I created this slide deck presentation to present the details (briefly) about the Alternative Delivery Mode. This would be very useful for SLAC Sessions or District/Division Meetings for ADM.
This document discusses alternative delivery modes (ADMs) in the Philippine education system. It describes several ADMs used at the elementary and secondary levels, including the Modified In-School Off-School Approach (MISOSA) and the e-IMPACT system. MISOSA addresses issues like congestion and absenteeism by using self-instructional materials and community schools. e-IMPACT is a technology-enhanced system where parents, teachers and the community collaborate to provide quality, low-cost education. The document provides details on the implementation and expansion of these ADMs to more schools nationwide.
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
The document outlines the Open High School Program (OHSP) managed by the Department of Education in the Philippines. It provides an alternative mode of secondary education using distance learning for those unable to attend regular classes. The goals of OHSP are to provide educational opportunities for all and reduce dropout rates. Schools must meet requirements to participate, including facilities and community links. Students must demonstrate independent learning ability. The program is managed through various roles including coordinators, counselors, advisors and teachers. DepEd, local governments, and other stakeholders also have responsibilities in supporting OHSP.
The document provides information on setting up a school monitoring and evaluation system. It discusses key components of the system including major players, roles, types of monitoring, performance measures, the monitoring process, and requirements for an effective system. Specifically, it outlines establishing agreed upon outcomes and standards, designing a system that meets the school's decision-making needs, keeping the system simple, and setting it up quickly. The goal is to effectively track implementation of the school improvement plan and monitor school and student performance over time.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
School-based management (SBM) is a strategy that transfers decision-making authority from central offices to individual schools, giving principals, teachers, students, and parents greater control over budgets, personnel, and curriculum. This is intended to create more effective learning environments through stakeholder involvement. Implementing SBM requires strong support from school staff, a gradual process, and training as roles adjust. While it increases autonomy, SBM also requires participatory decision-making that can be slower and leave less time for other responsibilities.
The document summarizes key aspects of the K-12 education program in the Philippines. It discusses that the program covers kindergarten and 12 years of basic education, broken into primary, junior high, and senior high school levels. It aims to provide sufficient time for students to master concepts and skills and prepare them for tertiary education or employment. Some key points covered include subjects taught at each level, inclusion of mother tongue instruction, integration of sciences, and addition of senior high school tracks for specialization.
This document discusses alternative delivery modes (ADMs) in the Philippine education system. It describes several ADMs used at the elementary and secondary levels, including the Modified In-School Off-School Approach (MISOSA) and the e-IMPACT system. MISOSA addresses issues like congestion and absenteeism by using self-instructional materials and community schools. e-IMPACT is a technology-enhanced system where parents, teachers and the community collaborate to provide quality, low-cost education. The document provides details on the implementation and expansion of these ADMs to more schools nationwide.
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
The document outlines the Open High School Program (OHSP) managed by the Department of Education in the Philippines. It provides an alternative mode of secondary education using distance learning for those unable to attend regular classes. The goals of OHSP are to provide educational opportunities for all and reduce dropout rates. Schools must meet requirements to participate, including facilities and community links. Students must demonstrate independent learning ability. The program is managed through various roles including coordinators, counselors, advisors and teachers. DepEd, local governments, and other stakeholders also have responsibilities in supporting OHSP.
The document provides information on setting up a school monitoring and evaluation system. It discusses key components of the system including major players, roles, types of monitoring, performance measures, the monitoring process, and requirements for an effective system. Specifically, it outlines establishing agreed upon outcomes and standards, designing a system that meets the school's decision-making needs, keeping the system simple, and setting it up quickly. The goal is to effectively track implementation of the school improvement plan and monitor school and student performance over time.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
School-based management (SBM) is a strategy that transfers decision-making authority from central offices to individual schools, giving principals, teachers, students, and parents greater control over budgets, personnel, and curriculum. This is intended to create more effective learning environments through stakeholder involvement. Implementing SBM requires strong support from school staff, a gradual process, and training as roles adjust. While it increases autonomy, SBM also requires participatory decision-making that can be slower and leave less time for other responsibilities.
The document summarizes key aspects of the K-12 education program in the Philippines. It discusses that the program covers kindergarten and 12 years of basic education, broken into primary, junior high, and senior high school levels. It aims to provide sufficient time for students to master concepts and skills and prepare them for tertiary education or employment. Some key points covered include subjects taught at each level, inclusion of mother tongue instruction, integration of sciences, and addition of senior high school tracks for specialization.
This document outlines 25 performance indicators used to evaluate and report on the status of education systems. The indicators measure factors like enrollment rates, promotion and graduation rates, repetition and dropout rates, literacy rates, and student-teacher ratios. They are tools that identify how close or far education systems are from objectives, problematic situations, and meeting policy concerns by comparing values to standards.
The document provides guidelines for a student-led school watching and hazard mapping activity aimed at increasing disaster risk reduction awareness among students. It outlines procedures for organizing student teams to map hazards within school premises. Teams use provided checklists to identify issues like structural damage, electrical hazards, and environmental risks. The activity aims to equip students to address vulnerabilities and participate in disaster management.
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document provides an overview of distance learning and alternative delivery modes (ADM) in education. It defines distance learning as instruction that occurs when students and teachers are separated by distance or time, and discusses synchronous and asynchronous approaches. Advantages include increased access to education, while disadvantages include costs, technical difficulties, and content suitability. ADMs aim to address issues preventing children from attending school and include modalities like E-IMPACT, MISOSA, and open high school programs that utilize independent and blended learning. Common distance learning technologies are also outlined.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
The memorandum announces a regional seminar-workshop on music and arts to be held on October 28-29, 2014 at the Freedom Hall of Lyceum of the Philippines University-Batangas in Batangas City from 8am to 5pm. Principals are requested to send one representative teacher from each grade 1-12 to attend. The memorandum from DepEd-CALABARZON providing details on the seminar is attached for reference.
The document discusses the Basic Education Curriculum (BEC) and Revised BEC in the Philippines. It notes that the curriculum includes mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness programs, and specialized upper secondary education. It also features spiral progression and contextualization to make the curriculum more relevant to students. The Secretary of Education stated the 2002 BEC was based on 16 years of study to improve the quality of learning, literacy, and numeracy while inculcating values across subject areas.
The document provides guidance for teachers on developing an Individual Plan for Professional Development (IPPD). It explains that an IPPD is a tool for teachers to chart goals and plan learning activities to enhance their competencies in order to improve student performance. The document outlines the process for developing an IPPD, including conducting a needs assessment, formulating goals and objectives, identifying strategies and resources, setting timeframes and indicators. It emphasizes that the IPPD should be based on the teacher's needs identified through the National Competency-Based Teacher Standards self-assessment, as well as school and student performance data. The IPPD is intended to guide a teacher's ongoing professional learning and development over the course of a school year.
This document discusses the concepts of localization and contextualization in teaching. It defines localization as allowing schools and local authorities to adapt curricula to local conditions by relating curriculum content and teaching methods to the local environment. Contextualization is developing skills, knowledge, and attitudes in students by presenting new topics in meaningful and real-life contexts. The document provides reminders for teachers on localizing instruction, such as using available local materials, anchoring lessons to students' lives, and building on school resources while respecting diversity. Localization and contextualization can enhance teaching all subjects according to the Philippines' Enhanced Basic Education Act.
The document describes a framework for education governance and management with community participation. It outlines principles for leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. For each principle, it provides descriptors of implementation levels from initial to ideal.
The framework aims to establish education systems that are community-led and responsive to local needs through collaborative development and review of vision, curriculum, accountability measures, and resource management. It promotes regular stakeholder participation in decision-making and continuous improvement based on assessment results.
This document provides a historical overview of studies conducted on the Philippine education system from 1925 to 2012, which found inadequacies in the basic education curriculum. It then outlines the key features and implementation timeline of the K-12 basic education reform launched in 2012, which extended the K-6 elementary and 4-year high school system to include 2 additional years of senior high school. The reform aims to enhance the curriculum, offer specializations, and better prepare students for higher education or the workforce. However, some argue the reform will increase financial burden on families and government without necessarily improving education quality.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
The Drop-out Reduction Program (DORP) is an intervention program implemented in Philippine schools to reduce high dropout rates and improve learning outcomes. It aims to ensure every Filipino has access to quality basic education. Specific objectives include reducing and eliminating school dropout, increasing retention and achievement for students at risk of dropping out. The program utilizes formal, non-formal and informal approaches and components include the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. Critical factors for successful implementation include committed leadership, trained implementers, availability of materials, and stakeholder participation and support.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The document summarizes the Open High School Program (OHSP) in the Philippines. It provides an alternative mode of secondary education through distance learning for learners unable to attend regular classes. The OHSP aims to provide educational access and reduce dropout rates. It is managed through a structure that designates roles for school heads, coordinators, teachers, and learners. Participation requirements include testing and interviews to assess readiness. Learners are evaluated by teachers and work towards promotion requirements. The program is evaluated at multiple levels to assess implementation and improve the program.
This document discusses a capability-building session for education leaders on implementing alternative delivery modes (ADM). The session objectives are to discuss legal parameters governing ADM, design advocacy materials guided by ADM guidelines, and collaborate during group discussions. The document outlines DepEd's program goal of benefiting at-risk learners through equity initiatives like ADM by 2024-2025. It defines flexible learning options and the two main categories of ADM and alternative learning system. Finally, it provides examples of different ADM models like homeschooling, open high school programs, and night schools.
The document discusses the impact of the Covid-19 pandemic on education in the SDO-Pasig district and the efforts taken to address learning loss. It notes that the implementation of distance learning during the crisis led to little progress for many learners, particularly those from disadvantaged backgrounds. In 2022, the Learning Continuity and Recovery Plan was introduced to help schools better respond to learners' needs. A review found the largest challenges were differences in academic progress and the mental health of learners. It was reported that disparities increased over time and disadvantaged learners seemed most impacted. The document concludes that recovery efforts need to focus not just on academics but supporting students' emotional, mental, and physical return to school.
This document outlines 25 performance indicators used to evaluate and report on the status of education systems. The indicators measure factors like enrollment rates, promotion and graduation rates, repetition and dropout rates, literacy rates, and student-teacher ratios. They are tools that identify how close or far education systems are from objectives, problematic situations, and meeting policy concerns by comparing values to standards.
The document provides guidelines for a student-led school watching and hazard mapping activity aimed at increasing disaster risk reduction awareness among students. It outlines procedures for organizing student teams to map hazards within school premises. Teams use provided checklists to identify issues like structural damage, electrical hazards, and environmental risks. The activity aims to equip students to address vulnerabilities and participate in disaster management.
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document provides an overview of distance learning and alternative delivery modes (ADM) in education. It defines distance learning as instruction that occurs when students and teachers are separated by distance or time, and discusses synchronous and asynchronous approaches. Advantages include increased access to education, while disadvantages include costs, technical difficulties, and content suitability. ADMs aim to address issues preventing children from attending school and include modalities like E-IMPACT, MISOSA, and open high school programs that utilize independent and blended learning. Common distance learning technologies are also outlined.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
The memorandum announces a regional seminar-workshop on music and arts to be held on October 28-29, 2014 at the Freedom Hall of Lyceum of the Philippines University-Batangas in Batangas City from 8am to 5pm. Principals are requested to send one representative teacher from each grade 1-12 to attend. The memorandum from DepEd-CALABARZON providing details on the seminar is attached for reference.
The document discusses the Basic Education Curriculum (BEC) and Revised BEC in the Philippines. It notes that the curriculum includes mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness programs, and specialized upper secondary education. It also features spiral progression and contextualization to make the curriculum more relevant to students. The Secretary of Education stated the 2002 BEC was based on 16 years of study to improve the quality of learning, literacy, and numeracy while inculcating values across subject areas.
The document provides guidance for teachers on developing an Individual Plan for Professional Development (IPPD). It explains that an IPPD is a tool for teachers to chart goals and plan learning activities to enhance their competencies in order to improve student performance. The document outlines the process for developing an IPPD, including conducting a needs assessment, formulating goals and objectives, identifying strategies and resources, setting timeframes and indicators. It emphasizes that the IPPD should be based on the teacher's needs identified through the National Competency-Based Teacher Standards self-assessment, as well as school and student performance data. The IPPD is intended to guide a teacher's ongoing professional learning and development over the course of a school year.
This document discusses the concepts of localization and contextualization in teaching. It defines localization as allowing schools and local authorities to adapt curricula to local conditions by relating curriculum content and teaching methods to the local environment. Contextualization is developing skills, knowledge, and attitudes in students by presenting new topics in meaningful and real-life contexts. The document provides reminders for teachers on localizing instruction, such as using available local materials, anchoring lessons to students' lives, and building on school resources while respecting diversity. Localization and contextualization can enhance teaching all subjects according to the Philippines' Enhanced Basic Education Act.
The document describes a framework for education governance and management with community participation. It outlines principles for leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. For each principle, it provides descriptors of implementation levels from initial to ideal.
The framework aims to establish education systems that are community-led and responsive to local needs through collaborative development and review of vision, curriculum, accountability measures, and resource management. It promotes regular stakeholder participation in decision-making and continuous improvement based on assessment results.
This document provides a historical overview of studies conducted on the Philippine education system from 1925 to 2012, which found inadequacies in the basic education curriculum. It then outlines the key features and implementation timeline of the K-12 basic education reform launched in 2012, which extended the K-6 elementary and 4-year high school system to include 2 additional years of senior high school. The reform aims to enhance the curriculum, offer specializations, and better prepare students for higher education or the workforce. However, some argue the reform will increase financial burden on families and government without necessarily improving education quality.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
The Drop-out Reduction Program (DORP) is an intervention program implemented in Philippine schools to reduce high dropout rates and improve learning outcomes. It aims to ensure every Filipino has access to quality basic education. Specific objectives include reducing and eliminating school dropout, increasing retention and achievement for students at risk of dropping out. The program utilizes formal, non-formal and informal approaches and components include the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. Critical factors for successful implementation include committed leadership, trained implementers, availability of materials, and stakeholder participation and support.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The document summarizes the Open High School Program (OHSP) in the Philippines. It provides an alternative mode of secondary education through distance learning for learners unable to attend regular classes. The OHSP aims to provide educational access and reduce dropout rates. It is managed through a structure that designates roles for school heads, coordinators, teachers, and learners. Participation requirements include testing and interviews to assess readiness. Learners are evaluated by teachers and work towards promotion requirements. The program is evaluated at multiple levels to assess implementation and improve the program.
This document discusses a capability-building session for education leaders on implementing alternative delivery modes (ADM). The session objectives are to discuss legal parameters governing ADM, design advocacy materials guided by ADM guidelines, and collaborate during group discussions. The document outlines DepEd's program goal of benefiting at-risk learners through equity initiatives like ADM by 2024-2025. It defines flexible learning options and the two main categories of ADM and alternative learning system. Finally, it provides examples of different ADM models like homeschooling, open high school programs, and night schools.
The document discusses the impact of the Covid-19 pandemic on education in the SDO-Pasig district and the efforts taken to address learning loss. It notes that the implementation of distance learning during the crisis led to little progress for many learners, particularly those from disadvantaged backgrounds. In 2022, the Learning Continuity and Recovery Plan was introduced to help schools better respond to learners' needs. A review found the largest challenges were differences in academic progress and the mental health of learners. It was reported that disparities increased over time and disadvantaged learners seemed most impacted. The document concludes that recovery efforts need to focus not just on academics but supporting students' emotional, mental, and physical return to school.
The document outlines a national mathematics program for teachers that focuses on the Most Essential Learning Competencies (MELC) for Grade 9. It discusses DepEd Order 12 which adopts the Basic Education Learning Continuity Plan, the school calendar for 2020-2021, learning strategies and modalities including face-to-face, distance, blended and homeschooling. It also discusses self-learning modules and the differences between essential and desirable learning competencies.
This document outlines school-family-community partnership programs in the Philippines' Rizal Department of Education to support continued learning amidst the COVID-19 pandemic. It introduces four volunteer partnership opportunities: Connect-a-Learner provides learning spaces in homes; Learning Resource Kiosks distribute materials through community centers; LR Move delivers resources via volunteer riders; and community tutoring engages volunteers to tutor students. Guidelines are provided for each program. Schools are tasked with coordinating volunteers to ensure all learners can continue accessing education during this difficult time.
PRACTICES AND CHALLENGES IN THE IMPLEMENTATION OF BASIC EDUCATION LEARNING CO...RayRudolfPastrana1
This document summarizes a study on the practices and challenges in implementing the Basic Education Learning Continuity Plan (BE-LCP) in elementary schools in San Rafael East and West Districts during the 2020-2021 school year. The study found that school heads and teachers assessed practices of the BE-LCP as sometimes to frequently implemented. Challenges were also assessed as sometimes to frequently encountered. Most schools had 0% dropout rates and high promotion and completion rates. There was no significant difference found between school heads' and teachers' assessments of practices and challenges. A positive relationship was found between BE-LCP practices and promotion/completion rates, while an inverse relationship was found for dropout rates.
This document from the Department of Education provides guidelines for conducting remedial, advancement, and enrichment classes during summer 2020 in light of COVID-19. It outlines that remedial classes will start on May 11th and last six weeks to help students who received low grades or failed subjects. It also allows enrichment classes to be extended until the new school year starts. Schools have flexibility in utilizing distance learning methods like printed modules or online resources depending on students' internet access. The health and safety of students and teachers remains the top priority.
The document outlines the Learning Continuity Plan for Bactas Elementary School for SY 2021-2022. It provides an overview of the school profile, including enrollment numbers, number of teachers, facilities and resources. It analyzes class categories based on internet connectivity and tools available to teachers and learners. The plan details implementation strategies such as reviewing and enhancing the previous plan, capacity building for teachers, and preparation of self-learning modules and worksheets. The objectives, activities, timeline and responsibilities are outlined to ensure continued quality education amidst the challenges of the pandemic.
Do s2020 008-guidelines-on-enrollment-for-sy-2020-2021Glenda Coching
The document provides guidelines for enrollment in public schools for School Year 2020-2021 in light of the COVID-19 pandemic. It outlines procedures for a primarily remote enrollment process to adhere to physical distancing requirements. Previous teachers will facilitate remote enrollment for continuing students, while new teachers will accommodate enrollment of kindergarten, transfer, and returning students. The enrollment process will utilize digital forms and platforms to collect student data remotely while establishing physical enrollment options as a last resort with safety protocols. Deadlines for documentary requirements are also deferred to December 2020 to accommodate pandemic difficulties.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from the pandemic disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It outlines that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
The document presents the SDO Misamis Oriental Learning Continuity Recovery Plan for 2022-2023. It was developed in response to school closures and learning loss during the COVID-19 pandemic, which can have long-term consequences. The plan aims to identify learning gaps, address gaps through remedial strategies, and form partnerships to support additional resources. It outlines objectives and phases to conduct assessments, implement remedial programs, and develop a sustainable long-term recovery plan through stakeholder engagement and recognition of teacher efforts. The phases include an end-of-school-year catch-up program, implementing literacy and numeracy activities to bridge learning gaps, and partnering with stakeholders to address learning loss.
The document outlines the agenda for an upcoming faculty meeting, including discussions on travel expenses, enrollment status, staffing updates, the school calendar, alternative delivery modes, gender-responsive education policies, monitoring curriculum implementation, school operations, and other matters. Several presentations are scheduled on topics like travel guidelines, enrollment numbers, personnel changes, the school year plan, and curriculum delivery options. Reports will also be provided on implementing gender equity, assessing curriculum delivery, and overseeing the canteen and other school functions.
The document outlines the Schools Division of Iloilo's Basic Education-Learning Continuity and Recovery Plan for School Year 2022-2023. It summarizes accomplishments from SY 2021-2022, identifies issues and needs for recovery initiatives, and outlines operationalization of the plan. Key points include high student enrollment, development of quality learning resources, conducting of assessments to identify learning gaps, and expansion of limited face-to-face classes alongside continued distance learning modalities. The plan proposes strategies for learning remediation, health and safety, teacher professional development, and monitoring and evaluation across three phases of implementation.
SHS_JDVP_BEST_PRACTICES_2019 - Narrative Report - Mam Itchel.docxfranciscomacatugob1
The document summarizes the Joint Delivery Voucher Program (JDVP) undertaken by Cotta National High School for its Senior High School Grade 12 students specializing in Electrical Installation and Maintenance (EIM) and Shielded Metal Arc Welding (SMAW). It details the requirements and activities completed, including orientation, examinations, and on-site training at Technical Skills System of Lucena Inc. from October to December 2019. The program aims to provide students with hands-on experience to become empowered and globally competitive graduates.
The document provides guidelines for enrollment in DepEd schools for the 2022-2023 school year given the reintroduction of in-person classes. It outlines procedures for both in-person and remote enrollment, including the use of dropboxes. It defines key terms, sets the scope and timeline for enrollment, and provides instructions for students, parents, and schools to follow in the enrollment process. Schools are directed to designate enrollment focal persons and make the enrollment forms available both physically and digitally.
The document provides guidelines for enrollment in public schools in the Philippines for the 2022-2023 school year. It outlines procedures for both in-person and remote enrollment options to adhere to health and safety protocols. Parents or guardians can enroll students through submitting enrollment forms in-person at schools, remotely by digital form, or via dropbox. Schools will designate personnel to oversee enrollment and distribute forms to teachers to encode in the Learner Information System. The guidelines aim to ensure continued learning access through an efficient yet safe enrollment process.
The document outlines an action plan by Bro. Andrew Gonzalez Technical High School to improve reading skills among struggling readers for the 2022-2023 school year. It involves 4 phases: 1) selecting students for remedial reading and orienting parents and learners, 2) conducting pre- and post-tests to diagnose reading levels and provide interventions, 3) having students read daily at home with parental support, and 4) a final evaluation to assess improvement. The plan also details programs to enhance the English curriculum, develop reading materials, provide teacher training, and celebrate reading month to foster students' interest in reading. The goal is to increase reading proficiency and decrease the number of slow and non-readers by the end of
Similar to ALTERNATIVE DELIVERY MODE UPDATES.pdf (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
2. “ EDUCATION IS A
BATTLE AGAINST
POVERTY THAT
EVERYONE
SHOULD FIGHT”.
-Unknown Author
Schools Division Office of Negros Oriental
3. DepEd Order Number 21, Series 2019
FLEXIBLE LEARNING OPTIONS
provide a menu of learning interventions and pathways that are responsive
to the needs, context, circumstances, and diversity of learners. FLOs allow
for variations in organization, approaches and modalities of teaching and
learning. This flexibility is helpful for learners who are at risk of dropping
out, children and youth who are out of school, adults who failed to finish
basic education, learners with special needs, learners with extreme
difficulty in accessing schools or those who attend overpopulated schools,
and learners in emergency situations.
Schools Division Office of Negros Oriental
4. DepEd Order Number 21, Series 2019
WHAT ARE THE TWO MAIN
CATEGORIES OF FLEXIBLE
LEARNING OPTIONS?
1. ALTERNATIVE DELIVERY MODE
ADM
2. ALTERNATIVE LEARNING SYSTEM
ALS
Schools Division Office of Negros Oriental
5. DepEd Order Number 21, Series 2019
ADM and ALS
are
DIFFERENT!
Schools Division Office of Negros Oriental
ADM – in-school
ALS – out-of-school
6. DepEd Order Number 21, Series 2019
WHAT IS ALTERNATIVE DELIVERY MODE?
Are instructional or learning modalities that do not strictly follow the typical
set-up for regular classroom instruction, but follow the formal K-12
curriculum in content. Formal curriculum refers to the curriculum starting at
Kindergarten and ending at Grade 12 that learners undergo through
successive grade levels.
Schools Division Office of Negros Oriental
7. DepEd Order Number 21, Series 2019
WHO CAN OFFER ADM?
All public elementary and secondary schools should be ready to offer
ADMs for all types of learners whenever the need arises. They are required
to inform their Schools Division Office through a letter addressed to the
SDS every time a new ADM is offered by the school.
Schools Division Office of Negros Oriental
8. DepEd Order Number 21, Series 2019
WHO CAN OFFER ADM?
Private schools are similarly allowed to offer ADMs after securing a permit
to offer from their Regional Office. The requirements for acquiring a permit
include a letter of intent addressed to the Regional Director through the
Schools Division Superintendent, and an implementation plan that
describes the target learners for the ADM, the training plan for parents, and
the learning resources. A school coordinator must also be identified to
every ADM that the school will offer.
Schools Division Office of Negros Oriental
9. DepEd Order Number 21, Series 2019
WHAT KIND OF LEARNING RESOURCES SHOULD
BE USED IN THE ADM PROGRAM?
The learning resources for the K-12
program are also used for ADMs.
However, distance or blended learning
may require learning resources that
are designed for independent or self-
paced study. These may be in the form
of modules made available through
ICT or other technological tools.
Schools Division Office of Negros Oriental
10. DepEd Order Number 21, Series 2019
WHAT ARE THE
DIFFERENT TYPES OF
ADM?
Schools Division Office of Negros Oriental
11. DepEd Order Number 21, Series 2019
HOMESCHOOLING
Schools Division Office of Negros Oriental
12. DepEd Order Number 21, Series 2019
HOMESCHOOLING
Schools Division Office of Negros Oriental
Provides learners with access to formal education while staying in
an out-of-school environment. Authorized parents, guardians, or
tutors take the place of the teachers as learning facilitators. While
learners are expected to meet the learning standards of the K-12
BEC, the learning facilitators are given flexibility in learning
delivery, scheduling, assessment, and curation of learning
resources.
13. DepEd Order Number 21, Series 2019
HOMESCHOOLING
Schools Division Office of Negros Oriental
Parents or guardians who opt to enroll their children in a home
school program should do so through a public school, or through a
private school that had been given a permit to offer a home school
program. These schools will be in charge of ensuring the following:
14. DepEd Order Number 21, Series 2019
HOMESCHOOLING
Schools Division Office of Negros Oriental
a. that a parent or guardian is assigned as a learning facilitator;
b. that the learner is registered through the Learner Information
System (LIS);
c. that learning materials and resources are available for the
learner; and
d. the School Form 9 and other pertinent school records are
issued to homeschoolers.
15. DepEd Order Number 21, Series 2019
HOMESCHOOLING
Schools Division Office of Negros Oriental
Both public and private schools may offer the Homeschooling
Program as ADM. The private schools shall secure a Permit to
Offer the Homeschooling Program while public schools shall seek
authorization from Regional Office. The Permit/Authorization to
Offer the Homeschooling Program to be granted by the RO to
qualified public and private schools shall be valid for two (2) years.
The RO may revoke at any time the said authorization/permit,
upon valid grounds and in accordance with due process.
16. DepEd Order Number 21, Series 2019
HOMESCHOOLING
Schools Division Office of Negros Oriental
FOR MORE INFORMATION ABOUT HOMESCHOOLING
PLEASE CHECK D.O. 1, SERIES 2022.
17. DepEd Order Number 21, Series 2019
IMPACT
Schools Division Office of Negros Oriental
18. DepEd Order Number 21, Series 2019
IMPACT (INSTRUCTIONAL MANAGEMENT BY PARENTS,
COMMUNITY, AND TEACHERS)
Schools Division Office of Negros Oriental
The development of IMPACT as an alternative delivery mode has
been facilitated by the Southeast Asia Ministers of Education
Organization Regional Center for Educational Innovation and
Technology (SEAMEO INNOTECH) in the early 1970s in response
to the common problems faced by the member states in their
respective education systems.
19. DepEd Order Number 21, Series 2019
IMPACT (INSTRUCTIONAL MANAGEMENT BY PARENTS,
COMMUNITY, AND TEACHERS)
Schools Division Office of Negros Oriental
These problems include unequal access to high-quality education,
high dropout rates, low cohort survival rates, and declining learning
achievements, among others.
20. DepEd Order Number 21, Series 2019
IMPACT (INSTRUCTIONAL MANAGEMENT BY PARENTS,
COMMUNITY, AND TEACHERS)
Schools Division Office of Negros Oriental
In the Philippines, IMPACT is available for elementary schools only.
Schools that offer this learning option must group learners from
varying grade levels into learning families, which consist of 50-60
learners each; ideally, learners should be placed in the same
learning family as their sibling/relatives, neighbors, and friends, so
that the members of the group are naturally accountable for one
other’s attendance and progress in school.
21. DepEd Order Number 21, Series 2019
IMPACT (INSTRUCTIONAL MANAGEMENT BY PARENTS,
COMMUNITY, AND TEACHERS)
Schools Division Office of Negros Oriental
IMPACT allows for three (3) modes of learning deliver, namely (1)
Programmed Teaching, (2) Peer Group Learning, and (3) Self-
Instruction.
22. DepEd Order Number 21, Series 2019
MISOSA
Schools Division Office of Negros Oriental
23. DepEd Order Number 21, Series 2019
MISOSA (Modified In-School Off-School Approach)
Schools Division Office of Negros Oriental
In order to address limitations in classrooms, teachers, and
learning materials, DepEd schools may offer the MISOSA. This
delivery mode specifically caters to Grade 4,5, and 6 classes with
at least 50 learners. Learners are divided into two groups. During
class hours, except on designated days for assessment, only one
of the groups will be in school, while the other will be at another
location near the school or will meet online through a platform
prepared by the school, depending on the agreement set by the
class.
24. DepEd Order Number 21, Series 2019
MISOSA (Modified In-School Off-School Approach)
Schools Division Office of Negros Oriental
The In-school group will proceed with formal instruction facilitated
by their regular school teachers, while the out-school group will
have independent learning using the materials provided by the
school, with the assistance of a para-teacher or learning facilitator.
The groups will switch arrangements periodically (e.g. a week, or a
month), depending on the agreed time between the learners and
the teacher. The two groups shall meet together for assessment
and for enrichment.
25. DepEd Order Number 21, Series 2019
MISOSA (Modified In-School Off-School Approach)
Schools Division Office of Negros Oriental
Acknowledging that independent learning requires functional
literacy learners are first required to take the Informal Reading
Inventory (IRI) test, as well as other school-based assessment
tools, and pre-test before the implementation of the program.
Learners that are found to be incapable of independent learning
will have to stay in the In-school group, until they gain the
necessary competencies.
26. DepEd Order Number 21, Series 2019
MISOSA (Modified In-School Off-School Approach)
Schools Division Office of Negros Oriental
The MISOSA may be implemented for learners who are capable of
independent learning, and learners in emergency situation given
the availability of learning facilitators, and accessible learning
resources, learning centers, or platforms/software for program
implementation.
27. DepEd Order Number 21, Series 2019
NIGHT HIGH SCHOOL
Schools Division Office of Negros Oriental
28. DepEd Order Number 21, Series 2019
NIGHT HIGH SCHOOL
Schools Division Office of Negros Oriental
The Night High School program aims to provide opportunity to high
school learners to finish basic education through evening classes.
The program is intended for high school learners, of legal age, who
are working.
29. DepEd Order Number 21, Series 2019
NIGHT HIGH SCHOOL
Schools Division Office of Negros Oriental
Secondary schools implementing night high school should submit
to the Schools Division Office a night class program to be
completed in 4 to 5 years for Junior Night High School and 2 to 2 ½
years for Senior Night High School.
Classes should begin not earlier than 4:30 in the afternoon and end
not later than 9:30 in the evening, and may include the conduct of
Saturday classes.
30. DepEd Order Number 21, Series 2019
NIGHT HIGH SCHOOL
Schools Division Office of Negros Oriental
The program allows for the TLE competencies to be completed in
the learner’s workplace subject to proper supervision and
evaluation by the TLE teacher and the partner-employer. All other
program schemes must be approved by the Schools Division
Office.
31. DepEd Order Number 21, Series 2019
OPEN HIGH SCHOOL
Schools Division Office of Negros Oriental
32. DepEd Order Number 21, Series 2019
OPEN HIGH SCHOOL
Schools Division Office of Negros Oriental
The OHSP is an alternative mode of delivering secondary
education that puts a premium on independent, self-paced, and
flexible study to reach learners who are unable to start or complete
secondary education due to limited time, geographical
inaccessibility of schools, physical impairment, financial difficulties,
and/or social or family problems.
33. DepEd Order Number 21, Series 2019
OPEN HIGH SCHOOL
Schools Division Office of Negros Oriental
The program is open to all high school learners who are able to
demonstrate their capacity for independent learning through to
Independent Learning Readiness Test (ILRT) and Informal Reading
Inventory. Qualified learners are expected to report to school on a
weekly basis during the first semester and subsequently reduced to
a monthly consultation during the second half of the school year
depending on his readiness for independent learning.
34. DepEd Order Number 21, Series 2019
OPEN HIGH SCHOOL
Schools Division Office of Negros Oriental
A teacher-adviser and subject teacher shall be assigned to a class
in order to provide support to the learner. This program is to be
delivered for 6 years for Junior High and additional 3 years for
Senior High School.
35. DepEd Order Number 21, Series 2019
Schools Division Office of Negros Oriental
ADM DESCRIPTION TARGET BENEFICIARIES
Home School Provides basic education to
learners in a home-based setting
with parents, guardians or tutors
as learning facilitators, under
supervision by DepEd and
designated licensed teacher.
Learners who are unable to
attend school but have someone
who is capable of delivering
instruction.
IMPACT (Instructional
Management by Parents,
Community, and Teacher)
Provides basic education to
learners in school-based setting
wherein multi-grade learners are
grouped for learning facilitated by
peers, parents, or community
members under the guidance of
an instructional supervisor. It also
allows for independent learning.
Learners in congested schools
where there are community-
based volunteers and teachers.
36. DepEd Order Number 21, Series 2019
Schools Division Office of Negros Oriental
ADM DESCRIPTION TARGET BENEFICIARIES
MISOSA (Modified In-School Off-
School Approach)
Provision of formal education in
school and off-school to learners
in Grade 4 to 6 with capacity for
independent learning and who
could not be fully accommodated
in school. They receive blended
instruction. In-school group are
with the classroom or subject
teachers and the off-school
group are with a teacher-
facilitator in a separate venue.
1. Learners in overpopulated
schools.
2. Learners who are unable to
attend school regularly due to
economic, physical and social
constraints.
Night High School Learners attend classes after
regular school hours. This
learning option allows program
completion beyond the
prescribed number of years.
For high school learners who are
unable to go to school during the
day.
37. DepEd Order Number 21, Series 2019
Schools Division Office of Negros Oriental
ADM DESCRIPTION TARGET BENEFICIARIES
OHSP (Open High School
Program)
Provides opportunity to all high
school learners capable of
independent learning to complete
basic education through quality
distance education.
For high school learners who are
incapable of going or staying in
school.
38. The highest test of the civilization of any
race is in its willingness to extend a helping
hand to the less fortunate.
Booker T. Washington