PHILIPPINE LEARNING CONTINUITY PLAN: A POLICY ANALYSIS IN TIMES OF PANDEMICPHILIPPINE LEARNING CONTINUITY PLAN: A POLICY ANALYSIS IN TIMES OF PANDEMIC
Keywords:policy analysis, Basic Education - Learning Continuity Plan, UNESCO analytical framework, Philippines
This paper investigates the adoption of the DepEd Order No. 12, s. 2020 Basic Education-Learning Continuity Plan (BE-LCP) for Grade three students in a School District of a Schools City Division situated in the Southern part of the Philippines, utilizing the UNESCO analytical framework in policy analysis in education. A qualitative research design using case study method was employed to elucidate the experiences and challenges of teachers and administrators in this time of pandemic, particularly for School Years 2020-2021 and 2021-2022. Results showed an increasing enrollment rate, 100% promotion rate, and no manifestations of students at-risk of dropping out. Although the Proficiency Level is increasing, some students still have low reading performance. Regarding education sector management, the school district created curriculum adjustments, re-aligned learning materials, deployed various learning delivery modalities, and provided training to teachers and school leaders. Similarly, all schools utilized the provision of financial resources efficiently since the budget utilization rate is 100%. Also, the monitoring and evaluation mechanism was operationalized in the said district. It is recommended that the Department of Education must optimize access and equity in this new normal education and establish more educational infrastructures for there is a need for more learning spaces; likewise, to ensure the delivery of quality education, interventions must be conducted to address the learning gaps such as intensifying the reading program; correspondingly, the district should conduct BE-LCP review and adjustments for continuous improvement; lastly, similar studies may be conducted focusing on plans for post-pandemic scenarios.
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