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- 4. 4 0% 100% 50% SY 2017-2018 (ELLNA Grade 4) 27.07 % Mathematics 17.57 % Mathematics 36.37 % English 13.05 % Mathematics Low proportion of students at the end of primary achieving at least a minimum proficiency level (Early Language, Literacy, Numeracy Assessment, and National Assessment Tests) 56.03 % English 17.69 % English SY 2017-2018 (NAT Grade 7) Source: Bureau of Education Assessment (as of Aug 2022) SY 2017-2018 (NAT Grade 11) National Large-scale Assessment Results
- 5. 5 0% 100% 50% PISA 2018 91% not proficient in Reading: cannot read and understand a short, age- appropriate text by age 10 72 % failed to reach basic proficiency levels in Math, Science and Reading Philippines ranked lowest (Reading) and second lowest (Math and Science) among 79 countries 81 % did not have “some basic mathematical knowledge” 87 % did not reach the level of “limited understanding of scientific concepts of functional science facts TIMSS 2019 Low performance of Filipino students in international assessments Sources: World Bank (2021); PISA (2018); TIMSS (2019) International Large-scale Assessment Results
- 6. Teachers play a vital role in learning recovery.
- 7. The purpose is two-fold: Improve learner outcomes Strengthen teacher competence to teach better
- 8. SCOPE
- 9. ❖to be implemented in all public elementary and secondary schools nationwide ❖for Kindergarten to Grade 12 ❖with phased implementation starting 2022-2023 EOSY break SCOPE SCOPE
- 10. The NLC is encouraged to be adopted in private schools, HEIs, SLUCs, & TVIs offering basic education. SCOPE SCOPE
- 12. SCOPE DEFINITION OF TERMS ❖ voluntary EOSY break program ❖ designed to improve student learning and enhance teacher capacity.
- 13. • voluntary learning program • designed to enrich learning for advanced learners by providing greater depth, breadth, and complexity of learning area competencies. SCOPE DEFINITION OF TERMS ENHANCEMENT CAMP
- 14. SCOPE DEFINITION OF TERMS CONSOLIDATION CAMP • voluntary learning program • designed to provide further practice and application of grade-level learning competencies.
- 15. • voluntary learning program • designed to support learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing, and/or arithmetic. SCOPE DEFINITION OF TERMS INTERVENTION CAMP
- 16. SCOPE DEFINITION OF TERMS REMEDIAL CLASS • is a voluntary learning program for learners who did not meet expectations in terms of attaining the learning competencies required of a particular learning area.
- 17. POLICY STATEMENT
- 18. SCOPE POLICY STATEMENT DepEd is committed to learning recovery.
- 19. SCOPE POLICY STATEMENT DepEd recognizes that learners need to be supported to address the learning loss. 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.
- 21. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners in Enhancement Camp experience support to achieve greater depth, breath, and complexity of grade-level competencies in learning areas.
- 22. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners in Consolidation Camp experience support to consolidate the use and application of grade- level competencies in learning areas.
- 23. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners in Intervention Camp experience support to achieve fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
- 24. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Learners experience success and sustain learning motivation and engagement.
- 25. SCOPE AIMS OF NATIONAL LEARNING CAMP ( Teachers experience support to improve their professional practice through collaborative expertise and job-embedded learning.
- 27. ❖ a voluntary three- to five- week learning recovery program ❖ designed to benefit K to 12 learners in public elementary and secondary schools SCOPE GENERAL GUIDELINES
- 29. Enhancement Camp Consolidation Camp Intervention Camp GENERAL GUIDELINES Commences in the 2022-2023 EOSY break Adopts phased implementation
- 31. PRE-ASSESSMENT POST-ASSESSMENT Enhancement Camp Consolidation Camp PLACEMENT OF LEARNERS IN THE DIFFERENT CAMPS Intervention Camp • Performance in the pre-assessment OR • Academic performance in the immediately preceding SY • Evaluate learning gains and outcomes
- 32. PRE-ASSESSMENT POST-ASSESSMENT Remedial Classes PLACEMENT OF LEARNERS IN THE REMEDIAL CLASSES AND ENRICHMENT ACTIVITIES Enrichment Activities • Learner’s academic performance in the SY immediately preceding the EOSY break. • Evaluate learning gains and outcomes
- 33. LEARNING FOCUS
- 34. 36 Consolidation Intervention Learning Focus Enhancement Utilizes structured, targeted, and evidence- based approaches to support high-needs learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic. • Designed to assist advanced learners in enriching their current knowledge, skills, and understanding of grade- level learning area competencies. • Involves developing the depth, breadth, and complexity of learners’ knowledge, skills and understanding. Provides further practice and application of grade- level learning competencies. .
- 35. DEPARTMENT OF EDUCATION 37 K to 3 learners Grades 4 to 12 learners Concentrates on the development of literacy and numeracy skills Learning Focus To be offered in all learning areas with particular emphasis on STEM-R (Science, Technology, Engineering, and Mathematics – Reading).
- 37. Enhancement Intervention Consolidation Duration: 3 weeks Duration: 5 weeks Class Schedule Commences one (1) week after the end of the EOSY rites 3 days structured and targeted T-L engagement and 2 days collaborative sessions among teachers
- 39. Education Program Supervisors (EPS), Public Schools District Supervisors (PSDSs), School Heads (SHs), and department heads shall provide technical assistance to teachers as needed. TEACHER TRAINING AND SUPPORT Capacitate teachers on Content, Pedagogical Knowledge, and Skills required for the NLC, guided by the PPST DO 42, s. 2017. PPST
- 40. TEACHER TRAINING AND SUPPORT A two-day collaborative expertise through LAC must be conducted weekly. PPST
- 41. ✔ Planning and reviewing teaching COLLABORATIVE EXPERTISE ✔ Sharing effective teaching approaches and strategies ✔ Preparing teaching materials ✔ Discussing other teaching-related concerns Goal: Enhance teaching and learning process and promote continuous professional development among educators.
- 42. ENHANCING JOB-EMBEDDED LEARNING OPPORTUNITIES FOR TEACHERS ✔ Promotes reflective practice ✔ Promotes collaboration with colleagues ✔ Promotes exploration of innovative teaching approaches Job Embedded Learning
- 43. ASSESSMENT
- 44. Assessment Before Formative Assessment ✔ Conducted prior to the start of the NLC ✔ Basis for camp placement ✔ Administered throughout the learning camp ✔ Conducted individually or in groups ✔ Key focus shall be on identifying learners’ needs and strengths ✔ Can be informal Pre-assessment During After Summative Assessment ✔ Administered at the end of the learning camps through a post-assessment ✔ Evaluates learner’s learning achievement gained through the camp ✔ Typically more formal ASSESSMENT ASSESSMENT
- 45. ASSESSMENT
- 47. ADVOCACY AND STAKEHOLDERS ENGAGEMENT
- 48. ADVOCACY & STAKEHOLDER ENGAGEMENT
- 49. ADVOCACY & STAKEHOLDER ENGAGEMENT
- 50. ADVOCACY & STAKEHOLDER ENGAGEMENT
- 51. Conducted at least two (2) weeks before the end of the school year. School Head Class Advisers Interested Learners EARLY REGISTRATION
- 52. Parent/Legal Guardian Consent Requirement Secure a duly accomplished Parent/Legal Guardian Consent to learners who wish to participate in the NLC.
- 53. A Certificate of Completion shall be awarded to all learners who fulfill the requirements of the camp. Certificate of Completion Completion
- 54. Thank you!
Editor's Notes
- 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.
- Results from national achievement tests (NATs) and international large-scale assessments (ILSAs) highlight the need for additional teaching support to enhance learners’ academic performance.
- Results from national achievement tests (NATs) also conveys the same message on the need for additional teaching support to enhance learners’ academic performance.
- Teachers play a vital role in learning recovery.
- The NLC serves a two-fold objective: to improve learner outcomes and to strengthen teacher competence so they can teach better.
- This initiative prioritizes learner well-being and engagement, inclusive education, and a positive learning environment to promote a learning ecosystem in which teachers excel and learners flourish.
- The NLC shall be implemented in all public elementary and secondary schools nationwide from Kindergarten to Grade 12 with phased implementation starting 2022-2023 EOSY break.
- Private schools, and higher education institutions, including state and local universities, colleges, and technical and vocational institutions offering basic education are encouraged to implement these guidelines as well.
- The National Learning Camp (NLC) is a voluntary EOSY break program designed to: improve student learning in the form of enhancement, consolidation or intervention programs in all learning areas every for Kindergarten to 12 learners; and enhance teacher capacity.
- Enhancement Camp is a voluntary learning program designed to enrich learning for advanced learners by providing greater depth, breadth, and complexity of learning area competencies.
- Consolidation Camp is a voluntary learning program designed to provide further practice and application of grade-level learning competencies.
- Intervention Camp is a voluntary learner program designed to support learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and/or arithmetic.
- Remedial Class is a voluntary learning program for learners who did not meet expectations in terms of attaining the learning competencies required of a particular learning area.
- DepED is committed to learning recovery. It recognizes that learners need to be supported to address the learning losses incurred by, among others, the COVID-19 pandemic.
- DepEd recognizes 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). This policy institutionalizes the NLC as an important initiative in learning recovery. The NLC builds on learners’ current understandings, incorporates deliberate practice and constructive feedback, and promotes learner motivation. There is an emphasis on learner persistence and resilience, the automaticity of fundamental skills, and the importance of recognizing and learning from errors.
- The NLC builds on learners’ current understandings, incorporates deliberate practice and constructive feedback, and promotes learner motivation. There is an emphasis on learner persistence and resilience, the automaticity of fundamental skills, and the importance of recognizing and learning from errors.
- Cognizant of the MATATAG agenda and the goals of the National Learning Recovery Program, the NLC specifically aims for the following: Learners in Enhancement Camp experience support to achieve greater depth, breath, and complexity of grade-level competencies in learning areas.
- Learners in Consolidation Camp experience support to consolidate the use and application of grade-level competencies in learning areas.
- Learners in Intervention Camp experience support to achieve fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
- Learners experience success and sustain learning motivation and engagement.
- Teachers experience support to improve their professional practice through collaborative expertise and job-embedded learning.
- The NLC is a voluntary three- to five-week learning recovery program designed to benefit K to 12 learners in public elementary and secondary schools.
- Based on the specific needs of the learners in a particular learning area, they shall be enrolled in one of three Camps: Enhancement Camp, Consolidation Camp, or Intervention Camp.
- The phased implementation of the NLC shall commence in the 2022-2023 EOSY break
- Placement of learners in the different camps shall depend on their performance in the pre-assessment or academic performance in the SY immediately preceding the EOSY break. Post-assessment shall also be conducted to evaluate learning gains and outcomes
- The placement of learners in the remedial classes and enrichment activities shall be based on the learner’s academic performance in the SY immediately preceding the EOSY break.
- The Intervention Camp shall utilize structured, targeted, and evidence-based approaches to support high-needs learners who are yet to grasp fundamental literacy and/or numeracy skills such as reading, writing and /or arithmetic.
- Learning Camps for Kindergarten to Grade 3 learners shall concentrate on the development of literacy and numeracy skills as the foundation for all learning areas, while Learning Camps for Grades 4 to 12 learners shall be offered in all learning areas with particular emphasis on STEM-R (Science, Technology, Engineering, and Mathematics – Reading).
- 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.
- The Enhancement, Consolidation, and Intervention Camps shall commence one week after the end of the EOSY rites. The Enhancement Camp shall involve teacher-learner engagement in the classroom for five (5) days each week, spanning a three-week period. Three (3) days of the week shall be dedicated to structured and targeted teaching-learning activities with the learners, while the two (2) days of the week shall be allocated for collaborative sessions among teachers. The Intervention and Consolidation Camps shall be conducted for five (5) weeks with teacher-learner engagement taking place for three (3) days every week. The remaining two days shall be designated for teachers to participate in collaborative sessions.
- Teachers shall be capacitated on content and pedagogical knowledge and skills required for the NLC. Education Program Supervisors (EPS), Public Schools District Supervisors (PSDSs), School Heads (SHs), and department heads shall provide technical assistance to teachers as needed.
- Two days every week shall be dedicated to fostering collaborative expertise through LAC and other activities.
- The LAC sessions shall focus on planning and reviewing teaching, sharing effective teaching approaches and strategies, preparing teaching materials, and discussing other teaching-related concerns. The goal is to enhance the teaching and learning process and promote continuous professional development among educators.
- The NLC shall enhance job-embedded learning opportunities for teachers in which they can immediately apply newly acquired knowledge and skills directly to their teaching practice. Job-embedded learning promotes reflective practice, collaboration with colleagues, and the exploration of innovative teaching approaches.
- 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. The post-assessment, constructed parallel with the pre-assessment, shall serve as the basis to determine the final mark of learners those who are in remedial classes and Senior High School learners who enrolled in subjects in advance.
- Teachers are urged to prepare anecdotal records of learners to document their strengths, weaknesses, and progress throughout the NLC. These records inform teaching and learning strategies for maximum learner engagement and achievement.
- Advocacy and information campaigns of the NLC shall be carried out during the last quarter of every school year to raise awareness and mobilize support from local government units (LGUs), parent-teacher associations (PTAs), school governing councils (SGC), industry partners, and non-government organizations, among others.
- To enhance the overall learner experience in the NLC, SDOs and schools may also 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.
- Early registration shall be conducted at least two weeks before the end of the school year. Class advisers, with the guidance and supervision of their school heads, shall be responsible for enlisting interested learners.
- 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.
- A Certificate of Completion shall be awarded to all learners who fulfill the requirements of the camp in terms of accomplishment of learning tasks and results of post-assessment.