๐“๐‡๐„ ๐‚๐Ž๐‘๐„ ๐Ž๐… ๐๐Ž๐‹๐ˆ๐‚๐˜๐Œ๐€๐Š๐ˆ๐๐†
๐˜‰๐˜บ ๐˜Œ๐˜ฅ๐˜ธ๐˜ช๐˜ฏ ๐˜Š. ๐˜๐˜ถ๐˜ฆ๐˜จ๐˜ฐ
๐™ฐ๐š๐šž๐šœ๐šŠ๐š— ๐™ฟ๐šŽ๐šš๐šž๐šŽรฑ๐š˜ ๐™ฝ๐šŠ๐š๐š’๐š˜๐š—๐šŠ๐š• ๐™ท๐š’๐š๐š‘ ๐š‚๐šŒ๐š‘๐š˜๐š˜๐š•, ๐™ฝ๐š˜๐š›๐š๐š‘๐š ๐šŽ๐šœ๐š ๐™ฑ๐šž๐š๐šž๐šŠ๐š— ๐™ณ๐š’๐šœ๐š๐š›๐š’๐šŒ๐š, ๐™ณ๐š’๐šŸ๐š’๐šœ๐š’๐š˜๐š— ๐š˜๐š ๐™ฑ๐šž๐š๐šž๐šŠ๐š— ๐™ฒ๐š’๐š๐šข
๐—ง๐—ต๐—ฒ ๐—–๐—ข๐—ฉ๐—œ๐——-๐Ÿญ๐Ÿต ๐—ฝ๐—ฎ๐—ป๐—ฑ๐—ฒ๐—บ๐—ถ๐—ฐ ๐—ต๐—ฎ๐˜€ ๐˜„๐—ฟ๐—ฒ๐—ฎ๐—ธ๐—ฒ๐—ฑ ๐—ต๐—ฎ๐˜ƒ๐—ผ๐—ฐ ๐—ผ๐—ป ๐—ฒ๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ถ๐—ผ๐—ป ๐˜€๐˜†๐˜€๐˜๐—ฒ๐—บ๐˜€ ๐˜„๐—ผ๐—ฟ๐—น๐—ฑ๐˜„๐—ถ๐—ฑ๐—ฒ, ๐—ฎ๐—ณ๐—ณ๐—ฒ๐—ฐ๐˜๐—ถ๐—ป๐—ด ๐—ฎ๐—น๐—บ๐—ผ๐˜€๐˜ ๐Ÿญ.๐Ÿฒ ๐—ฏ๐—ถ๐—น๐—น๐—ถ๐—ผ๐—ป ๐˜€๐˜๐˜‚๐—ฑ๐—ฒ๐—ป๐˜๐˜€ ๐—ฎ๐—ฐ๐—ฟ๐—ผ๐˜€๐˜€ ๐Ÿญ๐Ÿต๐Ÿฌ ๐—ฐ๐—ผ๐˜‚๐—ป๐˜๐—ฟ๐—ถ๐—ฒ๐˜€ ๐—ฎ๐—ป๐—ฑ ๐—ฐ๐—ผ๐—ป๐˜๐—ถ๐—ป๐—ฒ๐—ป๐˜๐˜€. ๐—ฆ๐—ฐ๐—ต๐—ผ๐—ผ๐—น ๐—ฎ๐—ป๐—ฑ ๐—ผ๐˜๐—ต๐—ฒ๐—ฟ ๐—น๐—ฒ๐—ฎ๐—ฟ๐—ป๐—ถ๐—ป๐—ด ๐—ต๐˜‚๐—ฏ ๐—ฐ๐—น๐—ผ๐˜€๐˜‚๐—ฟ๐—ฒ๐˜€ ๐—ต๐—ฎ๐˜ƒ๐—ฒ ๐—ถ๐—บ๐—ฝ๐—ฎ๐—ฐ๐˜๐—ฒ๐—ฑ ๐˜‚๐—ฝ ๐˜๐—ผ ๐Ÿต๐Ÿต ๐—ฝ๐—ฒ๐—ฟ๐—ฐ๐—ฒ๐—ป๐˜ ๐—ผ๐—ณ ๐˜๐—ต๐—ฒ ๐˜„๐—ผ๐—ฟ๐—น๐—ฑ’๐˜€ ๐˜€๐˜๐˜‚๐—ฑ๐—ฒ๐—ป๐˜ ๐—ฝ๐—ผ๐—ฝ๐˜‚๐—น๐—ฎ๐˜๐—ถ๐—ผ๐—ป ๐—ถ๐—ป ๐—ฐ๐—ผ๐˜‚๐—ป๐˜๐—ฟ๐—ถ๐—ฒ๐˜€ ๐˜„๐—ถ๐˜๐—ต ๐—น๐—ผ๐˜„ ๐—ฎ๐—ป๐—ฑ ๐—น๐—ผ๐˜„๐—ฒ๐—ฟ-๐—บ๐—ถ๐—ฑ๐—ฑ๐—น๐—ฒ-๐—ถ๐—ป๐—ฐ๐—ผ๐—บ๐—ฒ (๐—จ๐—ป๐—ถ๐˜๐—ฒ๐—ฑ ๐—ก๐—ฎ๐˜๐—ถ๐—ผ๐—ป๐˜€, ๐Ÿฎ๐Ÿฌ๐Ÿฎ๐Ÿฌ). ๐—•๐˜‚๐˜ ๐—ถ๐—ป ๐—ผ๐˜‚๐—ฟ ๐—ฐ๐—ผ๐˜‚๐—ป๐˜๐—ฟ๐˜†, ๐˜„๐—ต๐—ฒ๐—ฟ๐—ฒ ๐—ถ๐˜€ ๐˜๐—ต๐—ฒ ๐—ฐ๐—ผ๐—ฟ๐—ฒ ๐—ถ๐—ป ๐—ฐ๐—ฟ๐—ฎ๐—ณ๐˜๐—ถ๐—ป๐—ด ๐—ฝ๐—ผ๐—น๐—ถ๐—ฐ๐—ถ๐—ฒ๐˜€ ๐—ณ๐—ผ๐—ฟ ๐˜๐—ต๐—ฒ ๐—ฐ๐—ผ๐—ป๐˜๐—ถ๐—ป๐˜‚๐—ฒ๐—ฑ ๐—ฒ๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ถ๐—ผ๐—ป ๐—ผ๐—ณ ๐—ผ๐˜‚๐—ฟ ๐—น๐—ฒ๐—ฎ๐—ฟ๐—ป๐—ฒ๐—ฟ๐˜€?
The Philippines, a third-world country with most of its population living in poverty, was one of the most badly affected countries, with school closures being one of the most common consequences of the pandemic.
As the pandemic dragged on, the public and the Department of Education felt the need to reopen face-to-face classes, even as home learning was perceived to have adverse implications for students’ aptitude, competitiveness, and physical/mental health.
The World Bank report by Cho, Kataoka, and Piza (2021), namely, “Philippine Basic Education System: Strengthening Effective Learning During the COVID-19 Pandemic and Beyond,” showed that school closures and learning loss during the COVID-19 pandemic could have a long-term negative impact on the current cohort of learners.
The influence of prior health and crisis emergencies has continued far longer than the disaster or pandemic. The number of 10-year-old children in the Philippines who cannot read and comprehend a short story is estimated to reach 69.5 percent in 2019, to rise further due to the crisis. School closures and long-term learning loss are also likely to hurt children’s economic potential and productivity in adulthood, undermining the country’s global competitiveness. It also impacted students’ diets and nutrition, particularly in the most disadvantaged communities. (ECLAC โ€“ UNESCO, 2021).
The following are some policy development alternatives based on the findings described above: (1) It is critical to provide in-person schooling for children whose parents desire it; (2) Distance learning delivery must be improved โ€“ by strengthening communication between teachers and students, engaging parents/guardians actively in education, improving the quality of paper modules, providing materials in local languages for early graders, and increasing awareness of complementary learning platforms; and (3) High-impact, learning recovery programs, are needed (World Bank Report, 2021).
As a result, the Department of Education organized a committee of policy designers from across the country to provide input, propose innovations, and draft legal policies to reopen schools in the School Year 2022โ€“2023.
Although numerous schools around the country have begun piloting face-to-face classes, the trajectory for the next school year still leans more on the limited implementation of face-to-face classes with the continued implementation of blended instruction.
Policy development is one of the essential components of the DepEd operations. The policy formulation process begins with creating agenda under a consultation program involving experts from various educational disciplines. This stage identifies gaps, concerns, and needs. It is followed by writing the draft policy, then curating, analyzing, and reviewing its content structure. Once approved, it will be adopted by the agency’s various administrative bodies for its full implementation, with strict observance of progress monitoring to ensure grassroots compliance concomitant with all legal requirements. The final step is policy review, which involves checking and analyzing the policy’s impact on the relevant issues it intended to address (DepEd Order No. 13 s. 2015).
Policy development has become an absolute necessity following the onslaught of the Covid-19 pandemic – because the current situation has given rise to numerous concerns such as the availability of learning resources, educators’ ICT competence, partnerships, and linkages among various stakeholders, parents’ active participation at school, etc.
According to DepEd’s vision and mission, Filipino learners are at the core of policymaking. Hence, the agency always strives to satisfy the needs of the learners by providing them with 21st-century skills/capabilities (DepEd Order 19 s. 2021).
Policymaking impacts all the other elements in the agency’s undertakings and daily operations, be it in the goods and services delivery, curriculum implementation, and other related educational plans.
Policies have a wide-ranging impact: from the child’s participation in school activities to the teachers’ training and career progress to the education leaders’ management style and relationship with their subordinates.
Likewise, the grassroots policy implementation and its effects on constituents can provide new inputs to tailor and develop policies according to the DepEd’s mission and vision.
These may spark a debate or disagreement, but the fact remains that the core of DepEd policymaking is the Filipino learner.
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