Reflection #18: Key Challenges and Strategic Direction: Regional and Division LRP

Student: STEVEN MELVIN II V. DELANTE

Ph.D. Educational Management

Subject: DEM 321

AY: 2022-2023

Taking urgent action to accelerate and to address the recovery from learning loss is

an essential element of national education responses to the COVID-19 pandemic. It is

important to ensure that this generation of students does not suffer a disadvantage in

comparison to past and future generations. A coherent Learning Recovery Program at the

system and school levels can help the government achieve this goal. The starting point

should be the assessment of students’ learning levels to understand the particular content

areas where there are weaknesses. Next, education systems should be anchored on three

flexible policy levers. The first lever that can be used to make sure students recover

important building blocks for learning is consolidating the curriculum across and within

subjects to prioritize foundational skills and knowledge. The second lever is to accelerate

the efficiency of instruction. The level of learning loss is likely to vary from student to

student, which is why targeting instruction to match students’ learning levels will be more

vital than ever. Structured pedagogy is another instructional approach that has consistently
led to improved learning outcomes in the teaching-learning process. Tutoring programs and

self-guided learning programs and strategies have also been found to accelerate student

learning in various contexts. Finally, the third lever is providing more instructional time, such

as by offering summer school. Extending instructional time is effective if combined with

different approaches that are in accordance with the levels of instruction with the goals and

needs of students.

In the Philippines, the outcome of the Basic Education Learning Continuity Plan by

the Department of Education in response to the COVID-19 pandemic did not hit the target

according to what I read and what has been discussed in DEM 321. Blended learning,

which combines online distance learning, modular distance learning, and TV/Radio-based

Instruction, has in some way failed to deliver the desired learning. The progressive

expansion of face-to-face classes also has revealed an uncomfortable reality. Many

students have failed the mastery of basic skills and basic competencies such as writing,

reading literacy, numeracy, and basic arithmetic operations. The learning loss is due to

many factors like lack of academic interest, absence of physical classes, ineffective delivery

of learning, and economic, health issues, and others. Following this alarming situation, the

Department of Education immediately developed a recovery learning plan framework to

guide schools in addressing learning gaps. It is anchored on different learning remediation

and intervention, professional development, health, safety, and wellness.

 Full recovery may take some time because of what the pandemic has brought, but

the Department of Education is optimistic that with the full cooperation and support of the

teachers, parents, local government units, and stakeholders, its learning recovery program

will succeed eventually and benefit the learners in the post-pandemic time.