This document discusses the implementation of the Most Essential Learning Competencies (MELC) during the COVID-19 pandemic school year in the Philippines. It seeks to determine if MELC was sufficient to address students' learning needs and what problems arose. Issues identified include content overload, lack of learning resources, and readiness issues among students, teachers, and parents. The conclusion is that MELC was not sufficient due to these problems. Recommendations include conducting assessments to improve policies and mitigate impacts, revising MELC based on gaps, and continuing curriculum revisions.
3. Introduction:
MELC - The Most Essential Learning
Competencies
On the first pandemic school year
2020~2021, the Department of Education
embarked on implementation of a new set
of learning competencies taken from the
existing competencies of The Revised Basic
Education under the K to 12 Program.
4. Introduction:
MELC serves as one of the guides of
teachers as they address the
instructional needs of the students-
The Most Essential Learning
Competencies
The streamlining of the K to 12
curriculums that are suited to the local
context and diversity of learners, while
adapting to the challenges posed by
the Corona Virus Disease 2019
6. Problem Statement
This study seeks to answer the following questions:
1.
• What are the
problems stemmed
from the
implementation of the
Most Essential
Learning
Competencies?
2.
• Are these MELC
sufficient to answer
students’ learning
needs in this
pandemic school
year?
7. Problem Statement
This study seeks to answer the following questions:
3.
• What are the
results after the
implementation of
the Most Essential
Learning
Competencies?
4.
• Based on the
findings of the
study, what plan
can be proposed?
9. Background of the Problem:
The DedEd worked and reviewed the
curriculum, with the consultation of
experts, specialists, and field
implementers, to determine the most
essential learning competencies to be
used during the pandemic.
MELC serves as the primary reference of
all schools in the Philippines.
10. However, problems encountered upon the
delivery and implementation of MELC:
Difficulty on the preparation of modules and
self-learning kits;
Learners cannot rely solely on the modules
prepared. They sought guidance from the
More Knowledgeable Others;
11. Deficiency in gadgets and the internet;
Modules were left unanswered and some
were not submitted back to the teachers
13. WHEN IS MELC SUFFICIENT
TO BE EFFICIENT?
Content overload
Lack of learning resources
Readiness of students, teachers, school
heads, and parents
students’ low motivation in learning
difficulty in grasping concepts and
notions
higher level of stress in dealing with
activities and assessments
increased number of failing students
and dropouts
low rank results in international
assessments
problems stemmed from the
implementation
sufficiency to answer students’ learning
needs
the results after the implementation
14. problems stemmed from
the implementation
sufficiency to answer
students’ learning needs
problems after the
implementation
15. Content overload
Lack of learning
resources
Readiness of students,
teachers, school heads,
and parents
16. students’ low motivation in
learning
difficulty in grasping
concepts and notions
higher level of stress in
dealing with activities and
assessments
increased number of failing
students and dropouts
low rank results in
international assessments
18. MELC is not sufficient
to answer students
learning needs in this
pandemic school year.
Therefore, a
curriculum review is
needed to upgrade the
quality of education in
the country.
CONCLUSION
20. A holistic and proactive approach is
recommended in curriculum management
specifically the implementation of the MELC to
ensure the immediate crisis remediation as well
as a smooth transition to the new normal.
Conduct re-assessment of school policies and
mechanisms against the existing response
framework to understand the scope and scale
of impact to educational system.
Recommendations:
21. Mitigate immediate impact of
crisis from a policy, structural,
social and financial perspective.
Disregard what doesn’t work
well and improve what
contributes to success.
Recommendations:
22. Based on revision, define the most
essential learning competencies and
determine gaps to reach the achievement
of these competencies.
The Department of Education must
continue to revise the curriculum to
ensure that it is practical, relevant, and
responsive to the educational system's
needs.
Recommendations:
