BACKGROUND

AND
RATIONALE
“MATATAG”AGENDA

DEPARTMENT OF EDUCATION
 National Large-scale Assessment Results
Low proportion of students at the end of primary achieving at least a minimum proficiency
level (Early Language, Literacy, Numeracy Assessment, and National Assessment Tests)

100%

50% 56.03 %
English

36.37 %
27.07 % 17.69 % English
Mathematics English
17.57 % 13.05
4 %
Mathematics Mathematics
0% SY 2017-2018 SY 2017-2018 SY 2017-2018
(ELLNA Grade 4) (NAT Grade 7) (NAT Grade 11)
Source: Bureau of Education Assessment (as of Aug 2022)
 International Large-scale Assessment Results

Low performance of Filipino students in international assessments

Sources: World Bank (2021); PISA (2018); TIMSS (2019)

100%

91% not
proficient in
Reading: cannot 72 % failed to 81 % did not have
read and reach basic “some basic
understand a proficiency levels mathematical
short, age- in Math, Science knowledge”
50% appropriate text and Reading
by age 10 Philippines 87 % did not reach
ranked lowest the level of “limited
(Reading) and understanding of
second lowest scientific concepts of
(Math and 5
functional science
Science) among facts
79 countries
0%
PISA 2018 TIMSS 2019
Teachers play a vital role in learning recovery.
There is a need to support teachers in effectively conveying:

learning
content

problem-solving
skills

higher-order
thinking skills
 improve
learner
outcomes

enhance
teacher
competence
 Other
Stakeholders
(e.g., LGU,
PROC
developmen
t partners
CT
ADMIN
FINAN National
CE Learning Programs
Recovery
Program
Regular school End-of-School-Year
OPS SIF days Learning Camp

LEGAL OUHROD
Other Other
NRP NMP NSTP learning NRP NMP NSTP learning
areas areas

Frustrated and Regular school days

instructional readers
The purpose is two-fold:

Improve learner
outcomes

Strengthen teacher
competence to teach
better
 REPEALED POLICIES

End-of-school year
Summer Classes
Classes
DepEd Order No. 13, s. 2018
• Implementing Guidelines DepEd Order No. 25, s. 2022
on the Conduct of • Enrichment classes for
Remedial and Grade 1 to Grade 11 learners
Advancement Classes who got a 75-79 grade in
During Summer for the K to any learning area
12 Basic Education Program • Remedial class for students
who failed in 1-2 learning
• Remedial class for
areas
students who failed in 1-2
learning areas
SESSION 2:
GENERAL POLICY
GUIDELINES
 SCOPE
SCOPE

❖to be implemented in all

public elementary and
secondary schools
nationwide
❖for Kindergarten to Grade 12
❖with phased
implementation starting
2022-2023 EOSY break
SCOPE
SCOPE

The NLC is encouraged

to be adopted in
private schools, HEIs,
SLUCs, & TVIs offering
basic education.
 DEFINITION OF TERMS
SCOPE

❖ voluntary EOSY break program

❖ designed to improve student learning and
enhance teacher capacity.
DEFINITION OF TERMS
SCOPE

ENHANCEMENT CAMP
• voluntary learning program
• designed to enrich learning for
advanced learners by providing
greater depth, breadth, and
complexity of learning area
competencies.
DEFINITION OF TERMS
SCOPE

CONSOLIDATION CAMP
• voluntary learning
program
• designed to provide further
practice and application of
grade-level learning
competencies.
DEFINITION OF TERMS
SCOPE

INTERVENTION CAMP
• voluntary learning program
• designed to support learners
who are yet to grasp
fundamental literacy and/or
numeracy skills such as reading,
writing, and/or arithmetic.
DEFINITION OF TERMS
SCOPE

REMEDIAL CLASS
• is a voluntary learning
program for learners who
did not meet expectations
in terms of attaining the
learning competencies
required of a particular
learning area.
POLICYSCOPE
STATEMENT

DepEd is
committed to
learning recovery.
 POLICYSCOPE
STATEMENT
Quality DepEd recognizes that
learning is
learners need to be supported
contingent
upon quality to address the learning loss.
teaching.
DepEd is committed to
supporting teachers and
taking cognizance of
unequivocal evidence that
good teachers are vital to
raising student achievement.
 GUIDING PRINCIPLES

Every learner
has the right to
learn.

Engaged learners
are motivated, Teaching must
inspired, and be rigorous and
willing to invest relevant.
effort in learning.

GUIDING
PRINCIPLES
Purposeful
Teaching assessment
respects drives teaching
learners’ and affects
diversity. learning.

Whole school
approach to learning
raises quality and
standards across the
entire school.
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners in Enhancement Camp

experience support to achieve
greater depth, breath, and
complexity
( of grade-level
competencies in learning areas.
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners in Consolidation Camp

experience support to consolidate
the use and application of grade-
level competencies
(
in learning areas.
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners in Intervention Camp

experience support to achieve
fundamental literacy and/or
numeracy ( skills such as reading,
writing and /or arithmetic.
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Learners experience success and

sustain learning motivation and
engagement.
(
 SCOPE
AIMS OF NATIONAL LEARNING CAMP

Teachers experience support to

improve their professional practice
through collaborative expertise and
job-embedded
(
learning.
GENERAL GUIDELINES
SCOPE

❖ a voluntary three- to five-

week learning recovery
program

❖ designed to benefit K to 12
learners in public elementary
and secondary schools
 GENERAL GUIDELINES

Enhancement Consolidation Camp

Camp
Intervention Camp
 GENERAL GUIDELINES
Adopts phased Commences in the
implementation 2022-2023 EOSY
break

Enhancement Consolidation Camp

Camp
Intervention Camp
 GENERAL GUIDELINES

Starts with
Grade 7 and 8

Enhancement Consolidation Camp

Camp
Intervention Camp Coverage:
English, Science, and
Mathematics
 GENERAL GUIDELINES

2022-2023
EOSY break

Enhancement Camp
Consolidation Camp
Intervention Camp

Grades 7 and 8 (ESM) expanded to other grade levels & learning areas
Succeeding EOSY breaks

Schools are not precluded from conducting enhancement,

consolidation, and/or intervention activities in other grade levels
alongside the phased implementation of the NLC to support learning
recovery across grade levels.
 GENERAL GUIDELINES

However, schools are not precluded

from conducting other EOSY break
activities.
 GENERAL GUIDELINES

Other grade levels

Grades 7 and 8

Enhancement
Camp Intervention REMEDIAL CLASS
Camp
Consolidation
Camp
 GENERAL GUIDELINES
Highly encouraged for learners
who:
❖ are in other grade levels
❖ need greater support,
specifically those who did
not meet expectations
based on their academic
REMEDIAL performance in the SY
CLASS immediately preceding the
EOSY break
 GENERAL GUIDELINES

Incoming Grade 12 learners who need to undertake

work immersion in the succeeding semester shall
be allowed to take one or two subjects in advance
to reduce their academic load and give more
attention to their work immersion.
 PLACEMENT OF LEARNERS IN THE DIFFERENT CAMPS

PRE-ASSESSMENT POST-ASSESSMENT

• Performance in the
pre-assessment OR • Evaluate learning
• Academic gains and outcomes
performance in the Intervention
immediately Enhancement Consolidation Camp
preceding SY Camp Camp
 PLACEMENT OF LEARNERS IN THE REMEDIAL CLASSES AND ENRICHMENT ACTIVITIES

PRE-ASSESSMENT POST-ASSESSMENT

• Learner’s academic
performance in the Remedial Enrichment
SY immediately Classes
• Evaluate learning
Activities gains and outcomes
preceding the EOSY
break.
 EARLY REGISTRATION
School Head

Class Advisers Interested Learners

Conducted at least two (2) weeks before

the end of the school year.
 Requirement

Parent/Legal
Guardian Consent

Secure a duly accomplished Parent/Legal Guardian Consent to

learners who wish to participate in the NLC.
 Feedback to Parents

Provide updates to parents or legal guardians on their

children’s learning progress.
 Completion

A Certificate of
Completion shall be
awarded to all learners
who fulfill the
requirements of the Certificate of
camp. Completion
 Completion

A Certificate of
Recognition shall be
awarded to teachers
who have rendered
their service in the Certificate of
implementation of the Recognition
NLC.
 Learning Focus

Enhancement

• Designed to assist
advanced learners in
enriching their current
knowledge, skills, and
understanding of grade-
level learning area
competencies.
• Involves developing the
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.

47
 Learning Focus

Enhancement
Consolidation

• Designed to assist
advanced learners in
enriching their current
knowledge, skills, and
understanding of grade- Provides further
level learning area practice and application
competencies. of grade-level learning
• Involves developing the competencies.
depth, breadth, and
complexity of learners’
knowledge, skills and
understanding.

48
 Learning Focus

Enhancement
Consolidation
Intervention
• Designed to assist
advanced learners in
enriching their current
Utilizes structured,
knowledge, skills, and
understanding of grade- targeted, and evidence-
Provides further practice
level learning area and application of grade- based approaches to
competencies. level learning competencies. support high-needs
• Involves developing the . learners who are yet to
depth, breadth, and grasp fundamental
complexity of learners’ literacy and/or
knowledge, skills and numeracy skills such as
understanding. reading, writing and /or
arithmetic.

49
 Learning Focus

K to 3 learners Grades 4 to 12 learners

Concentrates on the To be offered in all learning areas with

development of particular emphasis on STEM-R (Science,
literacy and Technology, Engineering, and Mathematics
numeracy skills – Reading).

DEPARTMENT OF EDUCATION 50
 Learning Focus

STEM DISCIPLINES READING

STEM disciplines and Reading shall go hand in hand as the former require
the interpretation of technical texts, content-specific vocabulary, critical
thinking, and the ability to clearly communicate these complex concepts to
others verbally and in writing (Kaczmarek, 2016) while allowing learners to
gain skills in problem-solving, exploratory learning, and critical thinking
(SEAMEO, 2023).

DEPARTMENT OF EDUCATION 51
 Class Schedule

Enhancement Intervention Consolidation

Commences one (1) week after the end of the EOSY rites

Duration: 5 weeks
Duration: 3 weeks

3 days structured and targeted T-L engagement and

2 days collaborative sessions among teachers
 Class Schedule for Remedial Classes

Remedial Classes and

Organized classes for Grade 12 learners
• Duration: 5 days teacher-learner engagement for 5 weeks
• Schools may decide to implement a blended distance
learning delivery modality (BLDM) which shall not exceed
two (2) days except during emergencies or crises.
• Distance learning shall focus on supplementary activities
to deepen learners’ understanding of the lesson.
• Teachers shall participate in the LAC sessions while
learners are in distance learning.
 TEACHER TRAINING AND SUPPORT

Education Program
Supervisors (EPS),
Public Schools Capacitate
District Supervisors
PPST teachers on
(PSDSs), School
Heads (SHs), and Content,
department heads Pedagogical
shall provide Knowledge, and
technical Skills required for
assistance to the NLC, guided by
teachers as the PPST DO 42, s.
needed. 2017.
TEACHER TRAINING AND SUPPORT

PPST A two-day collaborative

expertise through LAC must
be conducted weekly.
 COLLABORATIVE EXPERTISE
✔ Planning and ✔ Preparing teaching
reviewing teaching materials

✔ Sharing effective ✔ Discussing other

teaching teaching-related
approaches and concerns
strategies

Goal: Enhance teaching and learning process and promote continuous

professional development among educators.
ENHANCING JOB-EMBEDDED LEARNING OPPORTUNITIES FOR TEACHERS

Job ✔ Promotes reflective

practice

Embedded
✔ Promotes collaboration
with colleagues
✔ Promotes exploration of

Learning
innovative teaching
approaches
 JOB-EMBEDDED LEARNING

Job Embedded Learning

Teachers can:
✔ address real-time challenges
✔ refine their teaching methods
✔ increase their efficacy in addressing the
diverse needs of learners
ASSESSMENT
 ASSESSMENT
Assessment

Before During After

Pre-assessment

✔ Conducted prior to
the start of the NLC
✔ Basis for camp
placement
 ASSESSMENT
Assessment

Before During After

Formative
Pre-assessment Assessment
✔ Administered
throughout the
✔ Conducted prior to learning camp
the start of the NLC ✔ Conducted
individually or in
✔ Basis for camp
groups
placement
✔ Key focus shall be on
identifying learners’
needs and strengths
✔ Can be informal
 ASSESSMENT
Assessment

Before During After

Formative Summative
Pre-assessment Assessment Assessment

✔ Administered
throughout the ✔ Administered at the end of the
✔ Conducted prior to learning camp learning camps through a
the start of the NLC post-assessment
✔ Conducted individually
✔ Basis for camp ✔ Evaluates learner’s learning
or in groups achievement gained through
placement ✔ Key focus shall be on the camp
identifying learners’ ✔ Typically more formal
needs and strengths
✔ Can be informal
 ASSESSMENT
Assessment

DO 8, s. 2015, Policy
Guidelines on Classroom
Remediation classes Assessment for the K to
subjects enrolled in 12 Basic Education
advance by an incoming
Program or any future
Grade 12 learner
policy on assessment and
grading
ASSESSMENT
 ASSIGNING NLC TEACHERS
Participation of teachers in the
NLC is voluntary.

School heads shall identify

prospective teachers who shall
handle specific learning areas in
the respective camps.

Teachers shall be selected

based on competence to
effectively deliver the learning
Preference shall be given to teachers with
content and skills of the NLC.
willingness, commitment, excellence, and
specialized in their respective learning areas.
 INCENTIVIZING NLC TEACHERS

✔ Vacation Service credits

✔ Certificate of Recognition
✔ Other incentives subject to
availability of funds &
guidelines set
 INCENTIVIZING NLC TEACHERS
Teachers involved in these NLRP-related EOSY break
activities shall be granted vacation service credits for
the services rendered during the NLC.
✔ One workday of vacation service credit shall be
granted per accumulated eight hours of service
rendered, as certified by their respective school
heads.
✔ The number of service credits authorized is
exclusive of the fifteen (15) days maximum
vacation service credits allowed as stipulated in
DO 53, s. 2023 (Updated Guidelines on the Grant of
Vacation Service Credits to Teachers).
 FUND SOURCES

For the public schools, funds for the conduct of NLC

activities, including other National Learning
Recovery Program (NLRP)-related EOSY break
activities shall be sourced, as appropriate, from, but
not limited to, Program Support Funds (PSF) for
NLRP.

The PSF Guidelines shall provide

guidance the allowable expenditures
relative to the NLC implementation.
ADVOCACY AND STAKEHOLDERS ENGAGEMENT
ADVOCACY AND STAKEHOLDERS ENGAGEMENT
ADVOCACY & STAKEHOLDER ENGAGEMENT
ADVOCACY & STAKEHOLDER ENGAGEMENT
ADVOCACY & STAKEHOLDER ENGAGEMENT
INTEGRATION OF MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT AWARENESS
 NO COLLECTION POLICY

The DO 19, s. 2008, No Collection Policy in All

Public Elementary and Secondary Schools, shall
be applied in the implementation of the NLC.
Under no circumstance shall a learner or
teacher be required to shoulder the undue
financial burden or be compelled to pay for
teaching-learning materials or any activity in
place of any performance task or project in any
learning area.
SAFETY PROTOCOLS
Thank you!