COMPONENTS OF MTB-

MLE STRATEGIC PLAN

Activity Area #1: Social Preparation and
Advocacy
Social Preparation and Advocacy refers to the
activities that the Department of Education
(DepEd) and its partners undertake to raise
awareness, generate support, and mobilize
citizens to achieve the goal of relevant and
quality education for all through the use of the
learner's mother tongue-based multilingual
education (MTB MLE) approach The DepEd and
its partners understand that achieving this goal
cannot be done in isolation and requires the
support and participation of the entire Filipino
society. Therefore, the social preparation and
advocacy activities aim to ensure that the
Philippine citizenry is aware of, supports, and is
mobilized to accomplish the purpose, goals,
and pedagogy of MTB MLE.
Activity Area #2: In-Service Training (INSET)
of Teachers and Managers
In-Service Training (INSET) of Teachers and Managers
refers to the activities that the Department of Education
(DepEd) and its partners undertake to equip teachers,
trainers, and managers with the necessary knowledge,
skills, and competencies to implement the MTB MLE
program at all levels of the education system. The
ultimate goal of this activity area is to institutionalize
MTB MLE as a fundamental educational policy and
program in the Philippines, which can effectively support
the education of all learners. To achieve this goal, DepEd
and its partners recognize the importance of building the
capacity of the education system to implement MTB MLE
effectively. This involves providing MTB MLE trainers
with the necessary training and resources, as well as
equipping teachers and managers with the knowledge
and skills they need to implement the program
effectively. In addition, it requires increasing the number
of trained teachers, trainers, and managers each year to
address the large numbers of learners at the basic
education level.
Activity area 3: Materials Development
Materials Development refers to the activities
that the Department of Education (DepEd) and
its partners undertake to develop quality
education materials for all learners in as many
languages of learning (mother tongues) as
necessary, including those of the lesser-known
languages: With approximately 170 languages
spoken in the Philippines, developing
educational materials that are appropriate,
relevant, and culturally responsive is essential
to ensure that all learners have access to
quality education. The development of
materials must be aligned with the Philippine
Elementary Learning Competencies (PELCs)
standards and should integrate these standards
through adapted curricula using language-
specific orthographies. This will help to ensure
that the materials are effective and appropriate
for the learners.
Activity Area 4: Pre-Service Teacher Education
Pre-Service Teacher Education refers to the
training that future teachers undergo to
prepare them for their careers in education. In
the context of MTB MLE, it is important to
provide pre-service teachers with the necessary
knowledge, skills, and training to effectively
teach in multilingual classrooms. This includes
training on the use of the learner's mother
tongue as a medium of instruction in teaching
English, Filipino, Math, and Science. The current
bilingual education policy in the Philippines has
resulted in many Filipinos not being able to fully
comprehend what is being taught in school due
to a lack of proficiency in English and Filipino,
the primary languages of instruction. This has
led to a need for pre-service teachers to be
equipped with new teaching methods and
strategies that incorporate the use of mother
tongue based instruction.
Activity Area 5: Policy Development and
Resource Mobilization
The activity area of Policy Development and Resource
Mobilization focuses on creating a supportive
environment for the implementation of MTB MLE in the
Philippines. This involves developing policies that reflect
the principles and goals of the program, and ensuring
that the necessary resources are available to implement
the program effectively. This new education initiative will
require the will of leadership to make space for it within
the current DepEd and education bureaucracy. It will also
require new, and creative ways of acquiring currently
available local, regional, and national resources, as well
as finding new sources for funds needed to implement
the new policy. The goal/outcome for this activity area:
MTB MLE is being planned, implemented, and managed
well at all levels of the education system due to well
written policies, and through a well developed
organizational structure for this purpose. Funding is
available for MTB MLE from local, national, and
international sources, and managers and teachers are
able to access this and other sources of funding for
implementation and training purposes.
Activity Area #6: Assessment, Monitoring, and
Evaluation
The Assessment, Monitoring, and Evaluation
activity area is focused on ensuring the quality
of the MTB MLE program by implementing
well-defined protocols and measurements to
assess, monitor, evaluate, and accredit various
MTB MLE activities across the Philippines. This
involves developing assessment tools and
protocols for evaluating the quality of content
and delivery, training, and teaching, as well as
monitoring and evaluating the implementation
of MTB MLE programs at various levels of the
education system. Additionally, this activity
area includes accreditation of MTB MLE
programs by DepEd to ensure that they meet
the necessary quality standards.