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DepEd's National Learning Camp Framework
- 4. 4 0% 100% 50% SY 2017-2018 (ELLNA Grade 4) 27.07 % Mathematics 17.57 % Mathematics 36.37 % English 13.05 % Mathematics Low proportion of students at the end of primary achieving at least a minimum proficiency level (Early Language, Literacy, Numeracy Assessment, and National Assessment Tests) 56.03 % English 17.69 % English SY 2017-2018 (NAT Grade 7) Source: Bureau of Education Assessment (as of Aug 2022) SY 2017-2018 (NAT Grade 11) National Large-scale Assessment Results
- 5. 5 0% 100% 50% PISA 2018 91% not proficient in Reading: cannot read and understand a short, age- appropriate text by age 10 72 % failed to reach basic proficiency levels in Math, Science and Reading Philippines ranked lowest (Reading) and second lowest (Math and Science) among 79 countries 81 % did not have âsome basic mathematical knowledgeâ 87 % did not reach the level of âlimited understanding of scientific concepts of functional science facts TIMSS 2019 Low performance of Filipino students in international assessments Sources: World Bank (2021); PISA (2018); TIMSS (2019) International Large-scale Assessment Results
- 6. Teachers play a vital role in learning recovery.
- 7. There is a need to support teachers in effectively conveying: learning content higher-order thinking skills problem-solving skills
- 9. National Learning Recovery Program LEGAL OPS ADMIN CT Other Stakeholders (e.g., LGU, developmen t partners SIF OUHROD PROC Regular school days End-of-School-Year Learning Camp NRP NMP NSTP Other learning areas NRP NMP NSTP Other learning areas Frustrated and instructional readers Programs Regular school days FINAN CE
- 10. The purpose is two-fold: Improve learner outcomes Strengthen teacher competence to teach better
- 11. DepEd Order No. 13, s. 2018 ⢠Implementing Guidelines on the Conduct of Remedial and Advancement Classes During Summer for the K to 12 Basic Education Program ⢠Remedial class for students who failed in 1-2 learning areas Summer Classes DepEd Order No. 25, s. 2022 ⢠Enrichment classes for Grade 1 to Grade 11 learners who got a 75-79 grade in any learning area ⢠Remedial class for students who failed in 1-2 learning areas End-of-school year Classes REPEALED POLICIES
- 13. âto be implemented in all public elementary and secondary schools nationwide âfor Kindergarten to Grade 12 âwith phased implementation starting 2022-2023 EOSY break SCOPE SCOPE
- 14. The NLC is encouraged to be adopted in private schools, HEIs, SLUCs, & TVIs offering basic education. SCOPE SCOPE
- 15. SCOPE DEFINITION OF TERMS â voluntary EOSY break program â designed to improve student learning and enhance teacher capacity.
- 16. ⢠voluntary learning program ⢠designed to enrich learning for advanced learners by providing greater depth, breadth, and complexity of learning area competencies. SCOPE DEFINITION OF TERMS ENHANCEMENT CAMP
- 17. SCOPE DEFINITION OF TERMS CONSOLIDATION CAMP ⢠voluntary learning program ⢠designed to provide further practice and application of grade-level learning competencies.
- 18. ⢠voluntary learning program ⢠designed to support learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing, and/or arithmetic. SCOPE DEFINITION OF TERMS INTERVENTION CAMP
- 19. SCOPE DEFINITION OF TERMS REMEDIAL CLASS ⢠is a voluntary learning program for learners who did not meet expectations in terms of attaining the learning competencies required of a particular learning area.
- 20. SCOPE POLICY STATEMENT DepEd is committed to learning recovery.
- 21. SCOPE POLICY STATEMENT DepEd recognizes that learners need to be supported to address the learning loss. DepEd is committed to supporting teachers and taking cognizance of unequivocal evidence that good teachers are vital to raising student achievement. Quality learning is contingent upon quality teaching.
- 22. GUIDING PRINCIPLES Every learner has the right to learn. Teaching must be rigorous and relevant. Purposeful assessment drives teaching and affects learning. Whole school approach to learning raises quality and standards across the entire school. Teaching respects learnersâ diversity. Engaged learners are motivated, inspired, and willing to invest effort in learning. GUIDING PRINCIPLES
- 23. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners in Enhancement Camp experience support to achieve greater depth, breath, and complexity of grade-level competencies in learning areas.
- 24. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners in Consolidation Camp experience support to consolidate the use and application of grade- level competencies in learning areas.
- 25. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners in Intervention Camp experience support to achieve fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
- 26. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners experience success and sustain learning motivation and engagement.
- 27. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Teachers experience support to improve their professional practice through collaborative expertise and job-embedded learning.
- 28. â a voluntary three- to five- week learning recovery program â designed to benefit K to 12 learners in public elementary and secondary schools SCOPE GENERAL GUIDELINES
- 30. Enhancement Camp Consolidation Camp Intervention Camp GENERAL GUIDELINES Commences in the 2022-2023 EOSY break Adopts phased implementation
- 31. Enhancement Camp Consolidation Camp Intervention Camp GENERAL GUIDELINES Starts with Grade 7 and 8 Coverage: English, Science, and Mathematics
- 32. Enhancement Camp Intervention Camp Consolidation Camp GENERAL GUIDELINES 2022-2023 EOSY break expanded to other grade levels & learning areas Succeeding EOSY breaks Schools are not precluded from conducting enhancement, consolidation, and/or intervention activities in other grade levels alongside the phased implementation of the NLC to support learning recovery across grade levels. Grades 7 and 8 (ESM)
- 33. GENERAL GUIDELINES However, schools are not precluded from conducting other EOSY break activities.
- 34. Enhancement Camp Consolidation Camp Intervention Camp GENERAL GUIDELINES Grades 7 and 8 Other grade levels REMEDIAL CLASS
- 35. REMEDIAL CLASS GENERAL GUIDELINES Highly encouraged for learners who: â are in other grade levels â need greater support, specifically those who did not meet expectations based on their academic performance in the SY immediately preceding the EOSY break
- 36. GENERAL GUIDELINES Incoming Grade 12 learners who need to undertake work immersion in the succeeding semester shall be allowed to take one or two subjects in advance to reduce their academic load and give more attention to their work immersion.
- 37. PRE-ASSESSMENT POST-ASSESSMENT Enhancement Camp Consolidation Camp PLACEMENT OF LEARNERS IN THE DIFFERENT CAMPS Intervention Camp ⢠Performance in the pre-assessment OR ⢠Academic performance in the immediately preceding SY ⢠Evaluate learning gains and outcomes
- 38. PRE-ASSESSMENT POST-ASSESSMENT Remedial Classes PLACEMENT OF LEARNERS IN THE REMEDIAL CLASSES AND ENRICHMENT ACTIVITIES Enrichment Activities ⢠Learnerâs academic performance in the SY immediately preceding the EOSY break. ⢠Evaluate learning gains and outcomes
- 39. Conducted at least two (2) weeks before the end of the school year. School Head Class Advisers Interested Learners EARLY REGISTRATION
- 40. Parent/Legal Guardian Consent Requirement Secure a duly accomplished Parent/Legal Guardian Consent to learners who wish to participate in the NLC.
- 41. Provide updates to parents or legal guardians on their childrenâs learning progress. Feedback to Parents
- 42. A Certificate of Completion shall be awarded to all learners who fulfill the requirements of the camp. Certificate of Completion Completion
- 43. A Certificate of Recognition shall be awarded to teachers who have rendered their service in the implementation of the NLC. Certificate of Recognition Completion
- 44. 47 ⢠Designed to assist advanced learners in enriching their current knowledge, skills, and understanding of grade- level learning area competencies. ⢠Involves developing the depth, breadth, and complexity of learnersâ knowledge, skills and understanding. Learning Focus Enhancement
- 45. 48 Consolidation ⢠Designed to assist advanced learners in enriching their current knowledge, skills, and understanding of grade- level learning area competencies. ⢠Involves developing the depth, breadth, and complexity of learnersâ knowledge, skills and understanding. Provides further practice and application of grade-level learning competencies. Learning Focus Enhancement
- 46. 49 Consolidation Intervention Learning Focus Enhancement Utilizes structured, targeted, and evidence- based approaches to support high-needs learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic. ⢠Designed to assist advanced learners in enriching their current knowledge, skills, and understanding of grade- level learning area competencies. ⢠Involves developing the depth, breadth, and complexity of learnersâ knowledge, skills and understanding. Provides further practice and application of grade- level learning competencies. .
- 47. DEPARTMENT OF EDUCATION 50 K to 3 learners Grades 4 to 12 learners Concentrates on the development of literacy and numeracy skills Learning Focus To be offered in all learning areas with particular emphasis on STEM-R (Science, Technology, Engineering, and Mathematics â Reading).
- 48. DEPARTMENT OF EDUCATION 51 STEM DISCIPLINES Learning Focus READING STEM disciplines and Reading shall go hand in hand as the former require the interpretation of technical texts, content-specific vocabulary, critical thinking, and the ability to clearly communicate these complex concepts to others verbally and in writing (Kaczmarek, 2016) while allowing learners to gain skills in problem-solving, exploratory learning, and critical thinking (SEAMEO, 2023).
- 50. Enhancement Intervention Consolidation Duration: 3 weeks Duration: 5 weeks Class Schedule Commences one (1) week after the end of the EOSY rites 3 days structured and targeted T-L engagement and 2 days collaborative sessions among teachers
- 51. ⢠Duration: 5 days teacher-learner engagement for 5 weeks ⢠Schools may decide to implement a blended distance learning delivery modality (BLDM) which shall not exceed two (2) days except during emergencies or crises. ⢠Distance learning shall focus on supplementary activities to deepen learnersâ understanding of the lesson. ⢠Teachers shall participate in the LAC sessions while learners are in distance learning. Class Schedule for Remedial Classes Remedial Classes and Organized classes for Grade 12 learners
- 53. Education Program Supervisors (EPS), Public Schools District Supervisors (PSDSs), School Heads (SHs), and department heads shall provide technical assistance to teachers as needed. TEACHER TRAINING AND SUPPORT Capacitate teachers on Content, Pedagogical Knowledge, and Skills required for the NLC, guided by the PPST DO 42, s. 2017. PPST
- 54. TEACHER TRAINING AND SUPPORT A two-day collaborative expertise through LAC must be conducted weekly. PPST
- 55. â Planning and reviewing teaching COLLABORATIVE EXPERTISE â Sharing effective teaching approaches and strategies â Preparing teaching materials â Discussing other teaching-related concerns Goal: Enhance teaching and learning process and promote continuous professional development among educators.
- 56. ENHANCING JOB-EMBEDDED LEARNING OPPORTUNITIES FOR TEACHERS â Promotes reflective practice â Promotes collaboration with colleagues â Promotes exploration of innovative teaching approaches Job Embedded Learning
- 57. JOB-EMBEDDED LEARNING Teachers can: â address real-time challenges â refine their teaching methods â increase their efficacy in addressing the diverse needs of learners Job Embedded Learning
- 58. ASSESSMENT
- 59. Assessment Before â Conducted prior to the start of the NLC â Basis for camp placement Pre-assessment During After ASSESSMENT
- 60. Assessment Before Formative Assessment â Conducted prior to the start of the NLC â Basis for camp placement â Administered throughout the learning camp â Conducted individually or in groups â Key focus shall be on identifying learnersâ needs and strengths â Can be informal Pre-assessment During After ASSESSMENT
- 61. Assessment Before Formative Assessment â Conducted prior to the start of the NLC â Basis for camp placement â Administered throughout the learning camp â Conducted individually or in groups â Key focus shall be on identifying learnersâ needs and strengths â Can be informal Pre-assessment During After Summative Assessment â Administered at the end of the learning camps through a post-assessment â Evaluates learnerâs learning achievement gained through the camp â Typically more formal ASSESSMENT ASSESSMENT
- 62. Assessment Remediation classes subjects enrolled in advance by an incoming Grade 12 learner ASSESSMENT ASSESSMENT DO 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program or any future policy on assessment and grading
- 63. ASSESSMENT
- 64. ASSIGNING NLC TEACHERS Participation of teachers in the NLC is voluntary. Preference shall be given to teachers with willingness, commitment, excellence, and specialized in their respective learning areas. School heads shall identify prospective teachers who shall handle specific learning areas in the respective camps. Teachers shall be selected based on competence to effectively deliver the learning content and skills of the NLC.
- 65. INCENTIVIZING NLC TEACHERS â Vacation Service credits â Certificate of Recognition â Other incentives subject to availability of funds & guidelines set
- 66. INCENTIVIZING NLC TEACHERS Teachers involved in these NLRP-related EOSY break activities shall be granted vacation service credits for the services rendered during the NLC. â One workday of vacation service credit shall be granted per accumulated eight hours of service rendered, as certified by their respective school heads. â The number of service credits authorized is exclusive of the fifteen (15) days maximum vacation service credits allowed as stipulated in DO 53, s. 2023 (Updated Guidelines on the Grant of Vacation Service Credits to Teachers).
- 67. FUND SOURCES For the public schools, funds for the conduct of NLC activities, including other National Learning Recovery Program (NLRP)-related EOSY break activities shall be sourced, as appropriate, from, but not limited to, Program Support Funds (PSF) for NLRP. The PSF Guidelines shall provide guidance the allowable expenditures relative to the NLC implementation.
- 68. ADVOCACY AND STAKEHOLDERS ENGAGEMENT
- 69. ADVOCACY AND STAKEHOLDERS ENGAGEMENT
- 70. ADVOCACY & STAKEHOLDER ENGAGEMENT
- 71. ADVOCACY & STAKEHOLDER ENGAGEMENT
- 72. ADVOCACY & STAKEHOLDER ENGAGEMENT
- 73. INTEGRATION OF MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT AWARENESS
- 74. NO COLLECTION POLICY The DO 19, s. 2008, No Collection Policy in All Public Elementary and Secondary Schools, shall be applied in the implementation of the NLC. Under no circumstance shall a learner or teacher be required to shoulder the undue financial burden or be compelled to pay for teaching-learning materials or any activity in place of any performance task or project in any learning area.
- 75. SAFETY PROTOCOLS
- 76. Thank you!
Editor's Notes
- The Department of Education (DepEd), as articulated in MATATAG: Bansang Makabata, Batang Makabansa agenda, has committed to a learning recovery program to address learning losses arising from, among others, the COVID-19 pandemic.
- Results from national achievement tests (NATs) and international large-scale assessments (ILSAs) highlight the need for additional teaching support to enhance learnersâ academic performance.
- Results from national achievement tests (NATs) also conveys the same message on the need for additional teaching support to enhance learnersâ academic performance.
- Teachers play a vital role in learning recovery.
- Therefore, DepEd needs to support teachers in effectively conveying learning content developing higher-order thinking skills, including problem-solving skills among learners
- To improve learner outcomes and enhance teacher competence, the National Learning Camp (NLC) shall commence at the 2022-2023 End-of-School Year (EOSY) break.
- The implementation of the NLC is a strategic initiative supporting the National Learning Recovery Program and is complemented by programs to improve skills in reading, mathematics, science and technology, and similar initiatives which aim to sustain learning recovery.
- The NLC serves a two-fold objective: to improve learner outcomes and to strengthen teacher competence so they can teach better.
- This initiative prioritizes learner well-being and engagement, inclusive education, and a positive learning environment to promote a learning ecosystem in which teachers excel and learners flourish.
- Recognizing the critical importance of catering to diverse needs of learners and empowering teachers with effective teaching strategies through learning action cells (LAC) and job-embedded learning, this policy repeals DepEd Order (DO) No. 13, s. 2018, Implementing Guidelines on the Conduct of Remedial and Advancement Classes During Summer for the K to 12 Basic Education Program and DO 25, s. 2022, Amendment to DepEd Order No. 13, s. 2018.
- The NLC shall be implemented in all public elementary and secondary schools nationwide from Kindergarten to Grade 12 with phased implementation starting 2022-2023 EOSY break.
- Private schools, and higher education institutions, including state and local universities, colleges, and technical and vocational institutions offering basic education are encouraged to implement these guidelines as well.
- The National Learning Camp (NLC) is a voluntary EOSY break program designed to: improve student learning in the form of enhancement, consolidation or intervention programs in all learning areas every for Kindergarten to 12 learners; and enhance teacher capacity.
- Enhancement Camp is a voluntary learning program designed to enrich learning for advanced learners by providing greater depth, breadth, and complexity of learning area competencies.
- Consolidation Camp is a voluntary learning program designed to provide further practice and application of grade-level learning competencies.
- Intervention Camp is a voluntary learner program designed to support learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and/or arithmetic.
- Remedial Class is a voluntary learning program for learners who did not meet expectations in terms of attaining the learning competencies required of a particular learning area.
- DepED is committed to learning recovery. It recognizes that learners need to be supported to address the learning losses incurred by, among others, the COVID-19 pandemic.
- DepEd recognizes the important role of teachers in learning recovery. DepEd âis committed to supporting teachers, and taking cognizance of unequivocal evidence that good teachers are vital to raising student achievement. Quality learning is contingent upon quality teachingâ (DO 42, s. 2017, p. 1). This policy institutionalizes the NLC as an important initiative in learning recovery. The NLC builds on learnersâ current understandings, incorporates deliberate practice and constructive feedback, and promotes learner motivation. There is an emphasis on learner persistence and resilience, the automaticity of fundamental skills, and the importance of recognizing and learning from errors.
- The NLC builds on learnersâ current understandings, incorporates deliberate practice and constructive feedback, and promotes learner motivation. There is an emphasis on learner persistence and resilience, the automaticity of fundamental skills, and the importance of recognizing and learning from errors.
- The implementation of the NLC shall be guided by the following principles: Â Every learner has the right to learn. DepEd adheres to the (UN) Convention on the Rights of the Child (1989) and upholds that all learners have the fundamental right to education, and they should be provided with equal opportunities to learn and succeed in an inclusive learning environment that respects the varied social, cultural, and language backgrounds, and abilities of learners. Â Engaged learners are motivated, inspired, and willing to invest effort in learning. This principle recognizes the active role of learners in their own learning, and the responsibility of teachers in motivating learners to work productively by assuming responsibility for their own learning (DO 42, s. 2017). Â Teaching must be rigorous and relevant. This principle emphasizes the importance of implementing teaching and learning practices that challenge learners intellectually, promote critical and creative thinking, as well as other higher-order thinking skills, facilitate deep understanding, and connect with real-world contexts (DO 42, s. 2017). Â Purposeful assessment enhances teaching and learning. This principle highlights the significance of assessment as a tool for guiding evidence-based teaching to promote learning. Â A whole-school approach and community engagement support the improvement of education quality. DepEd advocates the involvement and collaboration of local government units and other organizations, as well as the entire school community, including, school heads, teachers, support staff, and parents, to improve learner participation and achievement.
- Cognizant of the MATATAG agenda and the goals of the National Learning Recovery Program, the NLC specifically aims for the following: Â Learners in Enhancement Camp experience support to achieve greater depth, breath, and complexity of grade-level competencies in learning areas.
- Learners in Consolidation Camp experience support to consolidate the use and application of grade-level competencies in learning areas.
- Learners in Intervention Camp experience support to achieve fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
- Learners experience success and sustain learning motivation and engagement.
- Teachers experience support to improve their professional practice through collaborative expertise and job-embedded learning.
- The NLC shall provide additional teaching support to learners by helping them improve learning outcomes vis-Ă -vis the curriculum competencies at their grade level and prepare them to take on greater academic challenges in higher grade levels while supporting the professional development of teachers.
- The NLC is a voluntary three- to five-week learning recovery program designed to benefit K to 12 learners in public elementary and secondary schools.
- Based on the specific needs of the learners in a particular learning area, they shall be enrolled in one of three Camps: Enhancement Camp, Consolidation Camp, or Intervention Camp.
- The phased implementation of the NLC shall commence in the 2022-2023 EOSY break
- The implementation will start with Grades 7 and 8 in English, Science, and Mathematics for Enhancement, Consolidation, and Intervention Camps.
- It shall be expanded to other grade levels and learning areas in the succeeding school years, subject to the issuance of separate guidelines.
- However, schools are not precluded from conducting other EOSY break activities, such as but not limited to remedial and enrichment activities in other grade levels alongside the phased implementation of the NLC to support learning recovery across grade levels.
- Remedial classes shall be conducted in other grade levels until the phased implementation of the NLC is completed. Learners who need greater support, specifically those who did not meet expectations based on their academic performance in the SY immediately preceding the EOSY break, shall be highly encouraged to participate in remedial classes to prepare them to transition to the next grade level.
- Learners who need greater support, specifically those who did not meet expectations based on their academic performance in the SY immediately preceding the EOSY break, shall be highly encouraged to participate in remedial classes to prepare them to transition to the next grade level.
- For incoming Grade 12 learners who need to undertake work immersion in the succeeding semester, they shall be allowed to take one or two subjects in advance to reduce their academic load and give more attention to their work immersion.
- Placement of learners in the different camps shall depend on their performance in the pre-assessment or academic performance in the SY immediately preceding the EOSY break. Post-assessment shall also be conducted to evaluate learning gains and outcomes
- The placement of learners in the remedial classes and enrichment activities shall be based on the learnerâs academic performance in the SY immediately preceding the EOSY break.
- Early registration shall be conducted at least two weeks before the end of the school year. Class advisers, with the guidance and supervision of their school heads, shall be responsible for enlisting interested learners. Â
- Prior to participating in the NLC, duly accomplished Parent/Legal Guardianâ Consent shall be required to ensure strong support and involvement of parents or legal guardians in the implementation of the NLC.
- Teachers are encouraged to provide regular updates to parents or legal guardians on their childrenâs learning progress either through phone calls, letters, notes, or one-on-one conferences. Feedback and recommendations to support their children may be formally communicated through a Parent-Teacher Conference that can be scheduled midway through the NLC or at its conclusion.
- A Certificate of Completion shall be awarded to all learners who fulfill the requirements of the camp in terms of accomplishment of learning tasks and results of post-assessment.
- Certificate of Recognition shall be awarded to teachers who have rendered their service in the implementation of the NLC.
- The Enhancement Camp is designed to assist advanced learners in enriching their current knowledge, skills, and understanding of grade-level learning area competencies. This will involve developing the depth, breadth, and complexity of learnersâ knowledge, skills and understanding.
- The Consolidation Camp shall concentrate on the consolidation of the use and/or application of grade-level learning area competencies by learners below grade level expectations.
- The Intervention Camp shall utilize structured, targeted, and evidence-based approaches to support high-needs learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
- Learning Camps for Kindergarten to Grade 3 learners shall concentrate on the development of literacy and numeracy skills as the foundation for all learning areas, while Learning Camps for Grades 4 to 12 learners shall be offered in all learning areas with particular emphasis on STEM-R (Science, Technology, Engineering, and Mathematics â Reading). Â
- STEM disciplines and Reading shall go hand in hand as the former require the interpretation of technical texts, content-specific vocabulary, critical thinking, and the ability to clearly communicate these complex concepts to others verbally and in writing (Kaczmarek, 2016) while allowing learners to gain skills in problem-solving, exploratory learning, and critical thinking (SEAMEO, 2023). Â
- The NLC shall have a maximum of 35 learners per class. However, school heads shall have the discretion to devise interventions for flexibility in organizing classes based on the availability of teachers and classrooms.
- The Enhancement, Consolidation, and Intervention Camps shall commence one week after the end of the EOSY rites. The Enhancement Camp shall involve teacher-learner engagement in the classroom for five (5) days each week, spanning a three-week period. Three (3) days of the week shall be dedicated to structured and targeted teaching-learning activities with the learners, while the two (2) days of the week shall be allocated for collaborative sessions among teachers. The Intervention and Consolidation Camps shall be conducted for five (5) weeks with teacher-learner engagement taking place for three (3) days every week. The remaining two days shall be designated for teachers to participate in collaborative sessions.
- Remedial classes shall be conducted for five (5) weeks with five (5) days teacher-learner engagement each week. However, schools, in consultation with parents and with the approval of the Schools Division Superintendent (SDS), may decide to implement a blended distance learning delivery modality (BLDM). The distance learning component of the BLDM shall not exceed two (2) days except during emergencies or crises. Distance learning shall focus on supplementary activities to deepen learnersâ understanding of the lesson. When learners are engaged in distance learning, teachers shall participate in the LAC sessions to collaborate and share their expertise.
- In the event of a declaration of suspension or cancellation of in-person classes brought about by natural or human-induced disasters or calamities, armed conflicts, and other emergencies that endanger the lives and limbs of learners and teaching and non-teaching personnel, schools, and community learning centers (CLCs) shall automatically implement Education in Emergencies-Alternative Delivery Mode (EiE-ADM). Home learning activities, either online or modular or a combination of both, shall only be provided if learners can accomplish them based on the severity of the situation in their respective areas. Refer to DO 037, s. 2022 (Guidelines on the Cancellation or Suspension of Classes and Work in Schools in the Event of Natural Disasters, Power Outages/Power Interruptions, and Other Calamities) for guidance on the cancellation or suspension of classes.
- Teachers shall be capacitated on content and pedagogical knowledge and skills required for the NLC. Education Program Supervisors (EPS), Public Schools District Supervisors (PSDSs), School Heads (SHs), and department heads shall provide technical assistance to teachers as needed.
- Two days every week shall be dedicated to fostering collaborative expertise through LAC and other activities.
- The LAC sessions shall focus on planning and reviewing teaching, sharing effective teaching approaches and strategies, preparing teaching materials, and discussing other teaching-related concerns. The goal is to enhance the teaching and learning process and promote continuous professional development among educators.
- The NLC shall enhance job-embedded learning opportunities for teachers in which they can immediately apply newly acquired knowledge and skills directly to their teaching practice. Job-embedded learning promotes reflective practice, collaboration with colleagues, and the exploration of innovative teaching approaches.
- Through this immersive learning experience, teachers can address real-time challenges, refine their teaching methods, and increase their efficacy in addressing the diverse needs of learners.
- Assessment decisions must be made in the best interest of all learners, ensuring that assessment activities: Â align with the targeted competencies/learning objectives; are fair, inclusive, and equitable; are practical and manageable for both learners and teachers; give learners a range of ways to demonstrate their learning; and provide timely and accurate information as a basis for feedback.
- Prior to the start of the NLC, learners shall undergo a pre-assessment or diagnostic assessment. The results of the pre-assessment shall play a crucial role in determining their camp group placement.
- Formative assessments shall be administered throughout the learning camp. Irrespective of whether learners undertake formative assessments individually or in groups, the key focus shall be on identifying learnersâ needs and strengths to offer timely and appropriate interventions to improve their competencies. Formative assessments can be informal, such as classroom discussions, observations, or questioning techniques, or more formal such as quizzes, exit tickets, or learner self-assessments. Formative assessments shall help teachers make ongoing adjustments to teaching and learning activities to support continuous learning.
- Summative assessments shall be administered at the end of the learning camps through a post-assessment. The summative assessments evaluate the learnerâs learning achievement gained through the camp. They are typically more formal and include tests, presentations, or performance tasks. The post-assessment, constructed parallel with the pre-assessment, shall serve as the basis to determine the final mark of learners those who are in remedial classes and Senior High School learners who enrolled in subjects in advance. Â
- Summative assessments shall be administered at the end of the learning camps through a post-assessment. The summative assessments evaluate the learnerâs learning achievement gained through the camp. They are typically more formal and include tests, presentations, or performance tasks. The post-assessment, constructed parallel with the pre-assessment, shall serve as the basis to determine the final mark of learners those who are in remedial classes and Senior High School learners who enrolled in subjects in advance. Â
- Teachers are urged to prepare anecdotal records of learners to document their strengths, weaknesses, and progress throughout the NLC. These records inform teaching and learning strategies for maximum learner engagement and achievement.
- Participation of teachers in the NLC is voluntary. The school head shall be responsible for identifying prospective teachers who shall handle specific learning areas in the respective camps. They shall be selected based on competence to effectively deliver the learning content and skills of the NLC. Preference shall be given to teachers who are willing, committed, and highly proficient in their respective learning areas.
- Since the NLC entails the services of teachers beyond the regular school days, they, together with those involved in the conduct of remediation classes as well as enhancement and intervention activities, shall be provided with the following incentives, subject to government rules and regulations: a. Vacation Service credits b. Certificate of Recognition for Teachers; and c. Other incentives, subject to availability of funds and guidelines set.
- All teachers involved in these NLRP-related EOSY break activities shall be granted vacation service credits for the services rendered during the NLC. One workday of vacation service credit shall be granted per accumulated eight hours of service rendered, as certified by their respective school heads. The number of service credits authorized is exclusive of the fifteen (15) days maximum vacation service credits allowed as stipulated in DO 53, s. 2023 (Updated Guidelines on the Grant of Vacation Service Credits to Teachers).
- For the public schools, funds for the conduct of NLC activities, including others National Learning Recovery Program (NLRP)-related EOSY break activities shall be sourced, as appropriate, from, but not limited to, Program Support Funds (PSF) for NLRP. The PSF Guidelines shall dictate the allowable expenditures relative to the NLC implementation. The use of these funds shall be subject to availability and the usual budgeting, accounting, auditing, and procurement rules and regulations.
- Advocacy and information campaigns of the NLC shall be carried out during the last quarter of every school year to raise awareness and mobilize support from local government units (LGUs), parent-teacher associations (PTAs), school governing councils (SGC), industry partners, and non-government organizations, among others.
- Regional Offices, Schools Division Offices (SDOs) and schools may engage with stakeholders for potential support for the NLC. By actively involving external stakeholders, schools can foster a strong network of support, and create meaningful connections between the schools and the community.
- To enhance the overall learner experience in the NLC, SDOs and schools may also collaborate with relevant external stakeholders to conduct fun-filled educational activities that stimulate learner interest.
- Schools shall designate spaces within the school grounds conducive to the conduct of these activities and devise creative ways where learners can feel free to participate and build their interests in meaningful ways.
- SDOs or schools may request stakeholders to sponsor comprehensive eye and/or hearing examinations for learners to diagnose any signs of visual and/or hearing impairment and help address these concerns that may be affecting the learnersâ academic performance.
- SDOs or schools are encouraged to include mental health and psychosocial support activities to promote the mental health and well-being of learners as well as teachers.
- The DO 19, s. 2008, No Collection Policy in All Public Elementary and Secondary Schools, shall be applied in the implementation of the NLC. Under no circumstance shall a learner or teacher be required to shoulder the undue financial burden or be compelled to pay for teaching-learning materials or any activity in place of any performance task or project in any learning area.
- Schools shall adhere to the provisions of DO No. 31, s. 2022 otherwise known as the Child Rights Policy and DO 40, s. 2012, DepEd Child Protection Policy. Schools shall ensure that all camp activities are aligned with the Rights-Based Education (RBE) Framework found in the said issuances.