As a response to LCC’s mandate on policy formulation, through Dr. Judy C. Bautista of the Philippine Normal University, and his research teams, conducted the Research Study on the Foundational Framework for the Exemplary Community-Based Literacy Programs and Engagement through its Phases I, and its Validation during the Phase II in 2018 and 2019, respectively. As a result, the LCC was able to come up with a foundational framework, and analytic scoring rubric which will both serve as guides to every Local Government Unit (LGU) in the country in establishing, and monitoring and evaluating exemplary community-based literacy programs and projects.
During the 143rd LCC Meeting held on October 22, 2020 via Microsoft Teams, it was agreed upon that a DepEd Order policy shall be crafted for the national adoption of the said research outputs. As part of the next steps, the research team is also opt to provide a series of orientations to the whole country in preparation for the implementation of the relevant policy.
In connection with this, the LCC has prepared orientation activities for Clusters Luzon, Visayas and Mindanao on March 19, April 8 and May 5, 2021, respectively. The target participants for the said activities are the focal persons of various LGUs and Nongovernment Organizations (NGOs) on literacy, especially those which actively participate and partner with the local communities.
The said nationwide orientation activities aim to: 1) capacitate the local chiefs and focal person of literacy at the local level on establishing exemplary community-based literacy programs in their respective communities; 2) orient the concerned key persons on literacy on the rubric to be adopted for the monitoring and evaluation of community-based literacy programs and engagement; and 3) strengthen partnership and linkages among various literacy stakeholders.
Attached is the indicative program of activities for reference.
All interested participants must register through their designated Google Form link found in Annex II earlier or at least two (2) weeks before the scheduled activity. This is to ensure that the select participants will be provided with the relevant meeting link and certificate of participation. The event will also be simultaneously streamed through LCC’s Facebook Page.
The Department of Education (DepEd), through the Office of the Undersecretary for Curriculum and Instruction (OUCI), held the National Forum on the Language of Teaching and Learning in the Philippines on February 22, 2021 from 8:00 am to 12:00pm via Zoom Teleconference.
The National Language Forum aims to provide a space for various personas, organizations, institutions, and stakeholders in the Philippine educational community to engage each other in a series of discussions regarding the issues on the implementation of the Mother Tongue-Based Multilingual Education Program in the country. Through the annual collaboration of local and international research presentations, issues on MTB-MLE relative to teaching and learning are addressed, which is geared towards initial consolidation of recommendations in order to establish a platform of continuing dialogue for the benefit of the education sector in the Philippines.
The program formally commenced after the welcoming remarks of Usec. Diosdado M. San Antonio, along with the Secretary of the Department of Education, Prof. Leonor Magtolis-Briones for the inspirational message.
The substance of the program was divided into three (3) portions. The first portion was on the presentation of Local and International Language Studies. Various researchers were given 10 minutes to present their research and an additional 5 minutes for the questions and answer portion. Some of the highlights of the research presentations are the rationale of the MTB-MLE, the Multi-phased study of ACTRC, Process Evaluation on MTB-MLE, and the EGRA Experience.
The second portion was on the presentation of position statements relative to Multilingual Education. Various resource persons were invited to share the status of their programs/projects relative to language learning and how they can collaborate to further improve the language and literacy in the Philippines. Some of the position statements tackled were on various literature studies and RRL on MTB-MLE, policies relative to language issues, status of the situations of teachers and students, various statistics of the overall performance of students, recommendations for language learning, other studies on the importance of MTB-MLE, among others.
The third portion of the program focused on the open forum, which focused on a central question: the challenges and factors revolving around the implementation of the MTB-MLE in the Philippines as a multilingual nation.
Some of the highlights during the open forum involve a comparison of qualitative and quantitative research studies, citations, and statistics relative to the challenges of the implementation of Multilingual Education. Based on the presented research data, it was also reiterated that national education agencies such as the DepEd and CHED should collaborate to continue addressing the issues on the contextualization of multilingual education. Suggestions on how to efficiently develop materials and train teachers relative to the flexibility of languages and implementation of MTB-MLE were also discussed.
The National Language Forum concluded with the closing program after the presentation of the synthesis, ways forward including key areas for further research, and the closing remarks.
The participation of the LCC Secretariat in this Forum would allow the Literacy Coordinating Council to gather valuable insights from various personas, organizations, institutions, and stakeholders, not only in the Philippine educational community, but also the international education sectors, which can be used in developing policy recommendations to address the literacy needs of all types of learners, as well as the challenges of the implementation of MTB-MLE, which is a global education issue, especially in the Philippines.
Ang Komisyon sa Wikang Filipino (KWF) ay nagsagawa ng libreng Webinar sa Korespondensiya Opisyal sa wikang Filipino na ginanap noong 18 Pebrero 2021 mula 8:00nu-4:00nh sa Zoom platform. Ito ay bilang pagtugon sa iniaatas ng Kautusang Tagapagpaganap Blg. 335.
Layunin ng seminar na ito ang bigyan ng oryentasyon ang mga pinuno at kawani ng pamahalaan sa paggamit ng wikang Filipino sa mga opisyal na korespondensiya at hikayatin ang mga ahensiya ng pamahalaan na gamitin ang wikang Filipino bílang opisyal na wika ng komunikasyon at korespondensiya sa serbisyo publiko. Lalo na sa panahong ito ng krisis na mahalagang naiintindahan ng mamamayang Filipino ang mga programa at proyekto ng pamahalaan.
Nagbigay ng pambungad na mensahe sina Dr. Arthur P. Casanova, Akting Tagapangulo ng Komisyon sa Wikang Filipino, Dr. Alma Ruby C. Torio, Kawaksing Kalihim ng Kurikulum at Instruksiyon mula sa Kagawaran ng Edukasyon (DepEd), at Ms. Evelyn Perez, kinatawan ng Kagawaran ng Kalusugan (DOH).
Ang KWF ay nakikipag-ugnayan sa iba’t ibang ahensiya ng pamahalaan upang maisalin sa wikang Filipino at wikang katutubo ang mga sumusunod: 1) Bisyon at misyon ng ahensiya o local na yunit ng pamahalaan; 2) Gabay ng Mamamayan (Citizen’s Charter); 3) Ilang proseso at karatula na maggagabay sa mga kliyente; 4) Pangalan ng mga tanggapan at sangay ng opisina; 5) Kalatas, poster, brochure at mga katulad na materyales at iba pa upang maunawaan ng ating mga kababayan na nabibilang sa laylayan ng ating lipunan.
Ang nasabing webinar ay dinaluhan ng mga opisyal at kawani mula sa Kagawaran ng Edukasyon at Kagawaran ng Kalusugan. Kaisa ang Literacy Coordinating Council sa layuning ito ng KWF upang payabungin pa ang paggamit ng wikang Filipino sa serbisyo publiko.
In recognition of the untiring and unwavering efforts and contributions of DepEd Regional Offices, Schools Division Offices, and Public Schools in ensuring quality learning among all types of learners even amidst the COVID-19 pandemic, the Department of Education through DepEd Memorandum No. 002, s. 2020 launched the 2019-2020 Secretary’s Award for Excellence in Curriculum and Instruction (SAFE CI). This initiative aims to acknowledge and recognize the exemplary contributions of these offices who are whole-heartedly serving the public school learners by providing them with quality education.
On February 5, 2021, the SAFE CI Awarding Ceremony, which was participated by DepEd central and field officials was conducted via Zoom and DepEd TV Facebook Live. The opening program commenced at exactly 8:00 am. Prior to the start of the awarding proper, the Undersecretary for Curriculum and Instruction, Diosdado M. San Antonio gave his words of gratitude along with the Secretary of the Department of Education, Prof. Leonor Magtolis-Briones for the inspirational message.
Asec. Alma Ruby Torio, Asst. Secretary for Curriculum and Instruction giving her welcome remarks
Usec. Diosdado M. San Antonio, Undersecretary for Curriculum and Instruction giving his words of gratitude
The winner for the Most Learning-Focused Public Elementary School category and the recipient of the SAFE CI Plaque of Recognition is San Francisco Pilot Central Elementary School of SDO Agusan Del Sur, CARAGA Region under the leadership of Glyna A. Moscosa. Other finalists who qualified on the said category and awarded with a Certificate of Recognition are Dinalupihan Elementary School of SDO Bataan, Region III headed by Ma. Fe Teresa Penaflor; Dolores Central Elementary School of SDO Eastern Samar, Region VIII headed by Mario Cabunas Lascano; Balogo Elementary School of SDO Bukidnon, Region X headed by Nancy R. Prantilla; and Marbel 1 Central Elementary School of SDO SOCCSKSARGEN, Region XII headed by Ma. Fe Lita S. Yparraguirre.
Under the category Most Learning-Focused Public Junior High School, Ozamiz City National High School of SDO Ozamiz City, Region X under the leadership of Lilibeth Abamonga came out on top as the bearer of the Plaque of Recognition. Other finalists who received a Certificate of Recognition under that category are Pinaripad National High School of SDO Quirino, Region II headed by Catherine V. Atchuela; Dahat National Vocational High School of SDO Camarines Sur, Region V headed by Zaldy R. Rivero; Salunayan High School of SDO Cotabato, Region XII headed by Annie M. Samillano; and Bayugan National Comprehensive High School of SDO Bayugan City, CARAGA Region headed by Minda I. Teposo.
For the Most Learning-Focused Public Senior High School category, Bukidnon National High School of SDO Malaybalay City, Region X under the leadership of Susan S. Olana secured the top rank and received the Plaque of Recognition. Other finalists who were awarded with a Certificate of Recognition are Sorsogon National High School of SDO Sorsogon City, Region V headed by Marilyn Barbin-Divina; Tanque National High School of SDO Roxas City, Region VI headed by Susana L. Leccio; Notre Dame Village National High School of SDO Cotabato City, Region XII headed by Yusoph Thong A. Armino; and Bayugan National Comprehensive High School of SDO Bayugan City, CARAGA Region headed by Minda I. Teposo.
For the category Most Learning-Focused Schools Division Office, SDO Cavite Province from Region IV-A CALABARZON under the leadership of Schools Division Superintendent Rommel C. Bautista obtained the number one rank and received the SAFE-CI Plaque of Recognition. Other finalists who qualified to receive a Certificate of Recognition are SDO Quirino from Region II headed by SDS Flordeliza C. Gecobe; SDO Angeles City from Region III headed by SDS Leilanie S. Cunanan; SDO Guimaras from Region VI headed by SDS Ma. Roselyn Falcat; and SDO Cabadbaran City from CARAGA Region headed by SDS Gilda G. Berte.
The recipient of the SAFE CI Plaque of Recognition for being the Most Learning-Focused Regional Office for 2019-2020 is DepEd Region X, Northern Mindanao under the leadership of RD Dr. Arturo B. Bayocot. Other finalists are Region IV-A CALABARZON headed by RD Wilfredo E. Cabral; Region VI headed by RD Ma. Gemma M. Ledesma; Region XII headed by RD Allan G. Farnazo; and CARAGA Region headed by RD Francis Cesar B. Bringas.
A Certificate of Recognition was also given to the SAFE CI Screening Committee Members for their efforts in ensuring the integrity and credibility of the awarding results.
The LCC Secretariat wishes to congratulate all the SAFE CI winners, as well as the DepEd Curriculum and Instruction Strand for the huge success of this initiative. The Department of Education, along with all other bureaus and offices regardless of their strand and location stands as one family which supports a foundation of trust, excellence, and camaraderie to fulfill a mutual obligation to serve the country and provide quality education to public school learners.
The National Security Council along with the Philippine Army seeks collaboration with national agencies in education to promote peace and national security in learners. In order to achieve this goal, the NSC along with the film director seeks to campaign the film documentary “Memoirs of a Teenage Rebel” which would serve as an eye-opener for the learners.
The film documentary was presented on February 3, 2021 via Zoom teleconference at 10:30 am. It serves as a powerful campaign spearheaded by the National Security Council and the Philippine Army with the objective to address the alarming situation of the increasing number of members in terror organizations in society, specifically the youth as its primary target of recruitment. Various audiences from different offices and agencies were invited such as the Department of Education, Commission on Higher Education, the Philippine Army, and the National Security Council.
Memoirs of a Teenage Rebel followed the character of Ivy as she reveals her dark past as a former rebel in the New People’s Army (NPA). From being a full-time NPA to her rise as one of NPA’s top leaders. The film documentary focused on Ivy’s heightened exposure to atrocious practices within the organization.
The documentary had provided an encompassing perspective and insights with regards to the inner workings of NPA and how the organization affects people from different walks of life. As such, the documentary also manifested entry points, in example, let not Ivy’s message to the youth ever be forgotten that a person’s love for the country must always start from within.
Mr. Enzo Williams, the director of the film “Memoir of the Teenage Rebel” explained that the documentary is more of a drama, following a story of a rebel going back to reality, sharing their nightmares during their experience with the New People’s Army. Director Williams also recommended the film documentary to be shown to students for free and create a reflection paper on the said film. He mentioned that it could be an eye-opener which can really be helpful to a lot of youth. Mr. Williams also introduced his partner, the owner of Cignal TV to collaborate in presenting the film documentary to far-flung areas on barangays.
Prior to the start of the film documentary, an academic discussion was spearheaded by the National Security Council along with the Philippine Army to collaborate with national education agencies such as DepEd and CHED on ways they could intervene to amend the basic and higher education curriculum and integrate promoting peace and national security measures through a meeting with Dr. Lea-Grace Salcedo on the film “Memoir of the Teenage Rebel”.
One of the highlights of the meeting is on ways on how the NSC and Philippine Army could support and connect to schools to teach the youth on promoting peace and national security. One recommendation is through Brigada Eskwela and Oplan Balik Eskwela as great opportunities for open forums or symposiums inviting the AFP and PNP to help schools by discussing peace, security and school-community dynamics. The discussion on the matter is still on-going and the NSC’s collaboration with DepEd will reconvene until further notice.
Scene from the documentary “Memoir of a Teenage Rebel”
The participation of the Literacy Coordinating Council Secretariat in this film viewing and meeting is very enlightening as it widens its horizon on youth education and enables the Council to innovate programs and projects which is not only literacy-focused, but at the same time promotes peace and solidarity among the youth and the society in general
Ending quotation from the documentary “Memoir of a Teenage Rebel”
In celebration of the 25th National Autism Consciousness Week, the NORFIL Foundation Philippines and Autism Society Philippines spearheaded the 2021 Conference on Autism with the theme “Pilipinong May Autismo: Kakaiba, Kasali, Konektado” dated January 22, 2021 via Zoom application and Facebook Live.
The whole discussion was divided into two (2) parts. The morning session included the opening program, plenaries on the situation of children with disabilities in the context of COVID-19, rights of persons with autism, and facts about autism. While the topics tackled during the afternoon session were autism awareness, early interventions, sensory issues and preparation for their employment, among others, through break-out sessions. Last topic facilitated was the rights and resources panel discussion.
During the open forum, it was reiterated that programs for individuals with autism are already in place and conversations were already made with USec. San Antonio and Asec. Torio. It was mentioned that DepEd modules should also be aligned to and brought to the farthest places to truly realize the department’s vision of “leaving no one behind.”
Participation of the LCC Secretariat to this forum allows the LCC to gain valuable insights from the field and different sectors, especially with those that have disabilities, which can be used in enhancing the Council’s programs and projects addressing literacy needs of all types of learners.
The third International Day of Education with the theme “Recover and Revitalize Education for the Covid-19 Generation”, was held on January 25, 2021 via Zoom, in celebration of the role of education for peace and development. This International Education Day aims to: a) highlight commitments and follow-up actions taken to protect education through the recovery, increase inclusion and combat drop-out; b) celebrate initiatives being led by governments, educators, organizations from global to grassroots efforts, as well as partnerships demonstrating the potential to recommit education to the principles of equity and relevance; c) highlight best practices in laws and policies on equitable finance for education that effectively and efficiently target the most disadvantaged via a tool featured on UNESCO’s Global Education Monitoring Report website, PEER; and d) give voice to the COVID-19 generation to express their concerns and aspirations in the face of a future marked by an economic recession and climate change.
Ms. Stefania Giannini, UNESCO Assistant Director-General for Education was the moderator of the said event. She formally introduced Ms. Audrey Azoulay, UNESCO Director-General, who welcomed all the participants on this momentous occasion. Ms. Azoulay ended her speech by inviting everyone to promote education as a fundamental right and the most powerful aid to development that we have. Defending the future of this right means defending the right to the future.
Stefania Giannini, UNESCO Assistant Director-General for Education
Audrey Azoulay, UNESCO Director-General
Other speakers who also commenced the meeting were Mr. António Guterres, UN Secretary General through a video message and Mr. H.E. Volkan Bozkir, President of 75th UN General Assembly.
António Guterres, UN Secretary General (Left) and H.E. Volkan Bozkir, President of 75th UN General Assembly (Right)
This global event was planned with three main segments:
Panel 1- Celebrating Learning Heroes, which sheds light on heroes who kept education going in hard circumstance: a conversation on what worked, what failed and what they would do differently with hindsight;
Panel 2 – Promising Innovations to Transform Education, which illuminates on innovations, whether in terms of pedagogy, technology, partnership or on other fronts that pave the way towards more resilient and inclusive education systems; and Panel 3 – Financing the Education Transformation, which shows the effects of the pandemic on government education budgets, household and donor are expected to put significant strains on education.
The much-awaited moment of this event was the announcement of the 60 finalists (10 per language) and 6 laureates of an essay writing competition “The Little Prince”, an initiative organized by the Centre for Interdisciplinary Studies (CRI).
This event was organized in partnership with UNESCO New York Office, UN Headquarters, including the Global Partnership for Education and the Centre for Interdisciplinary Studies, with the participation of partners from the Global Education Coalition and education stakeholders from over 70 countries.
The Literacy Coordinating Council is one with UNESCO and the world in celebrating the International Day of Education.
The Functional Literacy, Education and Mass Media Survey (FLEMMS) is a survey conducted every five years by the former National Statistics Office (NSO), now a part of the Philippine Statistics Authority (PSA). The survey presents comprehensive statistics on the latest status of literacy, education, and mass media exposure of Filipinos. It brings together a wide range of information that serves as a guide for government policy makers, program planners, and decision makers in providing a much broader scope of action and more focused program intervention on the target beneficiaries of development plans. It is also very useful in private businesses and industries, as well as in academic researches and development projects. As of the fiscal year 2021, six (6) previous rounds were conducted mainly in 1989, 1994, 2003, 2008, 2013, and the most recent in 2019.
For three decades, the survey is conducted in line with the government’s thrust to promote education policies and programs aimed at eradicating illiteracy in the country. FLEMMS is designed to provide a quantitative framework that will serve as a basis in the formulation of policies and programs in the improvement of literacy and education status in the Philippines.
The highlights of FLEMMS 2019 results are its basic and functional literacy rates. Survey shows that 94 out of 100 Filipinos who are 5 years old and above are literate in 2019. In addition, 73 million Filipinos who are 10 years old and above are considered as functionally literate. An increase to 91.6% from 90.3% in 2013. National data results also found that NCR tops as the region with the highest basic and functional literacy rates, while BARMM comes down as the lowest in both criteria.
The latest conduct on FLEMMS was in 2019 which was prior to the start of the pandemic in 2020. In line with the final results conducted, many researchers and analysts are waiting for the final report on FLEMMS 2019 to determine the current status of education and literacy in the Philippines and how the COVID-19 pandemic affected the country in general. The result on FLEMMS 2019 will also serve as a benchmark for the government and other stakeholders to create solutions in mitigating the effects brought by the pandemic. Other details of the 2019 FLEMMS results are contained in the video.
Following the success of the conduct of the 143rd Council Meeting held on October 22, 2020, the Philippine Normal University (PNU) through one of its lead researchers for LCC, Dr. Judy C. Bautista, has officially endorsed to the LCC Secretariat the Analytic Scoring Rubric/Monitoring and Evaluation Tool for Exemplary Community-Based Literacy Programs and Engagement in the Philippines. The said tool is based on the two research studies conducted by the Council through the PNU entitled “Foundational Framework for the Exemplary Community-Based Literacy Programs and Engagement: Basis for Policy Development (2019)” and “Validation of the Foundational Framework for Exemplary Community-Based Literacy Programs and Engagement (2020).”
The said M&E tool or analytic scoring rubric describes the standards and indicators for an exemplary community-based literacy program. Being evidence-based, the tool has the following components: 1) Manifests Quality Management and Leadership; 2) Has Legal Bases; 3) Utilizes Strategic Implementation; 4) Articulates an Aligned Vision, Mission, Goals, Objectives, and Agenda; 5) Forges Inter-agency and Inter-stakeholder Partnership and Collaboration; 6) Possesses Effective and Efficient Resource Management; 7) Administers Efficient and Regular Monitoring and Evaluation System; 8) Is Data-Driven and Is Designed based on Data-Analysis; 9) Uses Information Dissemination Strategies; and 10) Manifests Complete Documentation of Activities. Each standard contains relevant indicators and achievement progressions categorized as: 1) Beginning; 2) Emerging; 3) Accomplished; and 4) Exemplary, the latter being the highest benchmark of community performance.
The Department of Education shall issue an Order to encourage the operationalization of the framework and adoption of the tool among the Alternative Learning System teachers, Local Government Units, and Civil Society Organizations in the country implementing literacy programs at the grassroots level. By doing so, a breakthrough is expected to take place in literacy at the local communities bringing everyone closer to its universalization.