4. LEARNING RECOVERY PRINCIPLES
MBHTE-BARMM
EVIDENCE-BASED
CURRICULUM
INNOVATION AND
DELIVERY
EVIDENCE-
INFORMED
TARGETING OF LR
INTERVENTIONS
LEARNING FOR THE
MOST
DISADVANTAGED
INSTRUCTIONAL
SUPPORT TO
ADJUST TO
PEDAGOGY
HOME AND
COMMUNITY
ENGAGEMENT
SOCIAL, EMOTIONAL
AND PSYCHOLOGICAL
SUPPORT
INVESTMENTS OF MBHTE AND
DEVELOPMENT PARTNERS
5. KEY ACTIONS FOR EDUCATION
RECOVERY
Reach every child
Reach
Assess learners’ level
Assess
Prioritize teaching fundamentals
Prioritize
Increase catch-up learning
Increase
Develop psychosocial health and well-being
Develop
5
MBHTE-BARMM
6. 01
02
04
03
Capacity Development Support
to Teachers, School heads,
Parents and Community
Members
05
Engagement of education players,
community members, local
government units, private sector
and education donors/partners
Strategies and Actions
Targeted development and
Provision of TLMs that
develops literacy, numeracy
and SEL
Creation and development of
enabling policies and standards
to support recovery of learning
06
Measurement development and
Provision of TLMs that
develops literacy, numeracy
and SEL
Reach every child campaign
7. VISION FOR LEARNING RECOVERY IN
THE BARMM
Accelerated Learning Guided
by the Bangsamoro Education
Principles.
7
MBHTE-BARMM
8. DIVISION OF LANAO SUR II
LAUNCHING OF
“ Bawat Bata sa Bangsamoro
Bumabasa at Bumibilang”
REACH EVERY CHILD
Responding to Learning Loss to Accelerate Learning
for Every Child in the Bangsamoro
9. such as: Education Pathways to Peace in
Mindanao, USAID ABC+ Project, Save the
Children Philippines, UNICEF, The Teachers
Gallery, Adarna House Inc., Readability
Center, Islamic Relief, Consortium of
Bangsamoro Civil Society (CBCS), BRAC
Philippines, and Big Bad Boo, Inc.
Ministry’s Education Partners:
MBHTE-BARMM
10. Session 1. The 5Bs Journey:
Where are we going?
Updates and Status of Program Implementation
at the Division Levels
11. Strengths Weaknesses
• Enhanced/contextualized the 5Bs Program, e.g.,
Bawat Batang Basilenio ay Bumabasa’t
Bumibilang; Bawat Batang Bangsamoro ay
Bumabasa, Bumibilang, at Sumusulat
• Inclusion of ISAL, ALS, and SPED on the
orientation of 5Bs. Teachers in ISAL, ALS, SPED
have also volunteered to teach for the Catch-up
Recovery Program
• The use of Adopt a Mom method
• Distribution of teaching & learning kits for both
learners and teachers
• Active support of stakeholders
• Conduct of random monitoring and evaluation to
schools
• Submission of narrative reports from schools on
5Bs implementation
• Peace and Order situations in some
area
• Newly employed teachers assigned to
teach K-3 are not trained to use the
tool
• Large number of non
readers/frustrations
• Insufficient number of TLMs for
learners
• Some teachers are not well-equipped
with skills of teaching foundation
skills such as literacy and numeracy.
11
12. ENABLING
LAWS &
POLICIES
THAT
SUPPORT
SBM
MBHTE-BARMM 12
RA 9155 (Governance of Basic
Education Act of 2001)
DepEd Order No. 83, series 2012
(Implementing Guidelines on the Revised SBM
Framework, Assessment Process and Tool
RA 11054 (Bangsamoro Organic
Law)
Bangsamoro Autonomy Act No. 18
(Bangsamoro Education Code)
13. ENABLING
LAWS &
POLICIES
THAT
SUPPORT
SBM
MBHTE-BARMM 13
Bangsamoro Education Reform
Development Plan (BERDP)
Bangsamoro Development Plan (BDP)
(Goal 5: Ensure access to and delivery of basic services for
human capital development)
BARMM 12-Point Agenda
(Agenda 4)
MBHTE 12-Point Agenda
15. SIP CYCLE
What do we ASSESS?
(current realities in
schools in relation to
learning losses)
How do we PLAN?
(focus on the school’s
response to learning losses)
How do we ACT
(implement)?
(guided by SBM principles,
pillars and processes)
17. Steps for the Workshop:
• Participants will be divided into groups;
Each group will assign a facilitator and a documentor;
• Each group will discuss the vision for Bangsamoro learners
success based on the success domains as listed in the
template;
• Each group is given 45 min. time to brainstorm the vision of
learner’s success;
• The sub group facilitator consolidates the output & facilitate
the discussion;
• Each group presents their respective workshop output (5min
each);
• Municipal facilitator consolidate / summarize the work output &
18. GROUPINGS
Group 1 – Malabang Municipality
Group 2 – Picong Municpality
Group 3 – Madrasah / Islamic Education
Malabang & Picong Isal / Alive
Group 4 – Private Sector/ Private Schools
Group 5 – Higher Education
19. VISION FOR A LEARNERS’ SUCCESS
Workshop Template 1
MBHTE-BARMM
20. Elements:
a. Shift of focus from student-centered to student
success centered;
b. Two-track of traditional academic excellence &
student wellbeing ( holistic development);
c. Treading of local & global pipelines of workforce
development;
d. Variables for education demand analysis( family,
individual, economy, structure);
e. Moral & values development.
21. Triplization and Local Knowledge Futures
Source: Cheng, 2002
• Transfer, adaptation and
development of values,
knowledge, technology
and behavioral norms
across countries and
societies in the different
parts of the world
Globalized
Localized
• Transfer, adaptation
and development of
related values,
technology and
behavioral norms
to local contexts
• Transfer, adaptation
and development of
related external
values, knowledge,
technology and
behavioral norms to
meet the individual
needs
Individualized
24. Common, Concentrated,
Co-created
Source: A.B. Javier, 2021
Common
Concentrated
Co-created
Common for all
levels and shared by
all.
Focused on demand-
driven knowledge
with strongest needs
Innovations that
emerge from
engagements
25. A.COMMON APPROACHES -
these are strategies & programs that are common for all
levels and shared by 4 directorates. Basic examples are
Peace Education and engagement of education
community as outlined in the Bangsamoro Education
Code. These programs are common goal of programs
shared by all education sub-sectors. The common
approaches is geared toward the goal of strengthening
education as a public common good. Education builds
common purposes and endeavors as shared by all
(UNESCO, 2020).
DEFINITION OF TERMS:
26. Strengthening education
as a public common
good. Education builds
common purposes and
endeavors as shared by
all (UNESCO, 2020).
What are COMMON Approaches?
27. B. CONCENTRATED APPROACHES-
these are strategies & programs that are focused
on demand-driven knowledge with strongest needs
in each sub-sector. A focus-oriented approach
highlights searching for solutions rather than on
the problems for a specific area of concern.
These programs can be found in the School
Improvement Plans (SIP) or Education Plans of
the Local School Board.
28. C. CO-CREATED APPROACHES –
• Engagement of factors to participate in the
design and delivery of services for solving
problems and seeking opportunities to
produce a mutually valued outcome or
product;
• Close collaboration between learners and
teachers aimed to improve teaching and
curricula and helps build relationships
between students and learners.
29. What We Do? COMMON CONCENTRATED CO-CREATED
PROGRAMS/POLICIES
Teaching and
Learning
Research
Professional
Development
Community
Engagement
Home Learning
Policy
Local School
Board Support
BASIC EDUCATION
2nd TEMPLATE FOR WORKSHOP:
30. What We Do? COMMON CONCENTRATED CO-CREATED
PROGRAMS/POLICIES
Teaching and
Learning
Research
Professional
Development
Community
Engagement
Home Learning
Policy
Local School
Board Support
Other Works Areas
MADRASAH EDUCATION
2nd TEMPLATE FOR WORKSHOP:
The BARMM is facing a learning crisis.
Getting children into school is only one part of the challenge. There is a need to make necessary reforms to pivot from getting children in school towards ensuring that when children are in school, they are actually learning.
The SLAB field trial has shown that almost 80% of children start school unprepared for the challenges of learning to read and write.
In G1, more than 3/4 of the students do not have sufficient listening comprehension skills to learn to read.
By G3, almost 1/3 of the students fall far short of G1 learning standards. High performing students could not read G3 standard texts.
With very few students meeting G3 standards, students are not ready to transition to G4.
Based on the nation-wide Early Grades Reading Assessment (EGRA) conducted by RTI in 2014, young children in the Bangsamoro lagged behind by 2 years in terms of skills compared with their counterparts in the other region.
This is further reinforced by the results of the DepEd ARMM Grade 6 National Achievement Test in 2016 that points out “Children in Grade 6 were found to have weak mastery of skills that require higher levels of comprehension across Filipino and English subjects; and word problem solving skills in Mathematics
1. Assessment. To accelerate learning, the Ministry and its education stakeholders need to understand the learners’ current levels. Improving the measurement of learning means boosting the ability of regular, timely, and inclusive assessment.
As an immediate step, the Ministry at the regional level will initiate and support schools and divisions to establish and implement a classroom and home-based assessment system to measure foundational skills that will be used by teachers, parents, caregivers to establish baseline of children’s learning levels especially on literacy, numeracy and socio-emotional learning. Information from these assessments will serve as basis for design and development of lessons, remediation activities, and learning activities aligned to learners’ needs and context .
The assessment can be made available in 8 mother tongue languages, Filipino and English and will be a mixed and combination of diagnostic, formative and summative assessments that will build on the existing tools and practices used by schools and divisions in the region.
2. Teaching Learning Materials. Depending on the result of the learning assessment, a package of literacy, numeracy and content materials will be repurposed, developed, produced and procured to address the different learning needs of learners in the Bangsamoro. It will be ensured that this is in alignment with the Most Essential Learning Competencies as prescribed by national standards.
The mentioned teaching learning materials will be composed of the following: a.) instructional materials in different formats (videos, print, audio) that will be developed, adapted, enhanced and produced such as basic reading primers, read alouds, decodable books, picture books, transition primers, content instructional videos, math books, toys and manipulatives; b.) the learning guide and plan for teachers, parents, community volunteers will serve as accompanying material to the instructional materials. This is envisioned to supplement the current ALM materials developed.
The teaching learning materials will be categorized and packaged according to the children’s learning levels: 1) beginning; 2.) intermediate; 3.) independent; 4.) advanced.
3. Capacity Development Support to Teachers, School heads, Parents and Community Members. A learning and development program will be developed and implemented to strengthen capacities of the different major education players such as teachers, school heads, parents/community members and education program supervisors to support management, implementation and monitoring of the 5Bs. Specifically, this will cover but not limited to the following topics:
Assessment of children’s learning from administration, consolidation and analysis of assessment information, simple report generation and communication of results
Use of the Teaching Learning Materials and corresponding home, community and classroom-based instructional strategies for teachers, parents, community members
Instructional supervision and leadership for master teachers, school heads and program education supervisors
Management and implementation of the program
4. Stakeholder Engagement. Engagement of key education stakeholders will be a critical component of the program. Based on the communication and campaign plan developed by the MBHTE, these stakeholders will be engaged for: 1.) Parents, caregivers, traditional and indigenous leaders actively support children’s learning at home, and community settings; 2.) School leadership, local government units, private organizations, CSOs/POs are mobilized and provides support resources to literacy and numeracy programs; 3.) Local government units, MBHTE at different levels, Education Board, and BTA provides an enabling policy environment to support resourcing of Catch Up Learning Recovery Program.
With this, this component is envisioned to be implemented in phases: a.) generate knowledge and understanding of the learning loss and challenges in the Bangsamoro and mobilize different education stakeholders at the schools, division and regional levels; b.) organize and implement school-based, community and/or home-based learning programs for parents, community members/volunteers, learning facilitators and others to support strengthening of learners learning in these settings; c.) through the school based management and moral governance, support the schools, divisions, peoples organizations, civil society and academe engage regional bodies, local government units, school boards, private and business sectors and other engagement platforms for planning and resourcing for K-3 learning
5. Policies and Resourcing. To generate maximum results and greater possibility of effective implementation and sustaining the gains at the schools, divisions and regional levels, the program will develop and pursue policies that will enable effective implementation and sustainability of the program
It aims to REACH EVERY CHILD and strengthen Kindergarten to Grade 4 (12) learners in the region to form the necessary foundations in literacy, numeracy and socio emotional learning, and the development of skills for everyday life.
Guided by:
RM No 841 General Guidelines on LRP Implementation
Mapping
Regular Stakeholders Meeting
Schedule of Reading Activity
Adopt a Mom is a method in which if the learner cannot read then he/she will be given a “Mom” which is an identified teacher, that will help him/her in amending his/her literacy and numeracy skills. The proficiency level of learners will also be measured by a diagnostic test. If the non-reader student does not reach the 79% level of proficiency, then he/she will be given to her adopted mom and the learner will have to attend a 30-minutes lecture of literacy and numeracy class everyday so that it will help the learner in the enhancement of his/her skills, until such time that he/she became an independent reader and writer on his/her own.
