The document outlines the Basic Education Learning Continuity Plan (BE-LCP) developed by the Department of Education to ensure educational continuity amid the COVID-19 pandemic, emphasizing health, safety, and the implementation of multiple learning modalities. It introduces the Most Essential Learning Competencies (MELCs) to streamline the K to 12 curriculum and facilitate learning through various delivery methods, including distance and blended learning. Additionally, it discusses flexible learning guidelines for higher education institutions to address the unique needs of learners during national emergencies.

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BASIC EDUCATION
LEARNING
CONTINUITY
PLAN
Camille F. Romero
D E P E D O R D E R N O . 1 2 , S . 2 0 2 0

2. RATIONALE
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- Purpose of which is to provide clear
guidance to all offices, units, schools
and community learning centers amidst
the Pandemic.
- The LCP will help engage the internal
and external stakeholders for inputs in
the design of delivery strategy and
operational direction that ensures
health, safety, and well-being of
learners, teachers, and personnel of
the Department.

3. BASIC EDUCATION
LEARNING CONTINUITY PLAN
A package of education interventions
that will respond to basic education
challenges brought about by the COVID-
19 pandemic.

4. THE BE-LCP STANDS ON THE
FOLLOWING PRINCIPLES:
• Protect health and safety of learners, teachers
and personnel and prevent the further
transmission of COVID-19.
• Ensure learning continuity by:
a. Doing curricular adjustments
b. Alignment of learning materials
c. Deployment of multiple learning modalities
d. Training of teachers, leaders & parents

5. PRINCIPLES ADOPTED BEHIND
THE BE-LCP
• Facilitate the safe return of teaching and non-
teaching personnel to workplaces
• Be sensitive to equity considerations and concerns
and endeavor to address them best that we can.
• Link and bridge the BE-LCP to DepEd's pivot to
quality and future education

6. BE-LCP
ADOPTION OF
BE-LCP
as the overall
framework that will
govern the School
Year 2020-2021
unless repealed,
amended and
rescinded.
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7. BE-LCP
ADOPTION OF MOST
ESSENTIAL LEARNING
COMPETENCIES (MELC)
The key elements of the learning strategies that
shall operationalize the BE-LCP are the
streamlining of the K to 12 Curriculum into the
Most Essential Learning Competencies (MELCs),
and allowing of multiple learning delivery
modalities such as distance learning and
blended learning, either on top or in place of
face-to-face learning.

8. BE-LCP
MELCs
The MELCs are
defined as the
competencies that a
learner needs in
order to continue to
subsequent grades,
and ultimately to
have a successful
life.
05

9. The characteristics of the MELCs are:
a. It is aligned with national standards or frameworks,
such as, for example, “holistic Filipino learners with 21st
Century skills.”
b. They connect the content to higher concepts across
content areas. 30
c. They are applicable to real-life situations.
d. They are important for students to acquire, even if a
student drops out from school.
e. They cannot be expected to be ordinarily learned by
students if not taught in school.

10. NO FACE-
TO- FACE
CLASSES
UNTIL SAFE

11. LEARNING
DELIVERY
MODALITIES
1.FACE-TO-FACE
2.DISTANCE LEARNING
• Modular Distance
Learning
• Online Distance Learning
• TV/Radio-Based
Instruction
3. BLENDED LEARNING
4. HOME SCHOOLING
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BE-LCP

12. FLEXIBLE
LEARNING
CHED MEMORANDUM NO.4, S. 2020
08
In accordance with the pertinent provisions
of Republic Act (RA) No.7722, otherwise known
as the "Higher Education Act of 1994",
Republic Act No. 11469, otherwise known as
the "Bayanihan to Heal as One Act",
and by virtue of Commission en Banc
(CEB) Resolution No. 412-2020, series of
2020, the Commission on Higher Education
(CHED) hereby adopts and promulgates the
following Guidelines on Flexible Learning
(FL) to be implemented by public and private
Higher Education Institutions (HEls).

13. RATIONALE
For higher education institutions, avoiding and limiting the
risks of infection of the academic community has become a
primordial concern. Hence, with the implementation of
community quarantine, conduct of classes needed to be
immediately suspended. The herculean challenge then was
how to continue teaching and learning beyond the usual
face-to-face instruction.
Thus, it has become an urgent need to explore other
innovative learning modalities that will facilitate migration
from traditional to flexible teaching and learning options.
As learners are differently situated in terms of time, pace,
and place, these options allow customization of delivery
modes responsive to students' need for access to quality
education. This shall also give students the option to
choose the delivery mode most convenient to them as
early as the time of their enrollment.

14. FLEXIBLE LEARNING
Flexible Learning is a pedagogical approach allowing
flexibility of time, place, and audience including, but not
solely focused on the use of technology. Although it
commonly uses the delivery methods of distance education
and facilities of education technology, this may vary
depending on the levels of technology, availability of
devices, internet connectivity, level of digital literacy, and
approaches. The design and delivery of programs, courses,
and learning interventions address learners' unique needs in
terms of place, pace, process, and products of learning.

15. FLEXIBLE LEARNING
It involves the use of digital and non-digital technology and
covers both face-to-face or in-person learning, out-of-
classroom learning modes of delivery, or a combination of
modes of delivery. It ensures the continuity of inclusive and
accessible education when the use of traditional modes of
teaching is not feasible, as in the occurrence of national
emergencies.

16. THANK YOU!
THANK
YOU!