Learning and Organizational Development (LOD)

In the pursuit of organizational success, careful planning and regular assessment play a pivotal role in driving progress and achieving goals. Recognizing this fundamental principle, the Literacy Coordinating Council (LCC) recently organized a Midyear Performance Review, which took place from June 13-16, 2023, at the National Educators Academy of the Philippines in General Santos City. The event aimed to evaluate the Council’s performance during the first half of the year, realign the implementation plan for 2023, and foster discussions on accomplishments and future directions. Representatives from various member agencies actively participated in the workshop, with activities facilitated by the LCC Secretariat and esteemed resource persons.

During the Midyear Performance Review, the LCC focused on evaluating its progress and fine-tuning strategies to ensure the eradication of illiteracy at the grassroots level. The Council aimed to leverage the collective efforts and expertise of its member agencies to develop effective programs and initiatives that address the literacy challenges faced by communities across the nation.

Throughout the workshop, the Council conducted comprehensive assessments of its performance, highlighting achievements, identifying areas for improvement, and addressing potential obstacles. By recalibrating the implementation plan for 2023, the LCC strives to optimize its resources and further enhance its impact on literacy promotion.

The workshop provided an invaluable platform for in-depth discussions among Council representatives, enabling them to share experiences, exchange knowledge, and explore innovative approaches to address illiteracy effectively. With the guidance of the LCC Secretariat and resource persons, participants engaged in constructive dialogue to forge a collective path forward.

The Literacy Coordinating Council remains committed to its mission of eradicating illiteracy. To learn more about the Council’s ongoing initiatives, accomplishments, and future plans, interested individuals are encouraged to visit the LCC website at [https://lcc.deped.gov.ph]. Additionally, the Council invites literacy advocates, supporters, and partners to engage with them on their Facebook page [@LiteracyCoordinatingCouncil]. For further inquiries, the LCC Secretariat can be reached via email at lcc@deped.gov.ph, where they are ready to provide information and support related to literacy promotion efforts.

By fostering collaboration, strategic planning, and continuous assessment, the LCC aims to create a future where every Filipino has access to quality education and the ability to thrive through the power of literacy. Together, let us join hands in building a more literate and empowered nation.

The Philippine Commission on Women (PCW), in line with its provision of proactive technical assistance to the education sector, conducted a Deepening Session on Gender and Development for Program Implementers on March 23-25, 2022 held via Zoom. The session’s objective is to level off the understanding of participants on GAD concepts and core messages to increase the capacity in promoting GAD in their area of jurisdiction. This online session was participated in by the Three Key Implementing Agencies (KIAs) from the PCW, DepEd and TESDA.

A non-graded pre-test was administered by Ms. Joenna Tabu-Tattao, PCW Resource Person, to determine level of knowledge of participants on basic GAD concepts, GAD and mandates, gender mainstreaming and gender-based violence.

The GAD online training session seeks to achieve gender equality as a fundamental value. Government agencies are urged to have a GAD program to which at least 5% of their General Appropriations Act (GAA) total budget should be allotted.

LCCS and other education stakeholders’ participation in this activity will increase appreciation on gender mainstreaming as a strategy in achieving a gender fair education and understand GAD mandates and its relevance to education sector.

Czarina D. Abellonar

Project Development Officer III

The Bureau of Human Resource and Organizational Development, through Human Resource Development Division (BHROD-HRDD) called for participants from the Central Office holding permanent positions to participate in the Batch 3 of 2021 Online Learning Program for Public Service Excellence: “Working Effectively in the New Normal.” The onboarding session was held on February 11, 2022 via Microsoft Teams. This initiative was made by BHROD headed by Atty.  Anne Rachel C. Miguel, Director IV. The objective of the session is to orient the participants on the rationale, activity design and arrangements of the program.

Ms. Cecille A. Anyayahan, Project Development Officer V of BHROD-HRDD, graced the program and welcomed all participants from different bureaus and offices of DepEd. Ms. Anyayahan underscored that e-learning saves time and resources; leads to better retention; provides standardized learning; scalable; and offers personalization. She encouraged everyone to maximize the advantages of e-learning by levelling up their attitude and challenging themselves; disciplining themselves by being mindful of their time and preparation will also be useful. Participants who will complete the online learning course shall receive a certificate of completion.

This program is a self-directed offering, using online platform and content, aimed at helping LCCS and other DepEd personnel navigate the ever-evolving landscape of the new normal, preparing them to stay ahead of change, and become effective public servants during and in the post-pandemic period.

Czarina D. Abellonar

Project Development Officer III

The Organisation for Economic Co-operation and Development (OECD) concluded its series of webinars through a discussion on teaching, learning, and assessing 21st century skills in Thailand, which was held on October 8, 2021 via Zoom teleconference and broadcasted live via OECD Education and Skills Facebook page. 

OECD Senior Analyst Stephan Vincent Lancrin discussed the main objective of their program, which is to bring projects and programs into scale, and eventually manage to change curriculum and practices at the system level, citing Thailand as an example.

Thailand Minister of Education Treenuch Thienthong delivered her welcome message, expressing her appreciation to OECD for inviting them to speak in their webinar. She highlighted the importance of not only learning from global perspective but also local experiences. Minister Thienthong mentioned a very challenging journey of Thailand due to COVID-19 with only limited natural resources.

Advisor on Competency-based Curriculum Dr. Sirikorn Maneerin discussed the timeline of how Thailand transformed into competency-based education in 2019. She mentioned Thailand’s efforts on National Education Reform plan. Dr. Maneerin recalled the strong demand of education reform in Thailand seven years ago, wherein important sets of education reform committee have been set up in the country. She also shared the six core competencies being implemented in Thailand curriculum—self-management, higher order thinking, communication, teamwork collaboration, civic literacy, and sustainable coexistence with nature and science. 

Thailand Research Fund founding director Professor Vicharn Panich emphasized the significance of systemic research as it plays a vital role in the success of education. He also mentioned the Equitable Education Fund (EEF) in Thailand and its very strong information system, which works in many ways. Prof. Panich also added the important pilot projects on education system reforms supported by Thailand’s EEF.  

Equitable Education Fund Deputy Managing Director Dr. Kraiyos Patrawart highlighted the importance of having strong evidence, knowledge-based reforms, as well as participation on international networking such as OECD. He also shared Thailand’s new approach to education system reform with multi-levels reform mechanisms. Dr. Patrawart shared Thailand’s national and area-based approach on education reforms, including partnerships with various Civil Society Organizations.

OECD Director for Education and Skills Andreas Schleicher discussed competence-based examples and how they differ per country. He also mentioned the challenges that may be encountered in piloting education reforms in various OECD countries.

The LCC Secretariat wishes to express its gratitude to OECD for engaging us on its series of webinars on education issues, systems, and reforms across the world. It inspired us more to explore and draw lessons from other countries and how they have moved from idea to implementation in fostering and assessing creativity and critical thinking, which may be applied in the education system in the Philippines.

Jonnabel Escartin

The Organization for Economic Co-operation and Development (OECD) organized another webinar discussion on whether socio-economically advantaged students were better equipped to deal with learning during COVID. It was held on October 4, 2021 via Zoom teleconference and broadcasted live via OECD Education and Skills Facebook page. 

OECD Director for Education and Skills Andreas Schleicher discussed how the pandemic took a massive toll on education, explaining the rate of lost instruction days and the quality of learning outcomes around the world. Schleicher also showed the distance learning solutions schools have offered during 2020-2021, citing online meeting platforms as the main medium of learning. 

Schleicher highlighted the countries’ efforts in ensuring the effectiveness of distance learning wherein providing subsidized devices, as well as providing flexible and self-paced platforms became their top priority. Some countries have also improved access to infrastructure for learners and remote areas, as well as supporting learners with disabilities. Other countries have encouraged interactions between teachers and their students and/or parents during school closures in 2020. 

He also discussed students’ self-efficacy, learning goals and motivation, wherein more than 80% of students showed self-efficiency in attaining their learning goals. Schleicher shared a survey on students’ readiness to learn and reading performance.

OECD Paris Senior Analyst Miyako Ikeda explained the importance of trying and finding a way to overcome challenges instead of fearing failure which is applicable not just for children but for all ages. 

During the open forum, Schleicher was asked about motivational methods in learning during the pandemic, where he emphasized that technology can make learning more engaging for students. He also explained some factors why technology is helpful in making learning more interactive. 

Schleicher highlighted that technology will become better than humans at delivering quality education as we live now in the modern period and people are slowly adapting to new technologies. 

The LCC Secretariat expresses its appreciation to the OECD organizers for engaging us in another thorough discussion tackling the issue of education. It helped us become more socially aware on how to prepare students despite the hardships of learning during the COVID-19 crisis. 

Jonnabel D. Escartin