News

LCCS Gains Insights from SEAMEO’s Lecture Series on Introduction to Program Effectiveness Research

The Southeast Asian Ministers of Education Organization, Regional Centre for STEM Education, with support from Chevron Corporation in partnerships with SEAMEO RECSAM, CPRN, KSP, and TEDC, continued spearheading the Lecture Series on Introduction to Program Effectiveness Research which aims to provide a broad overview of how to conduct rigorous program effective research in education. The third topic of the said series was entitled “Lecture 3: Estimating and Interpreting Treatment Effects” held on October 8, 2021 via Zoom. Hosted by Ms. Yaoowalak Jittakoat, the webinar commenced at 6:00 (GMT +7 Bangkok Time) and was concluded with an estimated total number of 300 participants globally.

Dr. Brian Rowan, Emeritus Professor of Education, Emeritus Research Professor at Institute for Social Research, University of Michigan, served as the main speaker for the said event. On the third installment of the lecture series, he focused on how to estimate and interpret various types of program effects in order to examine the confirmation status of a given program logic model. The focal point of his discussion was the conceptual understanding of the overall topic rather than a statistical analysis.

During Dr. Rowan’s talk, he defined the different kinds of treatment effects discussed in the causal inference literature, specifically the: (a) the intent to treat (ITT) effect; (b) the effect of actually receiving treatment (TOT); (c) conditional average treatment effects (CATE); and (d) the average causal mediation effect (ACME). He emphasized that these different treatment effects can be used to examine the confirmation status of a program logic model. Moreover, he provided demonstrations of these treatment effects for deeper understanding of the participants.

Dr. Rowan recalled the program effectiveness research as “examining of the confirmation status of a program logic model, where the logic model consists of a set of hypotheses about how a service delivery model (the processes then affect a set of final program outcomes.” He also added that program logic model for an intervention, through professional learning communities (PLCs), is used to improve student learning. This model has three components, namely: 1) a service delivery model defining the “treatment” to be given to enrolled units; 2) an implementation model that describes the expected response as a result of the treatment; and 3) a set of final outcomes the program targets to achieve at the end of the intervention.

During the open forum, Dr. Rowan instilled to the attendees that “When you (attendees) conduct a research, you work extensively for the missing data. You can never force someone to comply with research protocols. There are many ways of performing statistical estimation among variables in light of missing data.”

He also affirmed that “Interventions can be unique… It is the uniqueness of the set of services you deliver compared to the ones being delivered in the normal world.” In line with Assumption vs. Sample of Population in research works, he stated that the former is usually a sample of population and there is a larger population that would have been (but they were not included.) If one has a population of everyone, the parameter is generated and not just an estimate.” He ended his talk by reminding everyone to keep on collecting (relative data) even in time of non-compliance of the group in order to accomplish the set outcomes of the chosen intervention.

The last topic for the lecture series will focus on “How to Report on Program Impacts” anticipated to happen on October 22. Meanwhile, the first two topics were entitled “Some Logical Underpinnings of Program Effectiveness Research” and “Research Designs to Create Counterfeits” conducted on August 27 and September 9, 2021, respectively.

The LCC Secretariat expresses its appreciation to the organizers for their invitation and facilitation of a comprehensive and rich lecture series on program effectiveness research. Convergence such as this brings together different literacy stakeholders and research enthusiasts which indicates call for an action. Through this, the importance of data-driven interventions and boosting of research activities in the local communities are instilled to everyone yielding to a better nation building through the power of literacy.

Jem Beryline Bualat

LCCS Takes Part in OECD’s Discussion on Education Reforms

The Organisation for Economic Co-operation and Development (OECD) organized another virtual discussion on the data-driven decisions in education and its lessons from Kazakhstan on October 7, 2021 via Zoom teleconference and broadcasted live via OECD Education and Skills Facebook page. 

OECD Director for Education and Skills Andreas Schleicher explained the key role of Information Analytic Centre (IAC) in developing the education system through rigorous data collection, analysis, and implementation. He added that important data shared by the IAC has seen an evidence-based approach to policy making. 

Kazakhstan Minister of Education and Science Askhat Aimagambetov shared their country’s participation in international large-scale assessments like Programme for International Student Assessment (PISA). He also emphasized the importance of making an evidence-based decision in Kazakhstan, thus, the prioritization of education. He highlighted that OECD countries’ reviews and international assessments have played a major role in developing evidence-based policies in Kazakhstan, as it confirmed some assumptions, eliminated bias, and hidden problems. He mentioned introducing targeted policies and amending some legal documents. Minister Aimagambetov also shared their initiatives in education and its results. He also raised his concerns about using research studies for policy making as international studies can be perceived as some kind of competition in our society.

Kazakhstan Information Analytic Centre President Maina Tynybayeva explained the importance of having reliable data when it comes to decision making. She also shared the significance of having a national education database which can aggregate data on educational organizations and analyze the system in general. IAC President Tynybayeva hopes that the experience shared by speakers today will be useful to everyone across the world. 

Nazarbayev University Dean of the Graduate School of Education Aida Sagintayeva mentioned the usefulness of data and reports from the Information Analytic Centre for their faculty and graduate courses. She also shared that they utilize these sources for education reforms and globalization of education. Professor Sagintayeva also mentioned their regular meetings with IAC experts to discuss all ongoing and new projects initiated by the center. She underscored the effectiveness of these reports in enhancing the quality of education across Kazakhstan. 

The LCC Secretariat expresses its appreciation to OECD for continuously engaging us in this kind of discourse on education systems across the world. It helped us value the significance of taking an evidence-first approach when it comes to policy making, challenges we faced especially during the pandemic and our plans for the future. 

Jonnabel Escartin

LCCS Seizes Another Opportunity to Join OECD’s Webcast on Learning During COVID

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

DepEd and External Partners Converge for Brigada Pagbasa

The World Vision Development Foundation, through the Education Network (E-Net) Philippines and Open Government Partnership CSO Education Cluster organized the Brigada Pagbasa Partners’ Convergence webinar, in coordination with the Department of Education External Partnerships Service on September 22, 2021 via Zoom teleconference and broadcasted simultaneously via DepEd Philippines and its partners’ Facebook pages.

The Brigada Pagbasa campaign aims to help Filipino children to become functionally literate and contributes to empowering parents, caregivers, community volunteers, and education stakeholders within the context of transparency and local accountability by creating a link between partners and vulnerable communities to support last-mile learners and ensure access to after-school structured literacy development programs.

World Vision Development Foundation Executive Director Rommel V. Fuerte delivered his welcome remarks, acknowledging the presence of DepEd Secretary Leonor Magtolis Briones and Undersecretary Tonisito M. Umali, Esq., who will serve as keynote speakers in this webinar campaign. Director Fuerte shared the success of their Brigada Pagbasa partnerships, with companies, organizations, and individuals committed to improving the academic performance of Filipino children.

DepEd Secretary Leonor Magtolis Briones congratulated World Vision Foundation and its partners for organizing the Brigada Pagbasa campaign, in relation to DepEd’s learning continuity program. She shared that the Department is holding on to its advocacy and commitment to providing quality basic education despite the lockdowns, cancellation of classes, and precautions undertaken due to COVID-19. The Secretary thanked the foundation for its initiatives in forming, leading, and conceptualizing the idea of Brigada Pagbasa. She emphasized that Brigada Pagbasa is a massive campaign that envisions bringing together experts, change-makers, policymakers, and stakeholders across local and international agencies and organizations to form collaborations, cooperation, and joint projects to address education-related challenges and contribute possible solutions.

Secretary Briones hoped for the success of the campaign and thanked those who believed in the Department and supported the idea and advocacy that learning must continue. She also added that this event aims to provide sharing of good practices and reiterated that everyone should strengthen their belief that there is good in continuing education despite the challenges.

DepEd Undersecretary for Legislative Affairs, External Partnerships and Project Management Service Tonisito M. C. Umali, Esq., talked about the increased enrollment rate for this school year, with over 28 million public and private school enrollees. He shared the challenges and struggles experienced not only by parents, teachers, and children but also by the Department. Usec. Umali also mentioned the recently approved pilot testing of face-to-face learning to over 120 public and private schools around the country. He emphasized that the number of approved schools for pilot testing is very low compared to around 60,000 total public and private schools in the Philippines.

Usec. Tonisito M. C. Umali reiterated the need for the Brigada Pagbasa campaign as most children face struggles in the blended learning modality being implemented in schools all over the country. He also pointed out that lack of gadgets and difficulties in connectivity results in lack of learning among Filipino children. Usec. Umali shared the importance of DepEd’s partnership with the World Vision Foundation in this campaign to ensure that children read and understand what they are reading.   

E-Net Philippines President Flora C. Arellano extended her appreciation and gratitude to the Department of Education, through Secretary Leonor Magtolis Briones and Usec. Tonisito M. C. Umali, and all their partners and stakeholders who helped in the Brigada Pagbasa movement. She also emphasized that National Literacy Month is a reminder that an important aspect of the right to education is literacy and basic education. Prof. Arellano also said that literacy makes it easier for individuals to find employment and to perform well in any undertakings.

The LCC and its Secretariat fully support the Brigada Pabasa program and commend its organizers and implementers, for this convergence is indeed a strategic move to collectively advocate universalization of literacy, especially to socially disadvantaged learners and adults in the country.

Jonnabel D. Escartin

LCCS Engages in OECD’s Discussion on the State of Education around the World

The Organisation for Economic Co-operation and Development (OECD) organized a webinar discussion on the state of education around the world and the findings from its newly released Education at a Glance 2021 edition on September 21, 2021 via Zoom teleconference and broadcasted live via OECD Education and Skills Facebook page.

OECD Director for Education and Skills Andreas Schleicher presented the findings and key data from Education at a Glance 2021. The report is an authoritative source for information on the state of education around the world. Education at a Glance 2021 edition provides data on the structure, finances, and performance of education systems across OECD countries and partner economies.

During his presentation, Schleicher mentioned that education system across the world was disrupted during the pandemic. He reiterated that schools were closed for  longer period of time in countries with lower education performance. Schleicher highlighted that students from lower socio-economic backgrounds are at higher risk of disengaging from remote learning during these trying times. He discussed the reasons why students are deterred from pursuing tertiary education, citing high tuition fee as the main cause. He also tackled inequality in work environment wherein he pointed out that having poor education amplifies risk in the labor market. He presented data on the secondary attainment across OECD countries, where majority of India’s young people did not finish high school compared to only few people in Korea.

Schleicher said that education matters a lot in employment but emphasized that a tertiary degree does not always lead to a job in migrants’ host country nor to higher earnings. One of the highlights of his discussion is his call in countries to invest on teachers and increase their salaries.

When asked about making teaching attractive regardless of salaries, Schleicher recommended trying opportunities for personal development, in the way, which they can fulfill their mission, as well as spending time with students out of the instructional settings and contributing to the profession, apart from providing good pay to them. He shared that most countries spent massive in education as they were coping with the COVID-19 pandemic.

The LCC Secretariat wishes to extend its appreciation to OECD for engaging us in this thorough discussion on education status around the world, which will be more helpful in our advocacy to universalize literacy and uphold quality education at the local context.

Jonnabel D. Escartin

LCC Issues the Standards for Exemplary Community-Based Literacy Program Implementation

LCC Chairperson and DepEd Undersecretary for Curriculum and Instruction Dr. Diosdado San Antonio presiding over the 147th LCC Meeting held via Microsoft Teams

On September 20, 2021, during the conduct of the 147th LCC Meeting held via Microsoft (MS) Teams, the Literacy Coordinating Council (LCC) officially issued LCC Resolution No. 01, s. 2021, entitled “Adopting the Guidelines on the Foundational Framework and Analytic Scoring Rubric for Exemplary Community-Based Literacy Programs and Engagement Developed by The Literacy Coordinating Council for Application, Dissemination, and Implementation at the Local Level.” Department of Education (DepEd) Undersecretary Diosdado M. San Antonio, the LCC Chair presided over the approval of the Resolution, among other agenda items of the Council Meeting.

The said Resolution is a result of the completed research studies on literacy conducted by the LCC, through the Philippine Normal University. In order to translate the Framework and Analytic Scoring Rubric, or M&E Tool on Exemplary Community-Based Literacy Programs and Engagement into a policy, the Council has unanimously approved the issuance of the Resolution for national adoption and implementation.

Subsequent to this, a similar policy will also be issued by DepEd. The LCCS has already submitted the draft policy on its proposed national adoption of the Framework and M&E Tool through the issuance of a DepEd Order. This DepEd policy aims to provide guidance to all teachers implementing literacy programs at the community level and help ensure that the programs that they develop and manage are exemplary and at par with the standards set by the LCC. As of this writing, the DepEd Order is still awaiting approval.

Furthermore, a Memorandum Circular will also be issued by the Department of the Interior and Local Government in congruence to the provisions of the Resolution. This national-level issuance is expected to yield maximum participation and support from the Local Government Units (LGU) in the conduct of their self-implemented local literacy programs.

In partnership with E-Net Philippines, ongoing coordination with Nongovernment Organizations (NGO) who are into literacy advocacy is also being initiated by the Secretariat to ensure that other private organizations adopt the standards.

Conduct of capacity building activities to literacy program implementers from DepEd, LGUs, and NGOs relative to the utilization of the Framework and M&E Tool in the succeeding Fiscal Years will also be spearheaded by the Council. Prior to this, orientation workshops on the said topics were already conducted to LGUs, NGOs, and some DepEd teachers on April 29, May 5 and 17, 2021 via MS Teams, simultaneously livestreamed via DepEd and LCC’s FB Pages.

Aside from this, the LCCS will be collaborating with the Council members in advocating the adoption of the Resolution through the development of pertinent Information, Education and Communication (IEC) materials for use in their respective agencies. Meanwhile, the LCCS already prepared the infographics for the said Framework and M&E Tool which will be further promoted through LCC’s website and Facebook (FB) Page. The Secretariat will also closely coordinate with the DepEd’s Public Affairs Service for these materials to be featured in the Department’s digital and social media platforms.

The LCC hopes that this issuance would contribute to our efforts in achieving a zero illiterate Philippines.

The infographics for the Foundational Framework and Analytic Scoring Rubric may be viewed and downloaded at: https://lcc.deped.gov.ph/IEC_LCC Framework and Rubric while the copy of the signed resolution may be found at: https://lcc.deped.gov.ph/llap-lcc-resolutions/.

The Council Members, Representatives and LCC Secretariat posing together during the Photo Opportunity.

Jem Beryline Bualat

Project Development Officer II, LCCS

Focal Person, Policy Research and Development

How to Effectively Develop and Manage Literacy Programs at the Community Level

LCC-Framework-and-Rubric_Page-1-of-2Download
LCC-Framework-and-Rubric_Page-2-of-2Download

Are you a literacy program administrator, implementer or partner at the local communities? Do you want to know if your community-based literacy program is exemplary and at par with the standards? What framework should you follow and what Monitoring and Evaluation (M&E) Tool should you use? 

Check out these infographics to learn how to develop and manage effective literacy programs at the community level.  To have a copy of the LCC’s Framework and Tool, please click these links: bit.ly/Final_LCC_Handbook and bit.ly/LCC_Rubric.

Jem Beryline Bualat

DepEd proudly launches the K.I.T.E. Journal

The K.I.T.E. Journal Launching on September 15, 2021 broadcasted via DepEd Philippines’ Facebook Page.

Two days ago, the Department of Education took pride as it launched its K to 12 Issues and Trends Explored (K.I.T.E.) Journal broadcasted via DepEd Philippines’ Facebook Page. The said journal is the Curriculum and Instruction (CI) Strand’s initiative envisioned to serve as as the e-Publication for Academic Papers and Researches. It is also a quarterly publication of peer-reviewed academic and scholarly articles on issues and trends of K to 12. The said virtual launch was hosted by Mr. Jose Adrian Fernandez of the Office of the Undersecretary for Curriculum and Instruction (OUCI) and Ms. Abigail Alviz of Bureau of Education Assessment (BEA).

DepEd Secretary Leonor Briones giving her opening message during the launch

In line with the celebration of the opening of the classes for School Year 2021-2022, Secretary Leonor Briones, recognized the inspiration shown by the stakeholders in its continuous efforts in promulgating education for all. The DepEd Chief emphasized that “education is a shared responsibility” which requires commitment and collaboration from all agencies, parents and individuals who have interest in education. She also gave her heartfelt gratitude to the DepEd officials, teachers, parents, external partners who have shown their utmost support even pre-pandemic. This has exemplified the spirit of bayanihan and the service rendered to all learners.

Dr. Celedonio Balderas, Jr., Editor-in-Chief of the K.I.T.E. Journal explaining the accordance of the journal to DepEd’s Sulong EduKalidad

After the preliminaries, Dr. Celedonio Balderas, Jr., Editor-in-Chief of the journal, said that under the leadership of Sec. Briones, the quality education reform of K to12 is anchored to the 4 quadrants of the DepEd kite which are: (1) K to 12 Curriculum Review and Update, (2) Improving the Learning Environment, (3) Teachers’ Upskilling and Reskilling, and (4) Engagement of Stakeholders for Support and Collaboration. Complimentary to the reforms is the publication of K.I.T.E. Journal which highlights the informed actions embedded in research and is highly regarded as significant documents to the K to 12 Issues and Trends Explored. He closed his opening message by saying, “Education sector makes learning bountiful by doing research. Being the primal mandate of the Department, it grows a community of educators that cultivates a culture of research. This also serves as an inclusive platform for education research publication for knowledge sharing of best practices of stakeholders for utilization and adoption for quality teaching, and for continuous improvement purposes.”

Curriculum and Instruction Bureau Directors:

Then, the CI bureau directors proceeded on explaining how the journal was first introduced to the Department until its realization through the website. BEA Director and Editorial Team Member Nelia Benito recalled that the call for submission and review of articles for K.I.T.E. Journal was done on September 2, 2020 through DM-CI-2020-00238. While Bureau of Curriculum Development Director and Editorial Team Member Joyce Andaya showed the interface of the relative website homepage. She said that it features the CI Strand News and Updates pertaining to its current events, issuances and notifications to invitations for webinars and fora. Director Leila Areola of Bureau of Learning Delivery and Editorial Team Member quoted the online journal as “a wealth of information for policy development, improvement, educational practices and proposals for educational innovations.” She explained that the main theme of the journal for this year is the preparations and milestones for distance learning implementation; however, other studies conducted in pre-pandemic found valuable and relevant were also included in the publication. Meanwhile, both Editorial Team Members, Atty. Ariz Delson Acay Cawilan of Bureau of Learning Resources and Director Marilette Almayda of Alternative Learning System Task Force educated the participants on the use of the “Projects and Innovations” and the “Technical Reports” Tabs, respectively. Lastly, Teacher Education Council Secretariat Executive Director and Editorial Team Member Runvi Manguera showed the navigation of the “Submit an Article” which in turn, he also encouraged everyone to submit articles following the criteria posted in the said tab.

Assistant Secretary for Curriculum and Instruction (CI), Dr. Alma Ruby Torio, citing the innovations led by the DepEd in pressing on towards achieving education for all even amidst the pandemic
Undersecretary Secretary for CI, Dr. Diosdado San Antonio, reiterating on the importance of the teachers and school heads in improving the outcomes for all learners

For the Closing Messages, Assistant Secretary for CI, Dr. Alma Ruby Torio, said that the journal was born out of the relentless determination of the Department to provide quality basic education due to the drastically changing world. She also congratulated everyone who has undeniably given time and effort to materialize this initiative. She reaffirmed the steadfastness and unity taken by DepEd through innovations such as introducing and distributing self-learning modules, launching of online learning management systems, developing TV and radio-based lessons, conducting professional development of teachers online and so much more. This was further emphasized by Undersecretary for CI, Dr. Diosdado San Antonio, stating, “with the support of the local and international partners embedded with data-driven literacy approach, we will carry on and confront the challenges on quality basic education foreseeing an innovative Philippine education adaptive to the rapidly changing world.” He also talked about the importance of the teachers and school heads in improving the outcomes for all learners as they are the ones who translate and shape curriculum goals and theoretical ideas into classroom practices and who have immediate control in shaping the environment for learning in collaboration with stakeholders. He closed his speech with the hope that the first issuance of the journal will be a strong beginning. He left everyone with a challenge to fill the gaps, extend the evidence-based approach and anchor the findings in the local context.

Certifications for the Publication, Contributors and Peer Reviewers for the Volume 1 of the K.I.T.E. Journal were awarded by Ms. Alvis, Style Language Editor, and Mr. Enrico Totañes, Layout Artist of the journal.

The 2 technical reports of the LCC-initiated research studies on literacy are also included in the said first issuance of the journal. They are accessible at: https://kitejournal.online/?page_id=243 with the titles: 1) National Validation of the Foundational Framework for Exemplary Community-Based Literacy Programs and Engagement, and 2) A Foundational Framework for Exemplary Community- Based Literacy Programs and Engagement: Basis for Policy Development.

To check the K.I.T.E. Journal Website, please visit: https://kitejournal.online

To watch the replay of the virtual launching, please click: https://www.facebook.com/watch/live/?extid=CL-UNK-UNK-UNK-AN_GK0T-GK1C&v=275270247763719&ref=watch_permalink

Jem Beryline Bualat

LCCS Joins DepEd DRRMS’ Psychological First Aid Training

Disaster Risk Reduction and Management Service Director IV Ronilda Co discussing the significance of Psychological First Aid (PFA) trainers in each office

The Department of Education, through the Disaster Risk Reduction and Management Service (DRRMS), organized a three-day Psychological First Aid (PFA) Training for its Central Office employees from September 8-10, 2021 via Zoom.

DRRMS Director IV Ronilda Co discussed the significance of this training to all personnel and emphasized the need to provide a PFA trainer and support in each office. Training facilitators from various regions in Luzon, Visayas, and Mindanao joined the webinar for the three-day event.

DRRMS Project Development Officer IV Mr. Orlando Barachina thoroughly explained the legal bases and mandate of the Disaster Risk Reduction and Management as well as its basic terminologies. He also shared the vulnerability of the Philippines in terms of hazards.

Meanwhile, Professor Yeng Gatchalian, RPsy served as the first resource speaker wherein she highlighted the importance of giving remote PFA to colleagues and friends during the COVID-19 pandemic. She urged everyone to put his or her heart on the training and provided insightful messages that would help training participants to further broaden their knowledge not only on PFA, but to the whole mental aspect. One of the highlights of Prof. Gatchalian’s presentation was her discussion on the three Action Principles: Look, Listen, and Link wherein she encouraged everyone to understand the person’s situation, perceived dangers and needs. She also added that listening attentively is important when talking to a person. Prof. Yang emphasized the need to enhance sense of control, support good personal choices, and encourage seeking support. For the second core action Listen, Prof. Yang reiterated that empathy is way different from sympathy and that people can show their warmth through showing attention, affirmation, and by using a calm tone. As per the third core action, Link, Prof. Gatchalian, reminded to always ask if further help is needed and to always check on the person.

Participants engaging during the open forum and expressing their issues, concerns, and hesitations to Prof. Yeng Gatchalian

On Day 2 of the PFA training, the participants listened again to Prof. Gatchalian’s topic entitled “On Grief and Loss.” Her talk dealt with the encompassing meaning and varied manifestations of grief to people.  She explained that grief is not limited to death but a reaction to any form of loss, including jobs, loved ones, etc. She reminded everyone that all feelings are valid, including grief. Everyone is entitled to emotions; however, it is the behaviors that entail with it that must be carefully observed. She elaborated as well that grief may be coped with not but stopping it but by letting oneself go through with it. Other topics she covered were the three models of grief, type of griefs, difference of grief and depression, and grief counselling.

Prof. Gatchalian explaining Grief Counselling to the participants and how it is commonly done

Afterwards, she proceeded on the “self-care.” She shared practical ways on how one can take care of his/her overall well-being especially as PFA providers. She introduced the ARMS method which stands for Aware, Recognize, Manage and “Salamat.” She encouraged everyone to be aware of or reset his/her baseline, if applicable, and establish awareness of stressors. Next, start recognizing the difficulties and accept that it is okay to have a trial and error. Once done with these, it is the time to manage behaviors and routines and take time to recharge and switch off from work from time to time. Lastly, she urged everyone not to forget saying “salamat” and appreciating even the most little things in life.

Aside from the informative and enlightening discussions facilitated by Prof. Gatchalian, other activities held on the second day of the training were the role-playing of PFA providers led by the national PFA trainers, and the monitoring and evaluation tool being used by the DRRMS relative to the conduct and completion of PFAs in DepEd, covered Ms. Amina Aisa Boncales of DRRMS.

The participants going through the PFA Simulation during the second day of the three-day training spearheaded by the DRRMS
Ms. Amina Aisa Boncales of DRMMS walking through the participants on how to accomplish the Monitoring and Evaluation Tool used for the conduct and completion of PFA in DepEd

On the last day of the training, the participants went through an Art-based Kumustahan Session spearheaded by MAGIS, an invited group of psychologists and facilitators who carried out different activities focusing on grief and loss. On this session, the participants were able to experience different ways of relaxing one’s self, express their thoughts and emotions involved in grief and loss through the Mask Making Activity and share themselves and support one another through the break-out session. During the debriefing, the participants were reminded that all emotions are valid and must be acknowledged. Grief may linger for the longest time but it can also co-exist with love, strength, joy, beauty and gratitude along the way.

The participants working on their masks during the third day of the event
The participants sharing their artworks and expressing their thoughts and emotions during the break-out session

The 3-day training was concluded with the reading of the poem entitled “today, perhaps” by Therese Jose and Dr. Co assuring all participants that relative trainings and kumustahan sessions are in place to ensure the overall well-being of the employees are prioritized.

The reading of the “today, perhaps” to conclude the session for grief and loss

Jem Beryline Bualat, Jonnabel Escartin