a total nine (24) regular
employees. Out of these twenty four (24) employees, twenty two (22) were female and one (2)
were male.

d. DepEd Computerization Program

DCP Package Batch Units/Items Received Remarks

 1 Thin Client Server PC with 6 4 still functional and 2 unit
Thin Client Monitors and related defective
peripherals Server still functional
Batch 26
 1 units PixPro Projector Defective
 1 unit Canon Pixma Printer No longer Functional
 1 white board screen still functional
 1 unit Coby Laptop Functional but with defective
Battery, defective keyboard
Batch 29 and defective screen
 1 unit Pixpro Projector Functional
 1 speaker Not functional

The school is recipient of DCP Package for Batches 26 and 29. For DCP Batch 26
Package, the server with the four (4) thin client monitors are still functional and also the white
board is still functional, projector and printer are no longer functional. For DCP Batch 29, the
Coby Laptop is functional but with defective battery, keyboard and screen, the projector is still
functional while the speaker is not functional anymore.
e. Internet Connectivity

Bonifacio Central School is connected to the internet since January of 2017 up to

present with a regular monthly internet subscription fee of ₱ 2,940.00 less VAT
exemption of 2% through a third party service provider of Buzzco Solutions in
2017 up to present. The school’s strategic location is favored with good internet
connectivity signal.
 f. Teacher Readiness to Digital Learning

Attended Webinar
With Series on Adapting
With Smart
Name of Teacher Laptop/Netbook to the New
Phone? (Yes/No)
? (Yes/No) Normal/Digital
Learning?
1. Shelami M. Suson Yes Yes Yes
2. Sugar May R. Sunio Yes Yes Yes
3. Mary Bernadette O. Candia Yes Yes Yes
4. Junnand Flor J. Sta. Rita Yes Yes Yes
5. Felina B. Delos Santos Yes Yes Yes
6. Carmen A. Jala Yes Yes Yes
7. Charito A. Bendanillo Yes Yes Yes
8. Liwayway C. Arnoco Yes Yes Yes
9. Gretchen J. Parojinog Yes Yes Yes
10. Mercy I. Sonogan Yes Yes Yes
11. Mary Grace N. Bragat Yes Yes Yes
12. Norma A. Aninao Yes Yes Yes
13. Eleanor C. Lopena Yes Yes Yes
14. Ronnie L. Jalagat Yes Yes Yes
15. Jamaica J. Caylan Yes Yes Yes
16. Janice E. Monteza Yes Yes Yes
17. Mechille N. Lanorias Yes Yes Yes
18. Iris Lynn S. Impas Yes Yes Yes
19. Carolyn Mae M. Olivar Yes Yes Yes
20. Vina S. Lopena Yes Yes Yes
21. Nelsen Jan S. Galindo Yes Yes Yes

All teachers in Bonifacio Central School have attended webinar series on

adapting to the new normal and digital learning. All of them also owned smartphones and
laptop/netbook.

g. Learner Readiness to Digital Learning

Out of 472 pupils of Bonifacio Central School for S.Y. 2019 – 2020, 15 of them
has internet broadband subscription to any network. Only about 30 % of the learners or 140 out
of 472 pupils can access the internet through mobile data connection. About the same number
of learners has smartphones at home.
 While the school has strong internet connection, digital learning is still not a
viable option to majority of the pupils of Bonifacio Central School.

h. The Epidemiological Picture for the Incoming School Year

The Epidemiological Picture for the Incoming School Year "Learning Continuity Plan.
The outbreak of Corona virus disease (COVID 19) has been declared a Public health emergency
of International concern, the virus has now spread to many countries and territories. The
protection of school children and educational facilities is particularly important. Precaution and
measures taken are necessary to prevent the potential spread of COVID 19 in school setting.
Sick pupils, teachers and staff should not come to school. School should enforce regular hard
washing with safe water and soap, alcohol, sanitizer. School should promote social distancing
and limiting large group of people. No facemask no entry in school premises. Today, school
children and young people are global citizens, powerful agents of change. Having information
and facts about COVID 19 will help diminish school children fears and anxieties around the
disease and support the ability to cope. School children should understand basic, age-
appropriate information about COVID 19 including its symptoms, complications, how it is
transmitted and how to prevent transmission.. Stay informed about COVID 19 through
reputable sources such as DOH. Be aware of fake information /myths that may circulate by
word of mouth or online. Always stay at home to stay safe.
V. School Calendar of Activities
Bonifacio Central School is committed to ensure educational continuity amidst
the challenges brought about by this COVID 19 pandemic. Education must continue to give
hope stability, contribute to the normalization of activities in the country, facilitate
development of our learners, and bring normalcy to their lives, but health and safety of learners
and school personnel are of utmost importance and must be protected at all times. Because of
this, Bonifacio Central School adheres and adapts the School Calendar of Activities for S.Y. 2020
– 2021 as stipulated in DepEd Order No. 7, s. 2020 and aligns the dates/schedules of its school
initiated activities and programs.

Month Activity
June 2020
1  Start for teachers to render service for S.Y. 2020 – 2021
12  Independence Day (Regular Holiday)
23  Department of Education Founding Anniversary
TBA  Special administration of PEPT, if allowed under IATF rules
1 – 30  Enrollment
 1-30  Brigada Eskwela and Oplan Balik Eskwela
July 2020
1 – 31  Brigada Eskwela and Oplan Balik Eskwela
TBA  Eidul Adha (regular holiday; date subject to Presedential
Proclamation)
1 – 10  Accomplishment of IPCRF 2019 – 2020 (Portfolio Preparation
through Work from Home Arrangement
 Portfolio Validation and Agreement through Teleconferencing
13 – 15
August 2020
3–5  Pre-school opening assignments exploring foundational topics
for deepening during the year/orientation of learners on the
utilization of alternative modalities and learners’ materials
17 – 22  Mental Health and Psychosocial Support Activities
21  Ninoy Aquino Day (regular holiday)
TBA  Conduct of Career Assessment for Grade 9 students
24  Start of Teaching and Learning Activities
28  SLAC on Teaching and Learning Modalities Adjustments
(Teleconferencing)
31  Brigada Eskwela and Oplan Balik Eskwela
 National Heroes Day (regular holiday)
September 2020
TBA  Oplan Kalusugan sa DepEd
25  SLAC
October 2020
 World Teachers’ Day
5
 1st Quarter Assessment
15 – 16
 SLAC
30
November 2020
1  All Saints’ Day (special non-working day)
2  Additional Special Non-Working Day (Per Presidential
Proclamation No. 845 s. 2019)
7  Parent – Teacher Conference
27  Araw ng Pagbasa
 SLAC
30  Bonifacio Day (regular holiday)
December 2020
8  Feast of the Immaculate Concepcion of Mary (special non-
working holiday)
10 – 11  2nd Quarter Assessment
14 – 18  Mid – Year INSET
19  Start of Christmas Break
 24  Additional Special Non-Working Day (Per Presidential
Proclamation No. 845 s. 2019)
25  Christmas Day (regular holiday)
30  Rizal Day (regular holiday)
31  Last Day of the Year (special non-working day)
January 2020
1  New Year’s Day (regular holiday)
4  Resumption of Classes
9  Parent-Teacher Conference
rd
3 Week  NCAE, if allowed under IATF Rules
4th Week  Administration of NAT for grade 12, if allowed under IATF rules
29  SLAC
30  Start of Early Registration
February 2021
1st Week  PEPT, if allowed under IATF rules
1 – 2nd Week
st
 Supreme Pupil Government (SPG)/ Supreme Student
Government Election
12*  Chinese New Year
19  SLAC
24 and 26  3rd Quarter Examination
25*  Anniversary of the EDSA People Power Revolution
March 2021
13  Parent – Teacher Conference
TBA  Administration of NAT for Grade 6and Grade 10 (one week
before the final exams), if allowed under IATF rules
TBA  Early Language Literacy and Numeracy Assessment (ELLNA) (two
weeks before the final exams) if allowed under IATF rules
26  SLAC
April 2021
 Maundy Thursday (regular holiday)
1  Good Friday (regular holiday)
2  Araw ng Kagitingan (regular holiday)
9  4th Quarter Examination (Final Examination for Grade 6, 10, and
15 – 16 12)
 4th Quarter Examinations (Final Examinations for Grades 1-5 & 7
22 – 23 – 11)
 End-of-School Year Rites
26 – 30  Administration of Accreditation Equivalency (A and E) Test if
3rd Week allowed under IATF rules
 Last Day of the School Year
30  Parent – Teacher Conference
 SLAC
May 2021
  Labor Day (regular holiday)
1
 Start of Summer Classes
3
 NSPC/ NFOT Online
TBA
 Palarong Pambansa (where possible)
TBA
 Eidul Fitr (regular holiday; date subject to Presidential
TBA
Proclamation)
 Brigada Eskwela
TBA
 Oplan Balik Eskwela
June 2021
11  End of Summer Classes

V. Learning Strategies and Modalities (Adapted from BE – LCP S.Y. 2020 – 2021)
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.

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

A. Compressing the K to 12 Curriculum to the Most Essential Learning

Competencies (Adapted from the BE – LCP 2020 under “A. 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), hereto attached as Annex “C”. This has streamlined the total number of
competencies in all learning areas from Kindergarten to Grade 12 (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. (See Table 8 and Figure 10.)

Table 8. Streamlining of K to 12 Curriculum into the Most Essential Learning Competencies

Number of LCs in Percentage of Percentage of
Subjects Number of MELCs
Current CG MELCs Removed LCs
Kindergarten 241 66 27 7
 % 3%
Mother Tongue 1,73 13 8% 9
8 5 2%
Araling 527 25 48 5
Panlipunan 5 % 2%
Edukasyon sa 380 31 82 1
Pagpapakatao 3 % 8%
English 3,12 23 7% 9
0 1 3%
Filipino 2,37 70 30 7
8 8 % 0%
Mathematics 741 54 73 2
3 % 7%
MAPEH 1,43 99 69 3
6 7 % 1%
Science 284 18 66 3
7 % 4%
EPP/TLE 883 74 85 1
9 % 5%
SHS Core 739 40 55 4
9 % 5%
SHS Applied 219 17 81 1
8 % 9%
ABM 257 16 65 3
7 % 5%
STEM 586 34 59 4
7 % 1%
HUMMS 326 16 52 4
8 % 8%
Sports Track 149 14 10 0
9 0% %
Arts and Design 167 87 52 4
% 8%
To 14,1 5,6 40 6
tal 71 89 % 0%
Source: DepEd
 Figure 10. Streamlining of K to 12 Curriculum into the Most Essential Learning Competencies

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 that 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:

a. It is aligned with national standards or frameworks, such as, for example,

“holistic Filipino learners with 21st Century skills.”

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

c. They are applicable to real-life situations.

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

e. 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. The content and performance standards are indicated in Annex
“C” for field implementers to recognize that the MELCs are anchored on the prescribed K to 12
standards.

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.

B. Learning Delivery Options

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 socioemotional 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

learners 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 ebooks. 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.

4. 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.

A matrix of the learning delivery modalities, considerations and strategies is

attached as Annex “D”. In addition, the Curriculum and Instruction strand has identified some
of the factors that need to be assessed in order to determine the learning delivery options:

● Risk Severity Grading/IATF Policy

- Whether teachers and learners are allowed to be in school - Physical distancing

● School Context
- Health status of teachers
- Readiness of principals and supervisors to lead and manage multiple learning delivery
modalities
- Availability of learning resources/materials: Textbooks/print modules; offline learning
resources; online learning resources; educational TV and radio broadcast resources
- Teachers’ readiness and capacity to facilitate multiple learning delivery modalities

● Learners’ Context
- Capacity to complete self-directed learning resources
- Access to learning resources and technology
- Parental, home, and community support
- Capacity to guide learners in understanding lessons

C. Learning Resources
 In addition to textbooks and SIMs developed by DepEd central, regional,
and division offices, Bonifacio Central School teachers shall adapt the localized Self Instructional
Materials ( initiated by the Division of Misamis Occidental, Learning Activity Sheets ( LAS )and
Big Books (for Kindergarten – Grade 2).
Based on the Inventory of Learning Resources, the school has the
following learning resources presently:

( Present Data on Inventory of Learning Resources)

D. Strategies for K to 3
E. Assessment

VI. Preparing Our Teachers for Multi-Modal Learning Delivery

Teachers are required to use DepEd learning portals, DepEd Commons, attain
Webinars daily, enter into LRMDS portals and those recognized by the DepED to
equip themselves to be equally competent for Multi- Modal Learning Delivery. This
must be included in teachers’ Work Week Plan as part of their accomplishment
when Work from Home and on Skeletal Work Force.

VII. Operationalizing the Learning Continuity Plan

A. Minimum Health Standards
The Department of Education is yet to issue its own guidelines on its
Required Standards for the adoption and guidance of all public and private
schools and DepEd offices in consonance with the guidelines set by the
Department of Health. This will cover the four COVID-19 mitigation objectives
identified by the DOH, namely:

1. Increase physical and mental resilience

2. Reduce transmission

3. Reduce contact

4. Reduce duration of infection

To effectively manage and address the threat of the 2019-NCOV, Bonifacio

Central School adapts and abides by the minimum health standards set by the Department of
Health DM No. 2020 – 0055 on Interim Guidelines on 2019 Novel Coronavirus Acute
Respiratory. Disease (2019-nCoV ARI)) Response in Schools and Higher Education Institutions.

A. General Preventive Measure

 i. Teach students and staff to cover their mouth and nose when coughing and
sneezing with tissue or their shirt sleeve, to properly dispose of used tissues in
trash cans, and to immediately wash their hands thereafter.
ii. Provide adequate supplies within easy reach, including tissues, no-touch trash
cans, and soap.
iii. See Annex A for respiratory etiquette.

a. Encourage hand hygiene among students and staff through education, scheduled time
for handwashing, and the provision of supplies.

i. Teach students and staff to wash hands often with soap and water for 20 seconds,
dry hands with a paper towel, and use the paper towel to tum off the faucet. If soap
and water are not available, and hands are not visibly dirty, an alcohol-based hand
sanitizer containing at least 60% ethanol or isopropanol may be used.
ii. Include handwashing time in student schedules.
iii. Provide adequate supplies, including clean and functional handwashing stations,
soap, paper towels, and alcohol-based hand sanitizers.
iv. See Annex B for proper handwashing technique.
b. Encourage students and staff to keep their hands away from their nose, mouth, and
eyes.
i. Encourage routine surface cleaning through education and school policies.
ii. Tidy and clean surfaces and objects that are touched often, such as desks,
countertops, doorknobs, computer keyboards, hands-on learning items, faucet
handles, and phones. Empty trash cans as needed.
iii. Use general cleaning products following product label directions. Additional
disinfection beyond routine cleaning is not recommended.
iv. Provide adequate supplies, such as general FDA-registered cleaning products,
gloves, disinfecting wipes, and no-touch trash cans.
c. Encourage students and staff to avoid contact with animals and avoid consumption of
raw or undercooked animal products.
i. Handle raw meat, milk or animal organs with care, to avoid cross-contamination
with uncooked food, as per good food safety practices.
ii. Do not slaughter sick animals for consumption. Bury or destroy dead animals
and avoid contact with their body fluids without protective clothes.
iii. When visiting live animal markets, wet markets or animal product markets:
a. Practice general hygiene measures, including regular hand washing
with soap and potable water after touching animals and animal
products
b. Avoid touching eyes, nose or mouth with hands
 c. Avoid contact with (a) sick animals or spoiled animal products (b)
other animals possibly living in the market (e.g., stray cats and dogs,
rodents, birds, bats) and (c) potentially contaminated animal waste or
fluids on the soil or structures of shops and market facilities

2.Infection Control
a. Preventive actions to stop the transmission and spread of the virus
i. Encourage learners and staff to stay home when sick.
ii. Advise learners, parents, and staff on the importance of staying home when
sick for at least 24 hours after they no longer have signs and symptoms
(fever or signs of a fever, cough, colds).
iii. Review school policies on:
a. Implementing flexible sick leave policies for students and staff.
b. Lifting the use of perfect attendance awards.
c. Cross-training staff so that others can cover for co-workers who need to
stay home.

B. Management of Symptomatic

1. Advise/orient learners, parents, and staff on the signs and symptoms of 2019-nCoV
ARD, emergency warning signs (difficulty of breathing), and high-risk groups (individuals
with other existing medical conditions).
i. Those who would manifest fever and/or respiratory infection and have a history of travel
from China or contact with a sick household member who had a history of travel from
China for the past 14 days, should consult the school clinic and be referred to the
nearest hospital with prior notification. Transportation needs should be coordinated
with the Barangay Health Emergency Response Team (BHERT).
2. While waiting for referral and transport of sick individuals, separate learners and staff
with fever and respiratory infection from others preferably in a well-ventilated holding
area with handwashing facility or sink with soap and water, alcohol-based hand rub,
tissue paper, and no-touch trash can. Provide masks to the sick learner/staff with
proper instruction. (Annex C)

C. Community Engagement and Coordinated Response

1. Depending on the required level of response (Annex D), administrators shall
coordinate with higher-level school authority, local government unit, and public health
officials for the conduct of joint risk assessment.
The decision of school officials for the temporary suspension of classes and activities
should be based on the result of the joint risk assessment. Resumption of classes and
activities will follow the same procedure.
 2. Administrators must immediately notify the Barangay Health Emergency Response
Team (BHERT) of Il (a) symptomatic (b) asymptomatic with history of travel to China and
(c) asymptomatic with history of exposure PUIS for 2019-nCoV ARI).
a. A PUI is any individual who exhibits symptoms consistent with the 2019-
nCoV ARD and has history of travel to affected areas or close contact with a
caregiver of a PUI or a confirmed case of 2019-nC0V ARD.

D. Declaration of Class Suspension by Response Level

1. Confirmation of cases, as well as community-level transmission, shall

only come from the DOH. At any Response Level (Annex D), the Local
Chief Executive (LCE), can declare class suspensions as deemed fit based
on information or recommendation provided by DOH. In cases where
urgent action is needed, the school administrator can declare class
suspension and inform the LCE thereafter, in accordance with
prescribed actions for Response Levels.
2. Lifting of school suspensions or deactivation of Response Levels Ill and
IV, may be made 10 calendar days from the date of suspension of
classes provided that students, faculty, and non-teaching personnel with
2019-nCoV ARD symptoms, PUIs, or confirmed cases remain isolated at
home or at designated health facilities.
3. Prior to resumption of classes, schools must undertake the following:
a. General cleaning of the school
b. Disinfection of chairs, desks, doors, toilets, lavatories, and
garbage bins with cleaning material
c. Ensure provision of water, soap, and other supplies for proper
hygiene
d. Intensify campaign for hand and respiratory hygiene and general
sanitation
4. Prior to resumption of classes, Local Health Authorities must:
a. Ensure compliance of the school on the actions to be taken by
the school prior to resumption of classes
b. Provide assistance in the provision of health services related to
the prevention and control of 2019-nCoV ARD
c. Intensify campaign for hand and respiratory hygiene and general
sanitation
E. Sources of 2019-nCoV Information and Advisories
1. Everyone is advised to refrain from sharing unverified reports
and/or false news to avoid undue stress and worry due to
misinformation.
2. For announcements and public advisories, you may visit the
following official DOH channels:
a. Website: https://www.doh.gov.ph/2019-nCoV
b. Facebook:
https://www.facebook.com/OfficialDOHgov/
c. Twitter: https://twitter.com/DOHgov

3. DOH health promotion materials (e.g. infographics, social media

cards among others) may be reproduced by public and private
schools and HEIS for instructional use free of charge.

For strict compliance of all concerned.

B. Contextualized Learning Strategies and Modalities

Bonifacio Central School shall decide on the learning delivery modalities deemed
appropriate in the context of the local conditions and consistent with the
COVID19 guidelines and regulations. Though this endeavor requires resilience,
adaptability, and resourcefulness in delivering instruction among teachers and
school leaders, we are very much mindful of the Secretary’s direction to pivot to
quality under the framework of Sulong Edukalidad. We are confident and ensure
that the quality of education will be maintained if not enhanced rather than
sacrifice.

Due to the marching order of our President as reiterated by the DepEd Secretary
that there will be no face –to – face instruction until vaccine is available in the market,
Bonifacio Central School will introduce the following learning strategies and modalities:

1. Distance Learning through Modular Approach

Teachers will bring printed materials/modules/activity sheets to the homes of

the learners and give instructions to both learners and their parents on what to do with these
materials and what are the expected outputs/outcomes that must be shown by the learners
after accomplishing the tasks and activities in the materials. Teachers will then come back the
the homes of the learners as agreed to do the assessment of learning and deliver the next set of
materials when transfer of learning is evident. If learning is not evident, the teacher will give
additional activity sheets until learners can perform the most essential competency expected
from them. This approach will require strong support and commitment from both the parents
and the teachers.

2. Blended Learning (Educational Radio and TV Programs and Online Learning

through Deped Commons)

For learners with access to radio, television, gadgets, and internet, they will be
advised to access DepEd sponsored programs and portals that will provide instructional lessons
under the supervision and guidance of the parents and teachers. The learners will also be
provided with activity and assessment sheets to assess learning.

C. Brigada Eskwela and Oplan Balik Eskwela

Adapted from BE- LCP for S.Y. 2020 – 2021, Brigada Eskwela and Oplan Balik
Eskwela, the annual activities of DepEd to prepare for the school opening, will be
reconfigured to fully assist the preparation of stakeholders in the roll-out of the BE-LCP.
Brigada Eskwela and Oplan Balik Eskwela will be undertaken from June 1, 2020 to August
29, 2020.

Brigada Eskwela. The original schedule of the 2020 Brigada Eskwela on May 18-
23, 2020 as provided in DM No. 32, s.2020, is postponed. DepEd, through the External
Partnerships Service (EPS), shall now be implementing a longer national schools’
preparation through Brigada Eskwela from June 1 to August 29, 2020. However, under
the Brigada Eskwela Plus, the partnership initiatives shall be implemented throughout the
school year. This will contribute to the readiness not only of the school facilities but also
of the learners, teaching and non-teaching personnel, school administrators, and
community.

The national schools’ maintenance week, which includes cleaning, minor repairs,
repainting, beautification, landscaping, electrical works and installations, and other
activities may still be done two weeks before the opening of classes in public schools,
depending on the prevailing ECQ/GCQ situation.

Lumbayao Elementary School will allow parents and other volunteers to perform
Brigada Eskwela activities like, fixing damaged furniture and fixtures, cleaning of
classrooms and surroundings, repainting of walls and other related tasks with strict
observance to social distancing protocols.

Below is the modified schedule of activities for the 2020 Brigada Eswkela:
Activity Schedule
Pre-implementation Stage (activities Up to May 31, 2020
adjusted on account of the COVID-19
situation)
National Brigada Eskwela Media/Online June 1, 2020
Kickoff Program
Regional/Division Kick-off Program During Brigada Eskwela Kick-off Week
(Optional) from June 1-6, 2020
Brigada Eskwela Implementation and June 1 to August 29, 2020
Monitoring of Schools
Submission of Brigada Eskwela By Divisions: September 24, 2020 By
Accomplishment Reports Regions: October 30, 2020

The 2020 Brigada Eskwela activities shall highlight partnership initiatives that
complement the Department's efforts for ensuring that quality education will continue,
despite the challenges in adapting to the “new normal”. Aside from the usual activities
conducted in the past Brigada Eskwela, school heads shall endeavor to conduct the
following related initiatives:

1. Coordinate with the local government units (LGUs) or other non-

government organizations (NGOs) and volunteers to clean and disinfect school
buildings, classrooms, and other school facilities.

2. The EPS, RO/SDO partnership focal persons, and school heads shall
engage partners in raising the availability of the following items in school during
Brigada Eskwela:

● Thermal scanners;

● Hand sanitizing equipment or materials, such as rubbing alcohol, anti-

bacterial or germicidal soap;

● Cleaning tools, materials, or disinfectants that may be used to disinfect the

learning areas, such as spray tank, disinfectant spray or disinfecting bleach,
foot bath;
 ● Appropriate face mask/shield and gloves;

● Multivitamins capsules, tablets, or syrups for our DepEd personnel and

school children;

● Printing of COVID-19 and health measures information materials; and

● Printing of materials and provision of supplies for remote learning for the
learners, teachers and parents (i.e. bond papers, worksheets, notebooks,
pad paper, ball pens, pencils, crayons, coloring materials and others).

3. The school heads shall ensure that psychological first aid or other
psychological interventions, together with debriefing, are conducted in
partnership with stakeholders during the implementation of Brigada Eskwela.

4. Orientation activities with teachers, partners, PTA, and learners on BE-

LCP shall focus on the implementation of DepEd’s multiple learning delivery
modalities.

● Encourage parents through the Parents-Teachers Associations (PTA)

towards possible collaborations with the schools that can support the
delivery of learning while adapting to the “new normal”.

● Engage parents in the promotion of the new school system. The new role
and increased involvement of the parents in the learning of their children
are essential in augmenting available resources and technology in the
community.

● Engage partners in the promotion and provision of learning delivery

options such as local radio/TV stations and other available media, which
can help in distance or blended learning, and can be a form of partnership
initiative to deliver the curriculum. The school heads may identify
resources necessary for high-tech, low-tech, or no-tech aide for learning to
engage other partners.

5. Lead the implementation of Gulayan sa Tahanan and Urban Vegetable

Gardening at Home as part of Brigada Eskwela and School-Family-Community
partnerships to promote sustainable food supply at homes.

6. Update their school emergency and contingency plans, and communicate

to all stakeholders how they can support schools to ensure resiliency. This is in
 relation to school safety and preparedness as provided for under DepEd Memo
No. 32, s.2020.

7. Engage partners extensively and substantially in Brigada Eskwela and

Adopt-aSchool Program (ASP) to promote quality education and commit their
support for the new normal in schools, especially in the delivery of learning.

8. Collaborate with various stakeholders to guarantee the proper

implementation of the Learning Continuity Plan.

9. Strengthen Brigada Pagbasa in their Learning Continuity Plan.

10. Enrich partnership appreciation.

Despite the current situation, the Brigada Eskwela Program shall continue to serve
as one of the Department’s ways to ensure that under the “new normal,” our schools, our
learners, our administrators, our teaching and non-teaching personnel, and our parents
are ready for the school year.

Oplan Balik Eskwela. The Oplan Balik Eskwela (OBE) is an annual program to
ensure that learners are enrolled and able to attend the school on the first day of classes.
It is a mechanism to address problems, queries, and other concerns commonly
encountered by the public at the start of the school year.

Given the challenges of COVID-19 and the many anticipated questions and
uncertainties, DepEd has extended the period of OBE implementation to run from June 1
to August 29, 2020. The OBE will coordinate and strengthen the synergy with the
Department’s Brigada Eskwela, and engage agencies, organizations, and other
stakeholders towards contributing to the needs of the education sector at this critical
time.
There shall be a Bonifacio Central School OBE Committee. The OBE committee will
be led by the school head with members participated by the PTA and School Governing
Council and other local stakeholders that could provide assistance to the activity.

The school shall establish the School OBE Helpdesk that will to the following
functions:

 Receive, process, and respond to simple queries, information requests, and grievances from
the general public.

 Assist in the dissemination and clarification of DepEd policies, programs, projects, and
processes, particularly those relevant to the opening of classes.
 Monitor, document, and submit reports on all issues and concerns received daily, including
actions taken, to the OBE-PACC Division Office.

D. Legal Context

Bonifacio Central School adapts and adheres to the legal context stipulated in
DepEd Order No. 12 s. 2020 on Adoption of the Basic Education Learning
Continuity Plan for SY. 2020-202 which states that: “The 1987 Constitution
provides in Article XIV, Section 1 that the “State shall protect and promote the
right of all citizens to quality education at all levels, and shall take appropriate
steps to make such education accessible to all.” This right must be upheld at all
times, and DepEd is duty-bound to provide learning opportunities even in the
time of the COVID-19 national emergency. Under Republic Act (RA) No. 9155 or
the Governance of Basic Education Act of 2001, DepEd is “vested with authority,
accountability and responsibility for ensuring access to, promoting equity in, and
improving the quality of basic education.”

Article XIV, Section 2 of the 1987 Constitution mandates the State to establish and
maintain a system of free public education in the elementary and high school levels. The
novelty of the COVID-19 emergency equally calls for a novel approach on the delivery of basic
education in the public school system, in which social or physical distancing is indispensable to
health and safety. At the same time, the DepEd acknowledges the complementary roles of
public and private institutions in the educational system, as inscribed in Article XIV, Section 4(1)
of the 1987 Constitution, in the particular context of the COVID-19 pandemic.

With the restrictions imposed by the “new normal”, the BE-LCP requires
responsive legal frameworks and support. The plan features an adjusted curriculum with the
Most Essential Learning Competencies, which will be delivered in multiple learning delivery
modalities. These multiple learning delivery modalities necessitate the creation, reproduction,
distribution, and use of learning resources consisting of intellectual properties. The learning
resources shall comprise not only the usual textbooks and teaching guides used by DepEd in
normal times, but also learning modules in print, digital, and broadcasting formats, as well as
accessible format copies for PWDs. Thus, different ways of applying the intellectual property
law will be crucial in ensuring that their creation, reproduction, distribution, and utilization will
be in accordance with law, including but not limited to RA 8293, otherwise known as the
Intellectual Property Code of the Philippines, as amended by RA 10372.

In our provision of learning opportunities, activities, and resources, the

constitutional right to access quality education and as stated in RA 10533, otherwise known as
the Enhanced Basic Education Act of 2013, calls for inclusive, quality, and learner oriented
education that addresses the various needs and diversity of learners. Thus, the prevailing digital
divide in the country, the various socio-economic situations of families which affect the
provision of learning support in the home, and the peculiar needs of learners with disabilities,
learners who are part of indigenous communities, and learners in remote locations, among
others, shall be taken into account, along with the needs of the majority and mainstream
learners. The rights to access and to quality education shall be made available to every Filipino
learner in basic education.

The learning environment under the “new normal” will be very different. The
landscape of child protection and child rights will now encompass not only the physical school
but more extensively, the cyber world and the home as a “school.” The way children will enjoy
their right to play, leisure, and recreational activities under Article 31 of the United Nations
Convention on the Rights of the Child, will change. Synergy with other government agencies
such as the Council for the Welfare of Children, international organizations, NGOs, the
academe, and other child rights stakeholders will be crucial to the respect, protection, and
promotion of the various rights of the child in the particular context of the COVID-19
emergency.

It cannot be overemphasized that the delivery of education under the “new

normal” will require a whole-of-government and even whole-of-society approach to mobilize
the needed resources, skills, talents, and energies for the unprecedented task of delivering
basic education to millions of learners all over the country. For this purpose, it is essential to
synergize with the Department of Interior and Local Government (DILG) and the LGUs in whose
territorial jurisdiction the various schools, learners, teachers and non-teaching personnel, and
offices of DepEd are situated. Laws pertaining to the mandates of LGUs in relation to basic
education and to DepEd, as well as to the promotion of the development of children and their
protection, and the general welfare of the LGUs, in normal times and in emergencies, are
relevant.1

The “new normal” in DepEd will bring with it a different working environment.
Work arrangements and processes shall be modified to follow safety and health requirements
during the continuing COVID-19 pandemic, resulting in the operation and reexamination, or
even augmentation, of laws and rules pertaining to human resources.

Existing laws and rules may be used to address the COVID-19 situation particularly
in relation to DepEd, with the end view of upholding the constitutional and international rights
to education2 and health,3 and promoting the best interest of the child.4 However, as the BE-

1 These relevant laws include, but are not limited to, RA 7160, otherwise known as the Local
Government Code of 1991; RA 10121, otherwise known as the Philippine Disaster Risk Reduction and
Management Act of 2012; RA 10821, otherwise known as the Children’s Emergency Relief and
Protection Act; RA 11469, otherwise known as the Bayanihan to Heal as One Act; Presidential
Proclamation No. 922, s. 2020, Declaring a State of Public Health Emergency Throughout the
Philippines; Proclamation No. 929, s. 202, Declaring A State of Calamity Throughout the Philippines Due
to Corona Virus Disease 2019; and EO 112.
LCP and its implementation unfold, it may be necessary to propose new laws and rules to suit
the realities of a continuing COVID-19 public health emergency.

E. Finance
Bonifacio Central School shall make necessary adjustments in its operations in
accordance with the existing guidelines and policies to meet the objectives of BE
– LCP. Guided by the directions set forth by the plan, the school head, together
with the teaching force, PTA and local stakeholders are reviewing, and assessing
programs and activities and projects and their corresponding budgets to make
them more responsive to the current and post- COVID-19 scenarios.
The school shall maximize its utilization of its MOOE and other fund sources in
implementing the priority programs and activities to be more responsive to the needs of the
school and the implementation the BE – LCP.

F. Communications

Communications shall play a major role in getting the support of stakeholders in

implementing the BE-LCP. In its communications work on the BE-LCP, DepEd is guided by
its National Communications Framework, which outlines the overarching communications
approaches, including a communications strategy in the time of a crisis.

All communication efforts shall be directed from the CO to ensure a common

understanding of DepEd’s programs, while allowing field communicators to make
communications responsive to localized needs. Communications planning shall be
regularly made and adjusted by PAS, in consultation with policy makers and key publics,
to unify branding and response efforts. Synergy and coordination with national
government media channels (PCOO, DOH and IATF) will also be given priority to ensure
that truthful and accurate information are disseminated to the ground.

The Department is strengthening its new media channels across various online
platforms for quick syndication of important policies and announcements. We are also
focusing on environment scanning for the collection of inputs from stakeholders that will
help inform executive decisions, whether strategic, tactical, or operational. The
2 United Nations Convention on the Rights of the Child, Article 28 (1) provides: “States Parties recognize
the right of the child to education…”
3 The 1987 Constitution provides in Article II, Section 15: “The State shall protect and promote the right
to health of the people…”. The International Covenant on Economic, Social and Cultural Rights provides
in Article 12 (1): “The States Parties to the present Covenant recognize the right of everyone to the
enjoyment of the highest attainable standard of physical and mental health.”
4 United Nations Convention on the Rights of the Child, Article 3(1) provides: “In all actions concerning
children, whether undertaken by public or private social welfare institutions, courts of law,
administrative authorities or legislative bodies, the best interests of the child shall be a primary
consideration.”
 convergence of official, allied, and recognized social media channels from the CO, ROs,
SDOs, and schools/CLCs will help reach and engage not only those in urban centers, but
most importantly, our field communicators.

On the operation level, a crisis communication management team (CCMT) was

formed since the declaration of quarantine protocols. The crisis communications
approach shall be integrated with the objectives of Sulong EduKalidad. Since the onset of
the COVID-19 outbreak, the team has been performing crisis management-related tasks
that require timely and speedy completion (24/7 media monitoring, public assistance, and
Action Center help desk). The CCMT ensures maximization of traditional media, relevant
NGO, and external partners for engagement, and close monitoring of feedback from
teachers, learners, and other stakeholders.

In terms of disseminating relevant health and safety information, PAS will continue
to partner and work closely with the DRRMS, DepEd Task Force COVID-19, BLSS-SHD, and
other DepEd offices for relevant mental health, preventive and safety information,
support, and response in the midst of the global pandemic.

These communication efforts of PAS for the BE-LCP are anchored on the core
principles of proactive, cooperative, responsive and highly engaged relationships with the
multiple publics of the Department of Education.

G. Monitoring and Evaluation

To further guide the school in refining and continuously fleshing out the
LCP, a Monitoring and Evaluation (M&E) Framework anchored on the Basic
Education Monitoring and Evaluation Framework (BEMEF) is being adopted,
tailored to the needs of the learners during this emergency. This framework shall
animate the planned interventions and activities and will show the desired
outcomes as we navigate through the situation.

The framework includes intermediate outcomes, which represent what

DepEd endeavors the learners to achieve in terms of access and quality during
the pandemic. The enabling environment defines the necessary governance
structure in terms of leadership investments, management systems,
partnerships, and external relations that will ensure the effective, efficient, and
responsive delivery of basic education needs of the learners.

OUTCOME / OUTPUTS DESCRIPTION INDICATORS ACCOUNTABLE

 OFFICE
INTERMEDIATE OUTCOMES
1. Learners are in the basic We need to ensure that all ● Gross Enrollment Rate Planning Service
education system. learners, regardless of sex, ● Net Enrollment Rate
religion, geography, financial
disposition, are encouraged
to be in the basic education
system during this pandemic.
This requires that multiple
learning facilities, resources,
and learning delivery
modalities are made
accessible for the different
types of learners.
1.a Appropriate and Learning delivery modalities Appropriate and relevant Curriculum and
relevant learning delivery refer to various modes of learning delivery modalities Instruction (CI)
modalities established accessing learning resources, established bureaus; ROs
such as face-to face learning,
distance learning, and
blended learning, which
cater to the different
contexts and learning needs
of the learners.

OUTCOME / OUTPUTS DESCRIPTION INDICATORS ACCOUNTABLE

OFFICE
1.b. Learners received Learning resources refer to Percentage of learners CI bureaus led by
the necessary learning the learning materials used receiving learning resources the Bureau of
resources for the by the learners to achieve per learning delivery modality Learning
applicable learning the set learning Resources (BLR),
delivery modalities competencies and ROs; SDOs
standards. These are, but
are not limited to, printed
modules, printed books,
DepEd Commons, online
modules, and broadcast
modules. These must be in
conjunction with the
adopted learning delivery
modalities.
2. Learners access Ensures that learners’ Percentage of learners Planning Service
programs responsive needs, interests, and enrolled in appropriate
to their needs, aptitudes are taken into programs
consistent with their consideration in developing
interest and and rolling out learning
aptitude delivery modalities.
 2.a Learning delivery Inclusive education Appropriate and relevant CI bureaus
modalities for inclusive programs refer to IP Ed, learning delivery modalities for
education programs Madrasah Education inclusive education programs
established Program, Special Education established
Program (SPED)/Learner
with Special Education
Needs (LSEN), and special
interest programs that will
adopt various learning
delivery modalities.
2.b. Learners receive Learning resources refer to No. of learners receiving CI bureaus led by
learning resources the learning materials used learning resources responsive the BLR; ROs;
responsive to their by the learners to achieve to their needs SDOs
learning needs the set learning
competencies and
standards. These are, but
not limited to, printed
modules, books, DepEd
commons, online modules
and broadcast materials
that are aligned with
inclusive education
program principles.
3. Learners actively Ensures that learning ● Cohort Survival Rate Planning Service
participate in delivery modalities are ●
Transition Rate
different learning learner-friendly and ● School Leaver Rate
delivery modalities encourage active
participation. These
modalities shall endeavor to
establish systems that are
child-friendly, gender
sensitive, safe, and
motivational, ensuring the
well-being of learners.

OUTCOME / OUTPUTS DESCRIPTION INDICATORS ACCOUNTABLE

OFFICE
3.a Learner support Support systems may refer, Appropriate and relevant Bureau of Learner
systems are established but are not limited to, learner support systems Support Services
feeding programs, established (BLSS), DRRMS,
psychosocial support, and CI bureaus

health and safety measures,

and remedial classes.
3.b Learners receive Refers to the learners that
support from learner received various support
support systems systems.
4 Learners complete Ensures that programs and
. education and attain initiatives benefiting
learning standards learners as they complete
the basic education cycle
and other educational
Percentage of learners BLSS and CI
receiving support from learner bureaus
support systems
● Completion rate Planning Service
● Promotion Rate
● ALS Completion Rate
 interventions are
implemented.

ENABLING ENVIRONMENT
1 Education leaders, Improves the capacity, as ● Types of trainings National
. teaching, and well as functional and established Educators
nonteaching staff leadership competencies in Academy of the
practice participative participative and inclusive ● Percent of staff trained for Philippines
and inclusive management processes various learning delivery (NEAP)
management during emergencies, of modalities
processes during education leaders, teaching - Education leaders Bureau of Human
emergencies and non-teaching staff. It - Teaching staff Resources and
ensures that the design and - Non-teaching staff Organizational
implementation of Development
professional development ● Types of support systems (BHROD)
programs are relevant and established
appropriate to the current
public health situation.
● Percentage of staff trained
for various learner support
systems
- Education leaders
- Teaching staff
- Non-teaching staff

● Percentage of education
leaders trained/
capacitated on emergency
planning
2 Investments in the Ensures sufficient provision • No. of learning resources Finance Service,
. LCP provides and equitable distribution procured Administrative
learners with of education resources Service,
 options for their during the pandemic. • No. of learning resources Procurement
required learning Funding decisions also developed Management
delivery modalities recognize the gaps and Service,
immediate measures that • No. of learning resources Planning Service,
need to be considered in produced CI bureaus
prioritizing resources in the
midst of competing
education priorities to
achieve equity and impact.

OUTCOME / OUTPUTS DESCRIPTION INDICATORS ACCOUNTABLE

OFFICE
3. Internal systems and Enhances internal systems • Disbursement rate Finance and
processes serve and processes to efficiently Administration
learners efficiently and effectively deliver basic • Timely delivery of
through continuous education services. procured projects
monitoring and
feedback

4. Key stakeholders Ensures collaborative Percentage of financial External

actively collaborate engagement with key contribution of development Partnership
to serve learners stakeholders to achieve the partners over the total national Service;
LCP. This collaboration will education budget for the fiscal Program
be delivered through year Management
functional mechanisms to Service
make partnership building
and linkages more strategic
and aligned to LCP
priorities.

VIII. Anchoring to Sulong EduKalidad and Bridging into the Future

DepEd has already made significant strides in education access and was already
pivoting to shift its focus on quality. However, the COVID-19 pandemic has introduced other
strains of inequities to the education system, including connectivity, cost of mobile use,
bandwidth, digital capacity, availability of and capacity for providing learning support at home,
and physical availability of parents’/learning facilitators who may be daily wage earners and
need to be at work.

Although reforms remain anchored on the four pillars of Sulong EduKalidad, the
discourse on quality education and approach towards achieving this have been altered.
For instance, streamlining the curriculum to prioritize durable and relevant
competencies has been accelerated in light of the challenges of remote learning. Moreover,
community quarantine has drastically redefined the learning environment, that is, from physical
to virtual and distance learning spaces.
On the aspect of capacity building of teachers and school leaders, skills that need
to be strengthened such as resilience, adaptability, resource management, technological
literacy, and crisis response have become more pronounced in the face of the evolving roles as
well as competing priorities of teachers and school leaders. In other words, the Sulong
EduKalidad reforms are happening a lot faster than expected, with new dimensions, but also
with different roadblocks that must be overcome.

With the BE-LCP, DepEd has demonstrated three interconnected capacities that
are significantly linked to the future: INNOVATION, AGILITY, and SYNERGY. Innovation means
formulating superior solutions that have greater social or economic impact. Agility refers to the
ability to move quickly and gracefully, while synergy is a collaboration that creates an output
greater or bigger than the sum of the individual contributions. The BE-LCP shows that
adversities can be overcome because there is always a solution. It may be a matter of looking
through different perspectives and sometimes, diverging from conventional approaches, but
problems can be solved through innovation.

The speed by which an innovation can be launched matters a lot. Those who are
agile, who are nimble and fast enough to adapt, would have a head start compared to others
and would therefore have more time for fine-tuning their ideas. In contrast, there are voices
preferring to cling to the past, calling on DepEd to freeze in time and wait for things to
normalize before moving.

The BE-LCP is testament that there is a huge difference between formulating a

solution the soonest time possible when it is needed, and coming up with a near-perfect
solution much later when everyone has already looked elsewhere. There will be issues and
problems in the implementation of the LCP, but these would provide the opportunity for
redesigning, which indicates further growth areas and sustains the cycle of innovation.

Synergy, the third future-facing capacity, is the secret to innovating quickly.

Converging individuals/institutions that have great alignment creates something that is greater
than what each of them can achieve separately. The LCP is a product of the synergy of forward-
looking sections of the government, industry, and academe to ensure that learners, teachers,
and school leaders will thrive in the “new normal.”

Sulong EduKalidad, the current BE-LCP, and the futures of Philippine education are
unified by three goals for and with every learner: agency and self-actualization, work readiness,
and responsible citizenship. In the immediate future, the threat of virus transmission persists,
and job insecurity becomes high. More than ever, the pandemic has shown that multiliteracies
such as information, scientific, health, financial, and civic literacies are important for people to
thrive in crisis. When citizens have these literacies fully functioning, they have a better
understanding of how the spread can be contained. They are more critical of information
credibility. They have a sharper sense of social responsibility and are more capable of dealing
with financial shocks. As businesses try to recover from losses due to the pandemic, layoffs due
to redundancy are expected, and there is greater risk for low-skilled workers. In addition,
employers are more likely to outsource or subcontract some tasks to cut costs, which gives rise
to the gig economy or short-term jobs, most of which can be done online. Changes in the
employment landscape emphasize the importance of higher-order skills, technological skills,
and the ability to work with greater autonomy.

To fully connect the BE-LCP to the future, enduring literacies and skills need to be
highlighted in learning delivery modalities, technologies, strategies, resources, assessment, and
in teacher/school leader capacity building. Furthermore, its components can be expanded to
include knowledge mobilization, science of learning, and analytics. Knowledge mobilization will
facilitate the translation of actionable knowledge. The science of learning will provide insights
on how learners develop competencies, expertise, and dispositions in either physical or virtual
learning spaces. On the other hand, analytics will introduce techniques and tools for collecting,
interpreting, and communicating data to ensure evidence-driven decision-making. More
importantly, the BE-LCP has to be guided by life-long, life-wide, life-deep, and life-wise learning
principles.5 These principles connect learning to a purpose (life-long), to the real-world (life-
wide), to mastery and greater autonomy (life-deep), and to practical wisdom, ethics, values,
morals, and dispositions (life-wise).