Republic of the Philippines Ww 1k of Chucation OFFICE OF THE SECRETARY August 23, 2020 VICE PRESIDENT MARIA LEONOR GERONA ROBREDO Vice President of the Philippines No. 100 11th St., Brgy. Mariana New Manila, Quezon City Dear Vice President Robredo, Thank you for your letter dated August 10, 2020, providing feedback and suggestions on various education issues. At the outset, even as we are sure your office has reviewed our Basic Education Learning Continuity Plan (BE-LCP), we nonetheless furnish you an electronic copy of the same. The BE-LCP provides the framework and policy direction of our effort to provide safe learning continuity amidst COVID-19. The BE-LCP, titled Learning Opportunities Shall be Available: The Basic Education Learning Continuity Plan in the Time of COVIDO19, was the product of inputs from our central office units, our field units through our regions, and from the Philippine Forum for Inclusive Quality Basic Education or Edue Forum, a formation convened by DepEd consisting of DepEd and other government agencies relevant to basic education reform, and education partners including civil society organizations, education sector organizations, organizations and foundations coming, from the private sector, and bilateral agencies and multilateral organizations, The BE-LCP was adopted by the department by way of DepEd Order No. 12, s, 2020 leped. gov. ph/ wp-content/uploads/2020/06/DO_s2020_012.pdf), issued on June 19, 2020. While its date of formal adoption is June 19, it was already presented in draft form to the DepEd family by end April, to the IATF on May 8, 2020, to the President on May 28, 2020, to the Committee on Basic Education of the Senate and the House of Representatives, and to the media, on various dates. The BE-LCP and its implementing issuances as may be tracked in the Resources/Issuances section of our website www.deped.gov.ph may provide answers or relevant context to the issues raised in your letter. Nonetheless, we respond to the issues you raise in order to clarify the position of DepEd based on facts available to us as well as our policy direction, as well as to give you feedback on our consideration of your suggestions. We summarize the points you raise per item number, before providing our specific responses. yt 2/F Rizal Building, DepEd Complex, Meralco Avenue, Pasig City i ‘Telephone No.: (02) 8687-2922; 8637-2407 Fax No.: (02) 8636-4876; 8637-6209; Website: www .deped.gov.ph sopn!1. Lack of clear operational directives on shift to distance or blended learning; Uncertainty about who will cover the expenses of printing, reproducing, and distributing the modules. Section VII (B) of the BE-LCP (see page 46) delegates the contextualization of the learning strategies and modalities to the regions. The position of DepEd is that it will be difficult to come up with a one-size-fits all the deployment of distance or blended learning, modalities. What the BE-LCP does is to provide the framework, options, and support mechanisms, but the bending of the different modalities is decided at the local level under the supervision of the regional and division offices, based on their respective context and conditions. This is why one of the key interventions we made in our enrollment procedure was to require the accomplishment by our enrollees of the Learner Enrollment and Survey Form (LESF). The LESF generates important information from the learners and their households on their capacity, resources and preference for distance learning. At the micro- level, the LESF remains in the hands of the teachers to be able to create the profile of their respective class, and accordingly strategize on their learning delivery. At an aggregate level, the consolidated LESF data allows the divisions and regions to ascertain their respective contextualized LCPs. As indicated in paragraph 18 of DepEd Order No. 12, s. 2020, the Regional Directors are directed to submit to the Office of the Secretary their respective contextualized LCP. These contextualized LCPs have been the subject of regular Management Committee (combined Undersecretaries, Assistant Secretaries, Central Office Directors, and Regional Directors) meetings for updating and monitoring. We have great trust in our field officials, school leaders and teachers, particularly in their resilience, adaptability, and resourcefulness in delivering instruction. The contextualization at the field is informed by the wealth of knowledge and experience in ground conditions by our ROs, SDOs, and schools. To illustrate, may we share we you a sample distribution of adopted learning delivery typologies in various divisions in Region II, based on the latest updating of the regional contextualized LCPs. (Table 1) As may be gleaned from this distribution, there is a differentiation in the blending of modalities and strategies across the divisions. The differentiation is determined by various factors, including the situation of the learners, the resources available, the partnerships, and the deliberation within our local units. Page 2of 7Table 1. Distribution of adopted learning delivery typologies, Region II Divisions. Division | Learning Modality 1 __Learning Modality 2 Learning Modality | Learning Modality 4 ‘Santiago City Modular (Printed and RBVTV Online blended Distance Learring Digtizes) 1. ModuiarRBI 2. Modilarfonine (Kotobee) 3 Modula/TV. Nueva VizcayaDistance Modular Learning Modular Learring Distance Pure Modular Learning Blended wih RBI Blended win TVi ‘Onine Desvery Batanes Printed modular alsiance — Glended printed modular learning din AVP for K to 3 on ‘some competencies only Isabela ‘Digital Modular Distance Modular Distance Leaming Modular Learning ‘Online Distance Learning ‘Learning (MDL) blended wh RBI Blended win TVI Dewvery Printed Modular Distance [Learning PMOL) ‘Cauayan Ciy Ral and Cable TV Based REI and Modular Modula, Otine (aigtized) Insvcbon ‘Tuguegarao Modular (Printed and Blended Distance Learning Onine Distance Learning ery Datizes) 4 Moduiar RB 2. Moauarionine $3 ModularTelevision ‘Gly offiagan Blended (On ine Modula) Blended (TV/RBL-Modula) Blended (RBI-Textbook) Modular (Prinedicigiized) ‘Quirino Modula printed and Blended Learning Rago-based/TV based Online Learning ‘gtizes ‘Modular plus one or more (USB) ___ modalities |cagayan Printed modular distance Blended Distance Learning Onine Distance Learning Jearning |. Moduiar with RBI 2. Moautar wan TV '3 Modular wat Podcast With respect to your reported uncertainty about who will cover the expenses of printing, reproducing, and distributing the modules, may we share with you DepEd Order No. 18, s. 2020, providing for the guidelines for the provision of learning resources. As indicated in Section B regarding Procedures on the Allocation, Release, and Utilization of Funds, the additional budgets under the item “Flexible Learning Options” released by the Department of Budget and Management have already been downloaded to the DepEd’s implementing units. Incase the downloaded funds are not sufficient, the SDOs may provide additional support from their regular General Administration and Support Services (GASS)- Maintenance and Other Operating Expenses (MOOE) allotment. Likewise, schools are allowed to use their regular MOOE for the printing and delivery of alternative delivery modality modules in accordance with DepEd Order No. 015, s. 2020 (Supplementary Guidelines on Managing Maintenance and Other Operating Expenses for Schools fo Support the Implementation of Basic Education-Learning Continuity Plan in Time of COVID- 19), subject to pertinent procurement, accounting and auditing rules and regulations. Given the funding constraints as the Office of the Vice President might itself be aware of, we have also reached out to local government units for funding augmentation through the Special Education Find, and to private organizations and individuals through Brigada Eskwela on a purely volunteer basis. We understand that your office has also initiated a recourse mobilization drive to help in certain areas of the country, and this is much appreciated. We make it clear that teachers are not obliged to use their personal money for the production of learning resources. We know that there are teachers who want to add their Page 3 of 7own activity sheets for their students, and the teachers’ allowance (more commonly called the “chalk” allowance), is intended for this purpose. May we share with you some pictures on the printing and packaging of the printed learning resources, for distribution to schools and eventually to learners. These activities are happening in divisions and schools across the country, and the regions are submitting regular updates on the status of printing/reproduction of modules in their respective divisions. Even before the issuance of DO No. 018, s. 2020, DepEd implementing units are aware of the financing strategies we implement to provide funding for the BE-LCP through several ManCom meetings and orientations with RDs and finance officers of all regional and division offices. 2. Limited household access to the internet; Suggestion for government to devote significant resources in setting up internet hubs in schools and communities. The data which indicates that 61% of households do not have access to internet may present an incomplete picture on connectivity, since it covers only the fixed internet connections. However, people are also able to access the internet through smartphones. According to Hootsuite 2020, 67% of the population has access to the internet using smartphones. DepEd made sure that the DepEd Commons is zero-rated by the telecommunication corporations. This is in coordination with the telecommunication companies, and with support from the DICT and NTC. This allows students to download electronic Self-Learning Modules, Video and Audio Lectures from the DepEd Commons at no cost when using smartphones. We have monitored more than 8.5 million users reached during the ECQ period when content for the fourth quarter was very limited. With the availability of Self Learning Modules, educational videos and audio material, and select supplemental earning resources from partners, we project that the users of DepEd Commons will reach an estimated15 million users when the school year starts. The setting-up of internet hubs in schools and communities is a good initiative, and we will be happy to receive further details from your office how you envision this to happen, so we may be able to evaluate the feasibility of implementing such a program at scale. Page 4 of 73. Lack of support for programs; Need for a clear framework for communicating the programs. ‘We believe these points are closely related to the points in item number 1, and our response to said item also responds to these points. We are aware of the value of effective communications, and we agree with you that this matter needs to be addressed. May we share with you that communications is particularly challenging in this crisis situation, and complicated further by social media. Often programs and initiatives are easily obfuscated by a statement taken out of context, a misrepresentation, a failure to take a deeper look at the broader picture or the deeper details, a lack of information, and so on. We are intensifying our efforts to make our communications more effective. We trust that that your office can contribute to in the sharing of accurate information that can elevate the policy discussion in education. We have been receiving feedback from various quarters similar to the ones you raise, and we continually discuss these with our Regional Directors, to address at the field level. May we respectfully suggest, however, that your office widen your sources from the teachers ranks to give a fuller picture of ground realities. Especially on teacher feedback reported by media, this is often sourced from the same active commenters such as the Alliance of Concerned Teachers (ACT) and Teachers’ Dignity Coalition (TDC), two formations that have invariably taken a critical stance on practically all DepEd policies and programs. However, their positions do not necessarily reflect the position and sentiments of all our teaching force. 4, How DepEd will ensure the health of teachers during the pandemic; What support can they expect in case they become infected; Various recommendations. Asyou may glean from the BE-LCP, its first principle is the protection of the health, safety and well-being of learners, teachers and personnel, and prevention of the further transmission of COVID-19. We wish to assure the Vice President that the health, safety and well being of the DepEd family is foremost in our mind. We regard our teachers as our foremost frontliners, especially in anticipation of the school opening where the occasions for teachers to work outside residence, primarily in schools as base in the logistical operations, will increase. We note, however, that in addition to teachers, we have other frontliners, These are the officers and personnel that continue to report physically in the Central, Regional and Division offices as skeleton forces or on rotational basis to ensure the continuity of DepEd operations and delivery of both internal and external services. These include our finance personnel that ensure that the salaries and benefits of all our teachers, officers and personnel are paid without interruption. These include our COVID-19 response teams to attend to our COVID-19 prevention and management. These include our officials that are ‘on call to attend to all required decisions of the Department. If I may share with the Vice President, I together with my immediate support staff have continued to work in office setting even during my quarantine when I tested positive for COVID, Page Sof 7We are furnishing your office a copy of DepEd Order No. 14 s. 2020, titled Guidelines on the Required Health Standards in Basic Education Offices and Schools outlining our preventive measures and management protocols, including a testing protocol. We also furnish you a copy of DepEd Order No. 11, s. 2020, providing our alternative work arrangements at this time of COVID. These guidelines are fleshed out in greater detail by our DepEd COVID-19 Task Force as well as by our Regions and Divisions. We are harnessing our resources, as permitted by accounting rules and availability of funds, to ensure support as far as practicable, including your enumerated recommendations. However, with respect to your recommendation to set up a COVID-19 mass testing mechanism for teachers, may we request for more detailed information how you propose to do this, in terms of coverage, frequency, and testing method. This will allow us to see how different your proposal is from the testing protocol we have adopted, and also to enable us to consult health experts on the appropriateness and feasibility of your proposal in DepEd setting. We ask this because we have observed that the term “mass testing” has been used in various senses by the public and even by its various proponents. In the end, the testing, protocol, however itis called, will be defined by its specifics May we furnish your office a copy a short paper prepared by the PGH COVID Crisis Team that shares lessons learned from their ongoing efforts to prevent COVID-19 transmission, including with testing of its employees. This will be relevant in looking at the mass testing protocol that you may share with us. 5. Mechanism for transparency; Reprioritization of certain budget items. We agree that we have to ensure transparency in our funding and operations. We are committed to adopting mechanisms to make available data and information, consistent with the policy of transparency and accountability in government. With respect to the reprioritization of the budget, we wish to assure you that all Department units have carefully deliberated the recalibration of our existing line items, to ensure that the constraints and trade-offs of any reprioritization are considered. We have worked with the Department of Budget and Management on how we may be able to maximize our resources for the BE-LCP under the circumstances. As regards the P29.51 billion budget recommended to be reallocated for distance learning and to address health concerns, may we share with you the current status of these funds: Page 6 of 7‘* Php 483 billion from the School Furniture Program has already been realigned to the needs of BE-LCP; ‘+ Php12,935 billion has been transferred and directly released to the Department of Public Works and Highways (DPWH) to cover activities related to construction, replacement and completion of kindergarten, elementary and secondary school buildings, among others, as provided under the FY 2020 GAA Special Provisions of the DepEd appropriation; ‘+ Php 1.671 billion was already obligated to cover the amortization for PSIP and NHA projects; * Php 1.0 billion for the Preliminary Detailed Engineering Funds (PDEF) is already being used by DPWH to cover the PDE requirements for the validation of proposed 2021 School Building Program; and + Php 900 billion represents fund for the Repair/Rehabilitation of School Buildings and Electrification of Schools were already committed since early procurement of these projects were made as early as November 2019. Recipients of these programs were priority repairs particularly those damaged by calamities but were not covered by the Quick Response Funds due to lack of budget, and the needed electrification of unenergized schools and upgrading of electrical connections. While the items not reallocated for distance learning may not seem to be priority items at this time with no face-to-face classes being conducted, these facilities and structures are equally important to ensure the safe return of learners, teaching and non- teaching personnel when face-to-face classes resume. 6. Concerns of private schools on requirements for learning continuity. Cognizant of the challenges that private schools are confronted with as articulated by different private school organizations on specific portions of DO No. 013, s.2020 (Readiness Assessment Checklist for Learning Delivery Modalities in the Learning Continuity Plan of Private Schools), the Department issued DO No. 017, s.2020 (Additional Provisions to DepEd Order No. 013, s.2020) to address these concerns. This subsequent issuance reduced the documentary requirements to be submitted by the private schools to be eligible for issuance of a provisional compliance certificate, and extended the deadline for the submission of other requirement to 29 December 2020. Thank you for this opportunity to clarify the concerns raised in your letter. Implementation of learning continuity is not easy and operational complications can be expected along the way. Nonetheless, DepEd has historically demonstrated resilience in responding to adversities and delivering its commitments and responsibilities. Very truly yours, ;TOLIS BRIONES Secretary of Education Page 7 of 7