Factors Affecting the Level of Readiness and Effectiveness in Shifting to

Alternative Learning Modalities Among Pangantucan District Teachers

Chapter 1

The Problem

Introduction

Presently, the world is being confronted with the biggest crisis that all are
experiencing. This is the pandemic known as Covid-19. It greatly affected all aspect of
life from health, economy, politics and academe. Everyone is compelled to follow the
new normal regardless of how inconvenient it could be. COVID-19 (Coronavirus) has
affected day to day life and is slowing down the global economy. This pandemic has
affected thousands of peoples, who are either sick or are being killed due to the spread
of this disease. The most common symptoms of this viral infection are fever, cold,
cough, bone pain and breathing problems, and ultimately leading to pneumonia. This,
being a new viral disease affecting humans for the first time, vaccines are not yet
available. Thus, the emphasis is on taking extensive precautions such as extensive
hygiene protocol (e.g., regularly washing of hands, avoidance of face to face interaction
etc.), social distancing, and wearing of masks, and so on. This virus is spreading
exponentially region wise. Countries are banning gatherings of people to the spread and
break the exponential curve. Many countries are locking their population and enforcing
strict quarantine to control the spread of the havoc of this highly communicable disease.

Most governments around the world have temporarily closed educational

institutions in an attempt to contain the spread of the COVID-19 pandemic.These
nationwide closures are impacting over 60% of the world’s student population. Several
other countries have implemented localized closures impacting millions of additional
learners. Many countries are suggesting various levels of containment in order to
prevent the spread of coronavirus, or COVID-19. With these worries, schools and
universities are closing down and moving abruptly to online platforms and remote
education. As part of the effort to contain the spread of the coronavirus, public spaces
such as schools, universities, and offices are closing down so that people can stay at
home and prevent further spread. Closing schools and offices ensures that people can
limit their interactions with others and slows the spread of the virus while the healthcare
system copes with the pandemic.Many schools and universities are opting to continue
their normal classes on online platforms. This includes the use of online tools, such as
group video programs, that allow teachers and students to meet and conduct classes
over the internet. Another way that students are continuing their studies is through
distance education, which uses online programs that replace instructors with
educational material that students study on their own.

As school and university staff learns how to convert their lessons to online
platforms, both students and staff are learning how to deal with remote learning and
communication. Though technology has already had a big hand in most school affairs,
the new dependence on technology for every aspect of education is forced to occur
overnight — leaving many people struggling with technological difficulties, as well as
coping with the challenges of studying at home and learning how to construct a
productive schedule outside of the school environment. Thus the aim of this study is to
determine the factors that affect the readiness of teachers in embracing the different
learning modalities.

In the Philippines, the Department of Education are doing their best to insure that
quality education will be given equally and effectively despite this pandemic. School
opening will not necessarily mean traditional face-to-face learning in the classroom. The
physical opening will depend on the risk severity grading or classification of a certain
community pursuant to guidelines from the Department of Health (DOH), the Inter-
Agency Task Force (IATF) for the Management of Emerging Infectious Diseases in the
Philippines and the Office of the President (OP). The Department of Education will
implement the different learning modalities.

 
Research Paradigm/conceptual Framework

Decisions relating to teaching are strongly influenced by the educational and

social context in which teachers work. This context is mainly predetermined by the
requirements in the national and/or local curricula depending also to different situations
that may affect the teaching-learning process.

This study is anchored on different behavioural learning theories. The implication

of behavioural learning theory in the teaching process is that teachers must be flexible
in providing the most healthy and conducive learning environment and facility for the
learners to produce positive behavioural changes. In this time of pandemic, teachers
must be ready, prepared and embrace the new alternative learning modalities not only
for today but for the future. As environment properly arranged help learning to occur,
teachers should prepare the environment that will help learners to learn such as
arranging activities that suit environment. Behavioural learning theories view learning as
change in rate/frequency of occurrence, or form of behaviour or response which occurs
primarily as a function of environmental factors (Chunk, 2012). They also contend that
learning involves the formation of associations between stimuli and responses.
Behaviourists explain learning in terms of observable phenomena, and reinforcing
consequences make the response more likely to occur whereas punishing
consequences make it less likely. The role of environment specifically how stimuli are
arranged and presented and how responses are reinforced are of most important.
Motivation is the process whereby goal-directed activities are instigated and sustained.
Conceptual Framework

Independent Variable Dependent Variable

Demographic profile of the teachers

in terms of the following:

1. Major course or
specialization;
2. Years in service; and
3. Trainings undergone related
to alternative learning
modalities
Readiness of the teachers in
using alternative learning
modalities in terms of the
following:

Teacher’s Level of knowledge
in the different alternative
learning modalities
a. context
b. Technical Knowledge
c. Conducting a lesson
d. Lesson planning
e. Resources
f. Assessment of Learning
g. Independent Learning
Hypothesis

There is no significant association between teachers’ demographic profile and

their readiness to the use of the different alternative learning modalities.

Significance of the study

This study is very important for the Department of Education to evaluate how
ready teachers are in these new normal in teaching by using these different alternative
learning modalities. This will provide baseline data in making strategies that will help
teachers cope with this new learning modalities.

To the teachers, this study will help them evaluate themselves and also give
them the chance to learn more these learning modalities.

To the parents and teacher, this study will provide information about the
different learning modalities that they can choose and to help them know how they will
adapt up with these changes in education.

To the future researchers, this study will provide data and literature about the
alternative learning modalities and readiness of teachers.

Scope and Limitation

This study is limited only to identification of factors affecting the level of readiness
and effectiveness in shifting to alternative learning modalities among Pangantucan
District Teachers.

Definition of Terms

Alternative Learning Modalities - It is a parallel learning system in the Philippines that

provides a practical option to the existing formal instruction. 
Non-formal, Informal and Lifelong Education- an educational program introduced by
development agencies to countries that were once described as “third world” like the
Philippines.

Modified Shifting of Classes (MSC)- teaching is directly focused on concepts with

corresponding activities. Supplemental activities and Assessments shall be done,
brought by the learners when shifted at home.

Modular Distance Learning- Involves individualized instruction that allows learners to

use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable in the context of the learner, and other learning resources like Learner’s
Materials, textbooks, activity sheets, study guides and other study materials.

Online Distance Learning- Features the teacher as facilitator, engaging learners’ active
participation through the use of various technologies accessed through the internet
while they are geographically remote from each other during instruction. The internet is
used to facilitate learner-teacher and peer-to-peer communication.

Blended Learning- a learning delivery that combines face-to-face with any or a mix of
online distance learning, modular distance learning, and TV/Radio-based Instruction.
Blended learning will enable the schools to limit face-to-face learning, ensure social
distancing, and decrease the volume of people outside the home at any given time.

Home schooling- an Alternative Delivery Mode (ADM) that aims to provide learners with
access to quality basic education through a home-based environment to be facilitated
by qualified parents, guardians or tutors who have undergone relevant training.
 Chapter II.

Review of Related Literature

Change, in general, describes transformation of something from a state into

another. Change, for organizations, describes transformation of organizations from their
current situations into other situations about some activities. In a constantly changing
world, it has almost been impossible for organizations to continue their existences
stably. Therefore, change can be considered as an obligation for organizations to keep
on their existences steadily.

The environment that the contemporary big and complex organizations exist in
has gotten diversified day by day and it has been more complex. Today, as
globalization rules the entire world, there has been a rapid “change” in all parts of life
from science to technology, economy to social life. With change, it has been
understood, the transformation of a system, process or environment from a state to
another. It is also essential for organizations, as a subsystem of social system, to keep
up with this rapid change occurring in the upper system to which they belong. Any
change happening around the organization first unbalances the organization and a need
to rebalance shows up. Organizations which fall back on the changes around
themselves and resist these changes are likely to have difficulty in rebalancing, so they
face the danger of losing their existences.

Giving Value to Education in All ways

The Universal Declaration of Human Rights of 1948 recognized education as an

"indispensable means of unlocking and protecting other human rights by providing the
scaffolding that is required to secure good health, liberty, security, economic well-being,
and participation in social and political activity" (UN, 2002) This landmark declaration
paved way to the rights-based discourse of education to be asserted by marginalized
groups like children, women, people with special needs, and Indigenous People
communities (Caoili, 2007; Hoppers, 2006; Rogers, 2004). These marginalized groups
when denied access to education are most likely to be left behind and unable to benefit
from the gains of globalization. Many studies show that globalization has increased
inequality and, in the equation-- the educated, skilled and the mobile workers are the
winners (Nesvisky, 2015; Pavcinik, 2009).

The greater premium for education in a globalizing world provides the impetus for
inclusive and more accessible education. In 1990, the international development
community birthed a massive global education initiative called Education for All 2015
(EFA 2015). The Philippine government has signified its commitment to EFA goals in
EFA assembly in Jomtien, Thailand in 1990 and Dakar, Bangladesh in 2000. The
Philippines also supported the Millennium Development Goals (MDG) in 2001, and the
Decade for Literacy in 2003. In the first EFA decade (1991-2000), the Philippine
government made explicit the urgency of addressing school attrition through
strengthening student retention measures and the provision of Alternative Learning
System that will address illiteracy and promote continuing education. In EFA-Dakar, the
revised EFA goals identified particular sectors like girls, children in difficult
circumstances and those belonging to ethnic minorities to be given special attention for
the provision of accessible education. Young people and adults are to be given
“equitable access to appropriate learning and life skills programmes.” And adult illiteracy
should be halved by 2015 (Guerrero, 2003).

To decentralize the education sector, policies were created towards a tri-focalized

educational system -- the Department of Education (DepEd) is to manage Basic
Education (Kindergarten to high school and Alternative Learning System), the Technical
Education and Skills Development Authority (TESDA) to manage technical-vocational
training and Commission on Higher Education (CHED) to manage Higher Education.

History of Alternative Education

Alternative education encompasses many pedagogical approaches differing from

mainstream pedagogy. Such alternative learning environments may be found
within state, charter, and independent schools as well as home-based
learning environments. Many educational alternatives emphasize small class sizes,
close relationships between students and teachers and a sense of
community.The legal framework for such education varies by locality, and determines
any obligation to conform with mainstream standard tests and grades
Alternative pedagogical approaches may include different structures, as in the open
classroom, different teacher-student relationships, as in the Quaker and free schools,
and/or differing curricula and teaching methods, as in the Waldorf and Montessori
schools.[1] Synonyms for "alternative" in this context include "non-traditional," "non-
conventional" and "non-standardized". Alternative educators use terms such as
"authentic", "holistic" and "progressive".[2]
The term alternative schooling has always referred to nont raditional public and private
educational approaches available by choice to parents and students. These programs,
ranging from actual schools to programs within schools to single classrooms, began to
evolve during the late 1960s and grew from a few isolated innovations in local
communities into an educational reform involving millions of students. By the year 2000
it was estimated that over 15 percent of the students enrolled in public education in the
United States were attending a public school of choice.

Alternative Education or Alternative High School is a term that is found to

describe some high school institutions in the United States that are serving the needs of
vulnerable youth who do not succeed in the traditional schools. Since alternative
education programs are associated with “disengaged and uninterested” learners, there
is the impression that the programs are of poor quality (Aron, 2006). Alternative High
Schools do not only provide academic learning but would usually include psychosocial
and vocational support services provided by a multidisciplinary team. Alternative
education programs were at their peak in the mid-1990s, addressing the learning needs
of children and youth who were unsuccessful in the mainstream (Kim & Taylor, 2008).
The learners came from various phases of life, whether out-of-school youth, special
children, or even adults.

Raywid (1994) proposed a three-type typology of alternative education based on

their programs’ goals. Type I is often referred to as “popular innovation” or “true
educational alternatives” because they alter organizational, administrative and
pedagogical approach of the whole school to provide an engaging environment, and a
range of options for youth at risk or potential dropouts. Type II is “last chance” program
which focuses on behavior modification for chronically disruptive youth. It includes in-
school suspension programs, cool-out rooms that are likened to “soft jails.” Type III
program is meant for students who need temporary remediation or rehabilitation to
address academic, social/emotional issues. It’s remedial nature. Raywid’s models of
alternative education presents a deficit view or a discourse of blame on its learners. It
also presents segregation as a solution, an approach that has been maligned by
educationist.

Anything that is not traditional schooling falls under alternative education.

Though there are many different types of programs over the globe, central
characteristics are their flexible schedules, smaller teacher-student ratios, and modified
curricula (Aron, 2006).
 

Alternative Education Today

Alternative schools and programs have evolved over the years to mean different things
to different audiences. However, while succinct, entirely inclusive definitions of current
alternative schools and programs are elusive, several characteristics are common
among the options currently in existence. Alternative schools are generally described
as:

 maintaining a small size (Arnove & Strout, 1980; Barr, 1981; Bryk & Thum, 1989;
Morley, 1991; Natriello et al., 1990; Tobin & Sprague, 1999; Young, 1990); ƒ
 emphasizing one-on-one interaction between teachers and students (Arnove &
Strout, 1980; Barr, 1981; Tobin & Sprague, 1999); ƒ
 creating a supportive environment (Arnove & Strout, 1980; Bryk & Thum, 1989;
Case, 1981; Tobin & Sprague, 1999; Young, 1990); ƒ
 allowing opportunities for student success relevant to the students’ future
(Arnove & Strout, 1980; Barr, 1981; Natriello et al., 1990);
 and ƒ allowing flexibility in structure and emphasis on student decision-making
(Barr, 1981; Gold & Mann, 1984; Natriello et al., 1990).

Though these characteristics are generally agreed upon as present in alternative

programs, the emphasis of alternative programs in any particular state or local
community may vary. The emphasis may even be different within a state, complicating
how the term is used within educational circles. In an effort to capture the various
definitions being used in the early 1990's, Raywid (1994) grouped alternatives into three
types:

 Type I alternatives are schools of choice, sometimes resembling magnet schools,

based on themes with an emphasis on innovative programs or strategies to
attract students.
 • Type II alternatives are “last chance” schools where students are sentenced as
a last step before expulsion. These are not schools of choice and their emphasis
is typically on behavior modification or remediation.
 • Type III alternatives are designed with a remedial focus on academic and/or
social emotional issues.

Type I programs tend to focus on the match between program and student, not simply
on correction of a problem within the student. Raywid notes that alternative schools
most often fall into one of these categories, but may also be a mix among the three. As
a result of extensive research on alternative programs in Minnesota, Lange & Sletten
(1995) proposed that a fourth type, a hybrid, exists that combines school choice,
remediation, and innovation to form a “second chance” program that provides another
opportunity for success within the educational system following some problem or failure.

For many of the same reasons that static, all-inclusive definitions of alternatives are
difficult to supply, a single comprehensive listing of the types of alternative schools is
not easily obtained. The constantly evolving nature of alternative programs and the
rules that govern them have made them something of a moving target and difficult to
describe. With estimates of over 20,000 alternatives currently operating within the public
education system, it is difficult to provide a succinct description that would apply across
the country. Organizations such as the Alternative Educational Resource Organization
(AERO) and the Alternative Network Journal have put considerable effort into compiling
or maintaining running lists of existing alternative programs (T. Vatter, personal
communication, January, 2001; J. Mintz, personal communication, February 15, 2001).
However, the many and varied definitions of alternative programming used across the
country (e.g., home-schools, correctional institutions, public and private alternative
programs) and the varying degrees of data collection have complicated this effort.

The literature does suggest that states often have a category of service called
“alternative” within the state education agency. Though the types of alternatives may
vary even within a specific state, there seems to be a central focus that often guides
alternative programming within each state. Examples of alternative programs from
various states across the country give a glimpse of the variety and scope of the
alternative educational options available today.

The Philippine Alternative Learning System

Various Forays into the ALS World

There is a dearth of study about the Alternative Learning System in the Philippines.
Most reports focus on macro issues like number of participants, funding, and
assessment results. Due to the lack of previous studies and organized data of the whole
program, it is ideal that an exploratory qualitative and descriptive case study method is
to be used. A case study method is especially helpful in understanding the complexity of
a particular issue. This study attempted to go beyond the broad statistics and focused
its attention on specific practices and experiences of people involved in Alternative
Learning System (ALS), mainly the students and the service providers from the
government and the private sector. Specifically, the study would answer the following
questions:

• How is the ALS program designed and actually delivered to meet the needs of their
intended learners? • What has been the impact of the program and its challenges?

A case study requires eliciting data from various sources like observations, interviews,
documents, reports and other pertinent materials. It required either a holistic analysis of
the entire case or an embedded analysis of a specific aspect of the case (Creswell,
2007). Though the study utilized education sector reports, its analysis focused more on
the ALS learners and their service providers who include mobile teachers, instructional
managers, literacy volunteers and ALS supervisors. As part of the analysis of the
delivery system, it examined the initiatives and improvisations made by the teachers to
facilitate learning among a very diverse group of ALS learners.

One source of data was the observation notes and reflection papers of teacher
education students. The courses Alternative Learning Delivery Systems (Educ 101),
Nonformal Education: Theory and Practice (EDNFE 221) are regular courses offered at
the College of Education of the University of the Philippines (Quezon City Campus).
Students enrolled in any of the courses are required to facilitate classes (two to four
sessions) in any ALS learning center in Manila and to travel out-of-town to visit ALS
learning centers in a rural setting. The final requirement of the courses is a reflection
paper about the whole field experience. In a span of three years, there were 400 papers
that were collected which contained narratives about the 52 community learning centers
that were visited, 41 of which were in Manila and the rest were in the countryside.

The engagement of the students with the ALS learners extended beyond the classroom.
A Facebook group was created for ALS learners (now numbering 4,000) where sharing
of materials and discussion of various concerns take place. One of the authors has also
become a consultant for policy development for equivalency programs of the
Department of Education and a trainer of ALS teachers. The views of the teachers
about their ALS teaching experiences came from informal and formal interviews. In one
teacher workshop attended by 43 ALS educators based in Manila, the participants were
asked to write about their experiences and views about ALS. The short questionnaire
asked them to describe the nature ALS learners, especially those who are working or
employed students. It also asked them to write about their strategies and improvisations
in handling their classes. This study made an embedded analysis of the two groups of
people mentioned earlier – the students and the teachers. The term Alternative
Learning System or ALS and Nonformal Education or NFE are sometimes used
interchangeably throughout the paper.

From Non-Education to Alternative to Formal Schooling

One will gain a better appreciation of ALS, especially its policy when it is viewed
historically. One major idea brought about by EFA was the idea that basic learning
needs can be met not only through the formal school system, but also through other
routes like the Alternative Learning System (ALS). This program is a combination of
nonformal and informal education (Phil EFA Report, 2009). Previously in the Education
Act of 1982, nonformal education was considered a “non-education service” that
catered to the needs of “illiterate adults” and “outof-school youth and adults.” It aimed to
1) eradicate illiteracy and increase level of functional literacy, 2) provide technical-
vocational training for employment, and 3) to instill values and attitude for personal,
community and national development. With the tri-focalization of the education sector,
technical-vocational training was taken out of the basic education sector and was
transferred to the technical vocational sector under TESDA.

The Basic Education Governance Act of 1991 defined Alternative Learning System
(ALS) as “a parallel learning system to provide a viable alternative to the existing formal
education instruction. It encompasses both the non-formal and informal sources of
knowledge and skills.” Through Executive Order 356, the Bureau of Non-formal
Education (BNFE) became Bureau of Alternative Learning System (BALS) and its major
purpose is to deliver quality education to the “deprived, depressed, and underserved”
Filipinos.

The ALS was meant to address two main concerns – improve functional literacy rate
and school participation rate. In the 2003 Functional Literacy Education and Mass
Media Survey (FLEMMS) showed that simple literacy rate was 93.4% and functional
literacy rate was 84.1%. When the ALS program was introduced in 2000, the dropout
rate then was 7.67% at elementary level and 8.5% at the secondary level. These figures
were compounded by low cohort survival rates. As a whole there was about 11M of
schooling age Filipinos who were not in school (Caoili, 2007).

Subject areas in formal basic education are called “learning strands” and couched not
according to their disciplinal base but according to their “functionality.” Thus, Math and
Science became “Critical Thinking and Problem Solving Strand,” Filipino and English
subjects are called “Communication Skills Strand,” Technical and Livelihood Education
is called “Sustainable Use of Resources and Productivity” Values Education is called
“Development of Self and a Sense of Community” and Social Studies is called
“Expanding One World’s Vision.”

The learning contents of the ALS core curriculum are presented through printed and
digitized modules. They are delivered primarily through independent learning, one-on-
one tutorial and group learning sessions. As a whole, the ALS program designed is
informed by a mix of pedagogical philosophies and practices – nonformal and informal
education, alternative education, adult education, recognition of prior learning and
lifelong learning.

Non-formal, Informal and Lifelong Education

Non-formal education (NFE) is an educational program introduced by development

agencies to countries that were once described as “third world” like the Philippines. It
was introduced in a United Nations meeting in 1968 in the context of a widespread
feeling that formal education was failing (Rogers, 2004). Upon the growing “world
educational crisis,” educators expressed concern over unsuitable curricula insofar as
they realized that jobs did not emerge directly as a result of educational inputs (Smith,
2001). Consequently, many countries were facing difficulty of paying for the expansion
of formal education. Reform movements and development communities in the West saw
non-formal education as a solution to all the ills of education in developing countries
(Freire, 1972; Rogers, 2004). Smith (2001) defined formal education as hierarchically
structured, chronologically graded ‘education system’, running from primary school
through the university-- in addition to general academic studies, a variety of specialized
programs and institutions for full-time technical and professional training. On the other
hand, nonformal education is any organized educational activity outside the established
formal system – whether operating separately or as an important feature of some
broader activity – that is intended to serve the educational needs of identifiable
clienteles.

Informal education (InfEd) in some instances was also categorized as nonformal

education but later it gained a life of its own. It is defined as a lifelong process whereby
every individual acquires attitudes, values, skills and knowledge from daily experience
especially in the workplace. However, Smith (2001) further explains that the distinction
among the three concepts is administrative. “Formal education is linked with schools
and training institutions; non-formal with community groups and other organizations;
and informal covers what is left, e.g. interaction with friends, family, and work
colleagues.”

Rogers (2004) further argued that defining these three forms of education (formal,
nonformal and informal education) as a distinct system is no longer tenable because
there seems to be overlaps between and among these forms of education. In other
words, the boundaries are fluid and shifting. Related to NFE is the concept of lifelong
learning that emerged at a later period. It presented the ideal of an individual who is
constantly learning, from cradle to grave, utilizing all forms of learning –formal,
nonformal and informal. Like NFE, lifelong learning recognizes that formal education
has multiple entry and exit thus eliminating the category of a “drop-out.”

Some Philippine educationists tend to hold the view that nonformal education is more
than just a modality. NFE espoused by community based organizations and advocacy
groups who adhere to transformative and emancipatory ideology like the Popular
Education movement in Latin America that was inspired by the ideas of Paulo Freire
(Doronila, 1997).

Informal (Work-based) Learning and Recognition of Prior Learning

There has been an increasing recognition of the workplace as a legitimate environment

for learning new skills and knowledge that consequently enables workers to participate
meaningfully in the ever-changing work environments. Workers in today’s complex
world are expected to examine their knowledge, skills, practices to maintain competitive
advantage and employability (Le Clus, 2011).

In the context of community of practice, learning is viewed as something that originates

from work-setting opportunities enabling workers to acquire knowledge through some
form of apprenticeship and increasing participation. (Lave & Wenger, 1991, Billett,
1996). Billett (2001: 1) noted, “workplaces and educational institutions merely represent
different instances of social practices in which learning occurs by participation.”
Learning situated, especially in the workplace, takes much relevance in the workers’
daily undertakings. Workplace (and community) learning can also be an avenue for
academic learning.

Doronila (2001) found through her ethnographic studies in five communities that four out
of every five school drop-outs left school between grades three and five, with the
highest frequency at grade four. A test of their literacy level revealed that about 16% of
these dropouts increased their literacy level for an equivalent of two to five grades
higher, while the rest (84%) retrogressed in their knowledge and skills by an equivalent
of two grade levels. The possibility for retrogression is higher if s/he drops out at Grade
three or below. Those who said they have forgotten the skills they learned in school
cited the following reasons:

• lack of opportunity to use skills learned in school in their daily lives or activities,

• lack of reading materials and opportunities for writing, • lack of access and exposure to
media especially print,

• no opportunity to attend non-formal literacy training because of work, a problem

particularly true for married women

On the other hand, drop-outs who did not revert to illiteracy in spite of the fact that they
discontinued their formal schooling ascribed their retention of literacy skills to:

• involvement in community activities where literacy skills are practiced and new ones
are learned,

• application of skills learned in school to work and daily activities, and

• the need to learn new skills because their work and other community activities require
these.

Doronila’s study highlighted the fact that literacy is not an autonomous construct but
something that is embedded in everyday lives of people and the community. The idea of
informal learning emanating from the workplace, community and life itself gave rise to
the practice of Recognition of Prior Learning (RPL). The term which is sometimes called
Prior Learning Assessment and Recognition (PLAR) refers to a “cluster of approaches
and methodologies to identify, articulate and demonstrate the full range of
achievements and capacities” (Morrissey et al, 2008). Such processes make it possible
for prior experiential and informal learning (whether certificated or not) to satisfy formal
requirements of vocational colleges and higher education institutions (Glass, 2010).
Other related terms are Assessment/Accreditation of Prior Education and Learning
(APEL), Assessment of Prior Learning (APL), Validation of informal and non-formal
learning (VINFL), Prior Learning Assessment (PLA) and so forth. The practice gained
popularity at the same nonformal education was introduced in the 1960’s – 70’s for the
purpose of making education accessible to ordinary people and to address the
inadequacies of formal education (Valk, 2009).

DepEd Learning Delivery Modalities for School Year 2020-2021

The learning delivery modalities that schools can adopt may be one or a combination of
the following, depending on the COVID-19 restrictions and the particular context of the
learners in the school or locality (https://www.teacherph.com/deped-learning-delivery-
modalities/).

Traditional Face-to-Face Learning

This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners.

In areas under the Moderate and High-risk severity grading, this is not possible.
However, there are learners with disabilities whose conditions require face-to-face
instruction. This will be the subject of further discussion within DepEd, with partners,
and with parents.

Face-to-face option may also be feasible in very low risk areas such as the
geographically isolated, disadvantaged and conflict affected areas (GIDCA) with no
history of infection and very low and easily monitored external contacts, but with
teachers and learners living in the vicinity of the school.

Any face-to-face learning delivery must have proper risk assessment and must adhere
to the health protocols in place. Potential learning spaces in the community near the
school may be explored to add spaces for the conduct of classes with the appropriate
social distancing.
 Type/Modality/Approach/Strategy

 MISOSA
 IMPACT
 OHSP
 Project EASE
 Face to Face and Modular Learning
 Community-based Instruction (ALS)

Modified Shifting of Classes (MSC)

In the shifting of classes, teaching is directly focused on concepts with corresponding

activities. Supplemental activities and Assessments shall be done, brought by the
learners when shifted at home.

The shifting depends on how many days the competencies could be covered based on
the competency codes and the number of competencies to be covered in all learning
areas.

Shifting of Classes with Dyadic Teaching (SCDT)

In this scheme, there would be two teachers inside the class per learning area. The
number of learners they would handle should be the total number of learners they
handled in the normal days. During the dyadic teaching, learners have to go through
series of individual activities after teaching the learning competencies to be facilitated,
monitored by the two teachers.

ESM-Focused Teaching (Junior HS) (ESMT)

In this approach, only English, Science and Mathematics shall be taught in school.
Other learning areas shall be using the modular, home-based approach.

RESM-Focused Teaching (Elementary) (RESMT)

In this approach, only Reading, English, Science and Mathematics shall be taught in
school. Other learning areas shall be using the modular,home-based approach.

Core/Specialized-Focused Teaching (SHS) (CST)

In this approach, only core and specialized subjects shall be taught in school. Applied
subjects shall be using the home-based, life skill, modular approach.
 Distance Learning

This refers to a learning delivery modality where learning takes place between the
teacher and the learners who are geographically remote from each other during
instruction. This modality has three types: Modular Distance Learning (MDL), Online
Distance Learning (ODL), and TV/Radio-Based Instruction.

Modular Distance Learning

Involves individualized instruction that allows learners to use self-learning

modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the
context of the learner, and other learning resources like Learner’s Materials, textbooks,
activity sheets, study guides and other study materials. Learners access electronic
copies of learning materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB
storage and computer-based applications can all be used to deliver e-learning
materials, including offline E-books. The teacher takes the responsibility of monitoring
the progress of the learners. The learners may ask assistance from the teacher via e-
mail, telephone, text message/instant messaging, etc. Where possible, the teacher shall
do home visits to learners needing remediation or assistance. Any member of the family
or other stakeholder in the community needs to serve as para-teachers.

Type/Modality/Approach/Strategy

Learning is in the form of individualized instruction that allows learners to use

self-learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable in the context of the learner and other learning resources like Learner’s
Materials, textbooks, activity sheets, study guides and other study materials. Learners
access electronic copies of learning materials on a computer, tablet PC or smartphone.
CDs, DVDs, USB storage and computer-based applications can all be used to deliver e-
learning materials, including offline e-books. The teacher takes the responsibility of
monitoring the progress of the learners. The learners may ask assistance from the
teacer via email, telephone, text message/instant messaging, etc. Where possible, the
teacher shall do home visits to learners needing remediation or assistance. Any
member of the family or other stakeholder in the community need to serve as para-
teachers.

Suggested Platforms/Resources/Mechanisms:

 The use of Learning Resource Materials/Modules in multimedia (slides, video

and audio files)
 Digital Packets (Learning Materials)
 The use e-learning materials
 The use of computer-based learning resources

Online Distance Learning

Features the teacher as facilitator, engaging learners’ active participation through the
use of various technologies accessed through the internet while they are geographically
remote from each other during instruction. The internet is used to facilitate learner-
teacher and peer-to-peer communication. Online learning allows live synchronous
instruction. It requires participants to have good and stable internet connection. It is
more interactive than the other types of distance learning. The responses are realtime.
The learners may download materials from the internet, complete and submit
assignments online, attend webinars and virtual classes. This is practiced effectively by
using a Learning Management System or related technologies. The DepEd Commons
and LR Portal fall in this category.

Distance learning modality is most viable for independent learners, and learners
supported by periodic supervision of parents or guardians.

The challenge will be in dealing with learners not capable of independent learning. This
is the subject of further discussion within DepEd, and with partners and parents.

Type/Modality/Approach/Strategy

It features the teacher facilitating learning and engaging learners’ active participation
using various technologies accessed through the internet while they are geographically
remote from each other during instruction. The internet is used to facilitate learner-
teacher and peer-to-peer communication. Online learning is a form of live synchronous
platform where it requires both parties to have good and stable internet connection. It is
often more interactive than the other types of distance learning. The responses is real-
time. The learners may download materials from the internet, complete and submit
assignments online, attend webinars and virtual classes. This is practiced effectively by
using a Learning Management System or related technologies. The use of DepEd
Commons and LR Portal falls in this category as both requires internet connectivity to
have access.

Suggested Platforms/Resources/Mechanisms:

The use of virtual classrooms e.g. Google Classroom, Edmodo, Schoology

 The use of Web-Enhanced Learning Activities

 Free access to OERs (Open Educational Resources)
 Access to LR Portals
 Access to DepEd Commons

Free access and observance of Intellectual Property Rights to some of the educational
sites/resources:

 BrainPop
 Curiosity Stream
 Tynker
 Outschool
 Udemy
 iReady
 Beast Academy (Math)
 Khan Academy
 Creative Bug
 Discovery Education
 Youtube Channels:
 Crash Course Kids
 Science Channel
 SciSchow Kids
 National Geographic
 Free School
 Geaography Focus
 TheBrainScoop
 Kids Learning Tubes
 Geek Gurl Diaries
 Mike Likes Science
 Science Max
 SoulPancake
 Online board games
 e-library (Kindle)

Blended Learning

This refers to a learning delivery that combines face-to-face with any or a mix of online
distance learning, modular distance learning, and TV/Radio-based Instruction. Blended
learning will enable the schools to limit face-to-face learning, ensure social distancing,
and decrease the volume of people outside the home at any given time.
 Critical for implementation will be the production of the needed teacher’s and learner’s
learning materials (LR Portal and DepEd Commons will be maximized), as well as the
support of media institutions like TV and radio stations.

Suggested Platforms/Resources/Mechanisms:

The use of print/non-print learning materials such as but not limited to the following:

 Modules
 Worksheets
 Activity Sheets
 The use of gadgets for K to 3 SpEd learners

Home schooling

This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to
quality basic education through a home-based environment to be facilitated by qualified
parents, guardians or tutors who have undergone relevant training. It allows families to
educate according to their personal faith, philosophy, and values, and to adjust learning
schedules around family schedules and circumstances. However, there remain several
issues in its implementation, including the supervision of licensed teachers and
alignments with the curriculum. Thus, this modality will be the subject of a later DepEd
issuance before its expansion.

Suggested Platforms/Resources/Mechanisms:

 The use of the print materials/learning resources ( modules, worksheets, activity

sheets, etc.)
 The use of digital packets (learning materials)
 Chapter III

Research Methodology

Research Design

Research environment

Unit of analysis, Respondents and Sampling Procedure

Data Source, Data Gathering Instruments and Procedure

Validity and Reliability of Instruments

Scoring Guidelines/Coding/Instructions

Mode of Analysis