July 1, 2022

VICE PRESIDENT SARA ZIMMERMAN DUTERTE-CARPIO

Secretary
Department of Education
DepEd Complex, Meralco Avenue
Pasig City 1600

Dear Secretary DUTERTE-CARPIO,

It is an honor and a privilege to present a copy of the undersigned’s
Capstone Paper submitted to the Development Academy of the Philippines
entitled “A Policy Intervention for Multi-grade School Education in
Geographically Isolated and Disadvantaged Areas (GIDA) in the
Philippines” for the Secretary’s consideration with the prayer that said
proposed policy may contribute to the provision of Quality Education to
our underprivileged learners.
The Paper forwards a policy proposal anchored on three (3) theoretical
concepts that need to be undertaken to ensure the delivery of Quality
Education to learners attending multi-grade classes in Public Schools
situated in Geographically Isolated and Disadvantaged Areas namely:
Ostrom’s rules of common, in the implementation of multi-grade (MG)
classroom management; Thaler’s Loss Aversion theory when formulating a
Multi-Grade teachers benefit/incentive package; and Douglas North’s Path
Dependence in the making of an MG teachers’ career development
program.
According to the Ostrom’s rules, participatory decision-making is vital.
People will more likely follow rules if they had a hand in writing them
through the involvement of as many people as possible in decision-making.
The community needs to be made a part in planning as to how children can
still attend school, not necessarily based on the age of the child and at the
same time help the family earn a means of livelihood. In some GIDA
communities there may be instances when time is actually money. This
may require siblings or relatives be put together into one class so the older
children can look after the younger ones allowing both parents to engage in
income generating activities.
Class time may need to be made shorter or to start later after the work to
help in the family income generating activity is done. If this arrangement
can be agreed upon between the community and the school, chances are
attendance of learners in the multi-grade classes will increase and the child
may actually receive Quality Education.
In addition based on Thaler’s Loss Aversion theory, funding for intangible
benefits such as free board and lodging needs be made an essential
component to any teaching package for MG teachers so as not to burden
them with financial encumbrance. Further personal sacrifices made by MG
teachers in accepting GIDA or last mile assignment such as being away
from home for long period of time need to be given due recognition in
evaluating the MG teacher’s future promotion as a take-off from Douglas
North’s Path Dependence theory in order to attract more prospective MG
teachers.

Please accept the undersigned’s gratitude for the Secretary’s kind attention
and consideration.

Very truly yours,

NATIVIDAD P. BAYUBAY, CESO VI, CESE

Schools Division Superintendent