56. School heads
supervise the
implementation and
ensures that the
Policy is
communicated to
stakeholders
ROs and SDOs
monitor school’s
compliance with
the Policy and
consolidate M&E
reports
CO utilizes M&E
results for policy
evaluation
MONITORING AND EVALUATION
MONITORING AND EVALUATION
“We will rally for an improved learning system in the country. Together, we will rally for every Filipino child. Para sa isang MATATAG na Bayan. Para sa ating mahal na Pilipinas,”
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.
MATATAG will have four critical components:
MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
TAke steps to accelerate delivery of basic education facilities and services;
TAke good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and
Give support to teachers to teach better.
DepED gave its commitment to learning recovery in collaboration with development partners, LGUs, and stakeholders thRu the NLRP
DepEd recognizes that learners need to be supported to address the 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 learners’ academic performance; as well as the important role of teachers in learning recovery. 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” (DO 42, s. 2017, p. 1).
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.
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 National Learning Camp (NLC) is a voluntary EOSY break program.
The NLC serves a two-fold objective: to improve learner outcomes and to strengthen teacher competence so they can teach better.
It is designed to:
improve student learning in the form of enhancement, consolidation, or intervention programs in all learning areas for Kindergarten to 12 learners; and
enhance teacher capacity.
The NLC, which shall be implemented in phases, is a three to five-week voluntary learning recovery program designed to benefit K to 12 learners in all public elementary and secondary schools. It is composed of three Camps: Enhancement Camp, Consolidation Camp, and Intervention Camp.
The three camps shall be offered to Grades 7 and 8 only this 2022-2023 EOSY break and shall be gradually expanded to other grade levels in the succeeding school years. However, schools are not precluded from conducting other EOSY break activities, such as but not limited to enrichment activities in all grade levels and learning areas to support learning recovery.
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.
All three camps shall dedicate a three-day teacher-learner engagement, i.e., Tuesday, Wednesday, and Thursday, while the two days every week, i.e., Monday and Friday, shall be allocated for teachers’ collaborative planning, preparation, and review of instruction through Learning Action Cell (LAC) sessions.
The NLC shall be conducted within three to five weeks. The Enhancement Camp shall be conducted from July 24, 2023 to August 11, 2023 to complete the three-week period while the Consolidation and Intervention Camps shall run for five weeks from July 24, 2023 until August 25, 2023.
These LAC sessions shall be open to teachers, school heads, public schools district supervisors (PSDS), and education program supervisors (EPS). A Suggested Teacher Timetable for Collaborative Sessions enclosed in Annex 4 provides a structured conduct of LAC sessions and allows teachers and instructional leaders to have a more focused and logical flow of sessions.
This illustration provides the topics that may be discussed during Collaborative Sessions of teachers.
Here is a Suggested Teacher Timetable for Collaborative Sessions which provides a structured conduct of LAC sessions and allows teachers and instructional leaders to have a more focused and logical flow of sessions.
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.
Early registration shall be conducted at least two weeks before the end of the school year. Official registration shall be conducted for two weeks from July 1, 2023 to July 14, 2023. Under the supervision and guidance of their school heads, class advisers shall be responsible for enlisting interested learners.
Here are the NLC registration template and the Parents/legal guardians that participating learners need to accomplish prior to the start of the NLC.
Prior to participating in the NLC, duly accomplished Parent/Legal Guardian’ Consent shall be required to ensure strong support and involvement of parents or legal guardians in the implementation of the NLC.
Schools shall administer a pre-assessment for Grades 7 and 8 learners before the start of the NLC. The results of their pre-assessment or the learners’ academic performance in the previous SY shall determine their placement in a particular camp.
Schools shall be provided with a complete set of teaching-learning materials for Grades 7 and 8 ESM. Lesson Plans, Teachers’ Notes, and Learners’ Workbooks shall be provided for the Enhancement Camp and the Consolidation Camp, while Integrated Lesson Plans and Teacher Notes, Learners’ Workbooks, and a Teacher-Learner Resource Book shall also be provided for the Intervention Camp in Fundamental Mathematics and Fundamental English. For Remedial Classes, schools shall have the flexibility to decide on the learning resources that meet the needs of learners and align with the most appropriate teaching approaches and strategies.
Before the commencement of the NLC, schools shall have prepared the class programs, classrooms and other learning spaces, and teaching-learning resources such as, but not limited to textbooks, activity sheets, assessment tasks, video lessons, and other materials necessary for the successful conduct of classes.
Schools shall administer the pre-assessment for Grades 7 and 8 between June 20, 2023, and July 8, 2023, while the post-assessment shall be conducted after the NLC to evaluate learning gains and the overall effectiveness of the NLC.
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 learners’ 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 learner’s learning achievement gained through the camp. They are typically more formal and include tests, presentations, or performance tasks. For the remediation classes and subjects enrolled in advance by an incoming Grade 12 learner, the provisions of 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 shall apply.
Teachers are encouraged to provide regular updates to parents or legal guardians on their children’s 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.
To ensure that the instructional needs of learners shall be addressed, teachers are encouraged to prepare general feedback/comments on the learners’ progress to document their strengths and areas for improvement. These feedback/comments shall serve as information to learners, parents, and teachers on the instructional support needed by learners in the upcoming SY. feedback/comments may be written in a language understood by parents or guardians, either in English or Filipino.
A Certificate of Completion shall be awarded to all learners who fulfill the requirements of the camp in terms of accomplishment of learning tasks.
To ensure that learners in need of greater support receive targeted instructional assistance and guidance, specifically those who did not meet expectations in one (1) or two (2) learning areas, the Remedial Class shall be made available for all grade levels, including Grades 7 and 8 learners in learning areas other than ESM.
For learners in the Intervention Camp, Remedial Classes, and subjects enrolled in advance by incoming Grade 12 learners, the provisions of 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 shall apply.
Enrichment Activities shall be non-graded.
Having the nature of a camp, teachers shall ensure that the teaching-learning process inside the classroom integrates fun and a sense of fulfillment whenever learners experience success in learning. Teachers are highly encouraged to harness learners’ creativity and resourcefulness to make learning compelling and engaging while working towards the attainment of learning competencies and standards.
To enhance the overall learner experience in the NLC, SDOs and schools may 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 learners’ 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.
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.
To ensure the attainment of the goals and objectives of the NLC, clustered national orientations of key DepEd officials on the Policy Guidelines shall be conducted. ROs, in turn, shall orient SDOs and school key officials in their respective regions.
Schools shall include an orientation on the implementation of the NLC and other EOSY break activities into the agenda of their last quarterly meeting with parents/legal guardians during the SY 2022-2023. The orientation shall inform parents/legal guardians about the NLC and gather support for its successful implementation
A general orientation with parents/legal guardians shall be conducted within the week before the first day of the NLC. To ensure widespread awareness and understanding of the NLC, information campaigns, and advocacy materials shall be prepared at the national, regional, division levels, and school levels.
Instructional supervisors, including the Chief of the Curriculum and Learning Management Division (CLMD) and the Curriculum Implementation Division (CID), EPSs, PSDSs, and school heads shall undergo clustered Training of Trainers for the implementation of the NLC for Grades 7 and 8. The training shall be cascaded to their respective regions and divisions for all instructional leaders and Grade 7 and 8 teachers before the start of the NLC to enhance their pedagogical knowledge and skills and understand the nature of teaching directions most profitable for learners. Instructional leaders shall also undergo the same training as they shall provide technical assistance to teachers.
The school heads shall be primarily responsible for supervising the implementation of these guidelines in their schools, ensuring that the provisions are communicated to all concerned stakeholders in the school community.
The Curriculum Implementation Division (CID) and Curriculum and Learning Management Division (CLMD) in the SDO and RO, respectively shall lead in the monitoring of schools’ compliance with these guidelines. The RO – Quality Assurance Division (QAD) and SDO – School Governance Operations Division (SGOD) shall have an oversight function on the M&E process. They may also be consulted for their expertise and guidance in conducting the M&E activities.
At the school level, the implementation of this policy shall be monitored and evaluated by the School Head. The School Head shall prepare a report at the end of the annual Learning Camp that includes the highlights, challenges, and issues encountered throughout the policy implementation. The said report shall be submitted to the SDO for collation and analysis. The SDOs shall then prepare a consolidated report analysis for submission to the Regional Office.
Overall feedback from the Regional Office shall be provided to the DepEd Central Office, Curriculum and Teaching (CT) Strand, through the Bureau of Learning Delivery, to be used in evaluating the policy for continuous improvement of its design and implementation.
A Monitoring and Evaluation (M & E) Plan with a corresponding M&E Tool shall be developed for the CO, RO, SDO, and Schools. The M&E Plan shall ensure the periodic conduct of M&E activities following existing standards and guidelines stipulated in DO 29, s. 2022 or the Adoption of the Basic Education Monitoring and Evaluation Framework. The M&E results shall inform the succeeding annual implementation plans of the school, SDO, RO, and CO. The M&E Plan and Tool shall be issued in a separate memorandum.
The M&E Plan shall ensure the periodic conduct of M&E activities following existing standards and guidelines stipulated in DO 29, s. 2022 or the Adoption of the Basic Education Monitoring and Evaluation Framework.
The M&E results shall inform the succeeding annual implementation plans of the school, SDO, RO, and CO. The M&E Plan and Tool shall be issued in a separate memorandum.
The Curriculum Implementation Division (CID) and Curriculum and Learning Management Division (CLMD) in the SDO and RO, respectively, shall lead in the monitoring of schools’ compliance with these guidelines.
The RO – Quality Assurance Division (QAD) and SDO – School Governance Operations Division (SGOD) shall have an oversight function on the M&E process. They may also be consulted for their expertise and guidance in conducting the M&E activities.
The SDOs will then prepare a consolidated report analysis for submission to the Regional Office.
