Student: ANJO G.

TUGAY
Program: PhD in Educational Management
Course: PhDEM 507 (Educational Legislation)
Professor: Dr. MINERVA I. MORALES

Proposed Educational Legislation

Republic Act No. _____
July 03, 2021
S. No. ____
H. No. ____
Republic of the Philippines
Congress of the Philippines
Metro Manila

[REPUBLIC ACT NO. _____]

AN ACT PROVIDING FOR THE LEARNING CONTINUITY PLAN OF BASIC
EDUCATION
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
SECTION 1. Short Title. – This Act shall be known as the “Learning Continuity Plan
of Basic Education”.
SECTION 2. Declaration of Policy. – The development of the Learning Continuity
Plan in Basic Education shall be developed to enable learners of basic education to
continue learning, and for teachers to be able to deliver instruction in a safe work and
learning amid health threats or national emergency.
SECTION 3. Creation of Response Plan. – The development of the Learning
Continuity Plan in Basic Education shall strictly follow these principles: 1) Protect the
health, safety, and well-being of learners, teachers and personnel; 2) Ensure learning
continuity through K-12 curriculum adjustments, alignment of learning materials,
deployment of multiple learning delivery modalities, provision of corresponding
training for teachers and school leaders, and proper orientation of parents or
guardians of learners; 3) Facilitate the safe return of teaching and non-teaching
personnel and learners to workplaces and schools; and 4) Be sensitive to equity
considerations and concerns, and endeavor to address them.
SECTION 4. Analysis of Baseline Data. – The LCP shall be based on the declaration
of national emergency and upon analysis of baseline data as bases of policy
development and deployment.
SECTION 5. Learning Modality. – Distance Learning shall be imposed as a key
modality of learning delivery. Online and modular platforms shall be used to facilitate
various interactive and remote activities and carry a broad range of content to a
connected community.
SECTION 6. Expansion of Alternative Delivery Modalities. – The deployment of the
existing Alternative Delivery Modalities (ADMs) shall be employed on a large scale.
Stakeholders shall be oriented on the utilization of alternative delivery modalities and
corresponding learners’ materials, and metal health and psychosocial support
activities. These pre-opening activities devoted to the attainment of the learning
objectives shall be counted as part of the school days.
SECTION 7. School Opening and Enrollment Procedure. – The physical opening of
schools shall depend on the risk severity grading of a locality. Even in areas where
schools are allowed to open, physical distancing will still be required, which will
necessitate schools to combine face-to-face learning with distance learning, or blended
learning (as in the case of a health pandemic). The enrollment may be done
electronically or in printed format. The enrollees and their parents or guardians have
to accomplish an enrollment and survey form that will collect important data and
information for the contextualization of the learning delivery strategies and modalities.
Private schools shall be allowed to open classes within the period authorized by law,
SECTION 8. Curricular and Co-Curricular Activities. – Activities that involve
gathering of larger number of learners, such as science fairs, showcase of portfolios,
trade fairs, school sports, campus journalism, festival of talents, job fairs, career
orientation, and other similar activities are cancelled, except for those that can be
conducted through online platforms. The conduct of activities related to Palarong
Pambansa shall be decided separately by the Palarong Pambansa Board.
SECTION 9. Streamlining the K to 12 Curriculum into the Most Essential
Learning Competencies (MELCs). – Field implementers shall contextualize the MELCs
in order to accommodate the varying contexts of learners, teachers, learning
environment, and support structures considering both the content and performance
standards.
SECTION 10. Learning Resources and Adaptations for Learners with
Disabilities. – In addition to the textbooks distributed to the schools, self-learning
modules (SLMs) shall be made available in print and digital format (PDF Flat and
Interactive) for use. They will be converted to inclusive interactive e-books where
videos, audio and even sign language interpretations can be embedded to respond to
the needs of the children with disabilities. Adaptations, such as (close) captioning,
transcribing to braille, sign-language interpretation, or providing different format
options, shall also be considered for learners with disabilities. Materials for learners
such as, but not limited to, self-learning modules (SLMs) and other print materials; TV
clips/videos; and online materials can be designed to be accessible to learners with
hearing, visual, and/or any other impairments.
SECTION 11. Assessment Strategies. – The learning outcomes in the form of
knowledge, skills, attitudes, and values will be assessed. Learners shall prepare their
portfolio/e-portfolio to include written works, and performances (and products),
whether hardcopy, softcopy, or a combination of both. The portfolio/e-portfolio content
will be assessed using rubrics that capture the evidence of learning. Testimonies of
parents and other adults including community leaders aside from teachers may also
be considered in the assessment. Where face-to-face learning and blended learning is
possible, summative tests will be administered in school. For learners who are on
distance learning, summative tests may be administered when physical classes shall
be allowed in their respective areas. National examinations are a necessary part of
quality assurance, and provide important feedback on the system’s performance as
regards curricular reforms, professional development of teachers and educational
leaders, provision of financial resources and learning materials, and student’s learning
outcome. Thus, the administration of national examinations shall continue.
SECTION 11. Joint Congressional Oversight Committee on the Learning
Continuity Plan of Basic Education. – There is hereby created a Joint Oversight
Committee to oversee, monitor, and evaluate the implementation of this Act. The
Oversight Committee shall be composed of five (5) members of each from the Senate
and from the House of Representatives, including Chairs of the Committees on
Education, Arts and Culture, and Finance of both Houses. The membership of the
Committee for every House shall have at least two (2) opposition or minority members.
SECTION 12. Separability Clause. – If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof.
SECTION 13. Repealing Clause. – All other laws, decrees, executive orders and rules
and regulations contrary to or inconsistent with the provisions of this Act are hereby
repealed or modified accordingly.
SECTION 14. Effectivity Clause. – This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.

Approved,

___________________________________ ___________________________________

Speaker of the House President of the Senate

of Representatives

This Act which is a consolidation of Senate Bill No. ____ and House Bill ____ was
finally passed by the Senate and the House of Representatives on __________.
 ___________________________________ ___________________________________

Secretary General Acting Senate Secretary

House of Representatives

Approved: _______________

___________________________________
President of the Philippines