Issues and challenges in

language-in-education policy
implementation

MARIA EVA S. EDON, Ph.D.

Department of Education
Division of Lanao del Norte
Philippines
O § Background
U
§ Research Questions/Areas
T
L § Methodology
I § Findings
N
§ Discussion
E
B
Mapiya kapipita tano…
A
C Maayong hapon sa tanan…
K
Gampya sasalam…
G
R Magandang hapon sa lahat…
O
U Good afternoon everyone!
N
D
B
A
C PHILIPPINES
K
G
R
O
U
N
D
 PROVINCE OF
B
A Lanao DEL NORTE
C
“THE LAND OF
K BEAUTY AND BOUNTY”
G
Tri-peoples
R
üMaranao
O ü Bisaya
U üSubanen / IPs
N
D
B Division of Lanao del Norte Profile
A
C 22 Municipalities
32 schools districts
K Kindergarten-14,666
G 332 elementary schools -81,458
R 72 Junior High Schools – 38,440
39 Senior High Schools- 12,279
O
U 10 Education Program Supervisors
N 10 Public Schools District Supervisors

D
B Language Profile in Lanao del Norte
A
TRIBE / GROUP LANGUAGE POPULATION
C
1. Bisaya/Cebuano Cebuano/Bisaya 60.39%
K
2. Maranao Meranao 35.80%
G
3. Subanen Subanen 3.03%
R
4. Other Tribes Boholano/Kankanai/ 1.78%
O Ilokano
U
N
D
 MAJOR CHALLENGE
B
A
C Reading Profile in Lanao del Norte
(PhilIRI Pre-Test Result SY 2019-2020)
K
G Grade Enrollment Non- Frustration
R Level Readers
O 4-7 40,608 2,359 17,780
U
N
D
 • Issues and challenges teachers
RESEARCH have encountered in bridging L1
QUESTION #1 to L2 to L3.
 • Instructional materials learners
RESEARCH in Lanao del Norte have used for
QUESTION #2 MTB-MLE, Filipino an English
classes.
 • KII
METHODOLOGY • FGD
• Actual Class
Observation
 üLimited MTB-MLE reading
materials.
üDiversity of languages –
Meranao, Bisaya, Subanen.
FINDINGS
üLearners are more familiar with
Filipino and English due to social
media and casual conversations.
 üSome teachers in Maranao-
dominated schools cannot
speak Meranao.
FINDINGS
üStories written by some
teachers are unpublished
and undocumented.
 üNo reading material in Lanao del
Norte that teaches ethnicity,
Lanao history and culture.

FINDINGS üNo Lanao stories written in the

mother tongues of Lanao del
Norte people.
 üRA 10157
üD.O. 52, s. 1987
üD.O. 74 s. 2009
DISCUSSIONS üD.O. 31, s. 2012
üD.O. 35 s. 2016
üRA 10533
 § The need to produce stories
§ Contextualization
§ Cultural identity
DISCUSSIONS
§ Mother Tongue-Based reading
materials
 § Rationale
§ Theory
DISCUSSIONS
§ Purpose
§ Strategy
§ Final Output
 üunifying element
of the culture

DISCUSSIONS
 § Lanao’s way of getting into inclusion
and mobility.

DISCUSSIONS § to gather stories from the entire

province.

§ To improve reading performance

DISCUSSIONS

(Final Output-
multilingual
book written
and published
by the
language
teachers).
LANAO DEL NORTE
can then look forward to multilingual
generation who remain deeply rooted in
their unique culture.
IN C L US IV E G O V E RN A N C E F O R
LA N G UA G E A N D D E V E L O PM E N T:
IN S IG H TS A N D H O PE S

MARIVIC DUHAYLUNGSOD RAMOS

Provincial Board Member-EdCom Chair
Lanao del Norte is a province where Muslims,
Christians and IPs have lived harmoniously for
years.

LANAO DEL NORTE

60 percent are Cebuanos, and speak
Cebuano/Binisaya

Maranaos comprised about 36

percent of the household population
in Lanao del Norte

Other ethnic groups, 4 percent

 From the
From Arms to
School in the Air Battleground to Literacy Program
Farm
School Ground

Establishment of Purchase of
Establishment of Portable learning
ALS Learning Learning Kits for
Centers for Teens- tents-Res.No.2 s.
Centers-Res. No.2 Mobile OHSP-
Res.No. 2 s. 2018 2018
s. 2018 Res.No.2 s. 2018

KEY INITIATIVES TO PROMOTE INCLUSIVE

EDUCATION AND GOVERNANCE
• Dynamic Learning Program
• Turkish scholarship
• Study and Work Program with Japan
• SEF allocation
• School in the Air
• Tech4Ed
• SPED for the Gifted
• & those with special needs
Special Education Fund
Allocation
• Journalism
• SPA
• ALS
• ALIVE
• Research
• LRMDS
• ADM
• Repairs & Learning Tents
• Sports
 • Intermittent attacks by rebel groups
• Rido
• BOL
Challenges • Call for separation from the province
by 6 municipalities.
ü educational tour for the Muslim and
Christian youths of the province to gain
better understanding of the contribution of
the Muslim culture to the country’s
progress.
ü peace village
ü declaration that all schools in the
province are zones of peace
 Annual Triathlon
The “Mindanao Iron Man”
 Close collaboration with DepEd to ensure 100%
provision of educational services.

Inclusive education is everybody’s concern.

INSIGHTS A learned province brings progress and prosperity.

Inclusive governance can be achieved through

dynamism and transparency.

There is strength in unity amidst diversity.

 We, the people of Lanao
greatly believe that peace,
progress and prosperity in
the entire island of
Mindanao can be easily
achieved if all governmental
services are equally
provided to every one.
Thank
you!
 OLD HOPES, NEW PROMISES: THE Tony D. Igcalinos
Talaytayan MLE Inc and
PHILIPPINES AT THE CROSSROADS UP-NCPAG
 § Background
§ Research Questions/Areas
§ Methodology
§ Findings
OUTLINE § Discussions
 § Revisiting language policy
implementation after 6 years in
view of recent developments
§ Republic Act 10533 in light of the
BACKGROUND recent SC ruling
§ RA 11140 (FSL; in relation to K12)
§ The prospects of greater inclusion
after BARMM
 § Levels of policy understanding
§ Chief state agency (DepEd CO)

RESEARCH §
§
Frontline (field)
Community

QUESTION #1 § Advocates (in and outside academia)

 § Levels of response
(operationalization)
RESEARCH §
§
Chief state agency (DepEd CO)
Frontline (field)
QUESTION #2 §
§
Community
Advocates (in and outside academia)
 § Barriers to policy implementation
§ Internal (Within the DepEd)

RESEARCH § External (beyond DepEd)

QUESTION #3
 § Interviews
§ FGDs
§ Document Analysis

METHODOLOGY
 § Institutional “understanding”
articulated by policy guidance
§ DO No. 16 s 2012
§ DO No. 28 s 2013
FINDINGS § DO No. 21 s 2019
§ Frontline (field implementers)
§ Policy guides-based delivery with
gaps here and there
§ Variations in implementation for
cultural/geographic considerations
 § Community understanding and
appreciation shaped by
§ official state position, action,
pronouncement
FINDINGS § alternative notion, and
§ mixture/by-product of
different/differing official and
alternative positions
§ Advocates
§ Divided along ideological lines and
pragramatic considerations
 § Levels of operationalization
determined by
§ Quality/kind of leadership
§ Chief state agency/ies and local

FINDINGS government (via LSB and SEF)

§ Policy champions as policy drivers
§ Resources and ability (of leadership)
to mobilize
§ Support system
§ Academia, local government, advocates,
policy champions
 § Internal barriers (state agency)
§ Ideological resistance
§ Pragmatic (operational
considerations)

FINDINGS § Performance-driven
§ “Commercial”
§ Projecticization of reform initiatives,
interventions (with fund agencies)
§ “Bottomlining” everything
 § External barriers
§ Non-coequal State agency
“overreach”
§ Private, for-profit interests

FINDINGS § “Misaligned” intervention facility

§ aids, grants, loans with different and
differing expected outcomes
 § Same old, same old (issues remain
unresolved)
§ Poor information delivery
§ Lack/absence of learning materials
FINDINGS §
§
Lack of competence in delivery
Poor/lack of M&E
§ Unsustained advocacy work
§ Lack of visible support structure
§ Misaligned LOI and LOA
 § Built-in institutional vulnerabilities
and exclusionary features
§ Budgeting and funding
§ Policy design
FINDINGS § Instructional design, development,
production and delivery
§ It’s the teachers, AGAIN
 § Initial “successes” noted in the
implementation
§ Inclusive language policies as feeder
to deepening peace in the south (See
DISCUSSION 2016 reports)
§ Higher participation
§ Continuing “pockets” of successes
§ Lack of concerted effort at
documentation hinders popularization
 § Performance and outcomes issues
eclipse initial success
§ Declining overall performance in
(language) education
DISCUSSION § Senate to launch investigation
§ EGRA
§ PhilIRI
 § Misunderstanding of language
policy provisions
§ DO 21 s 2019 and the recent SC
ruling
DISCUSSION § Resulting issuances/decisions to
determine inclusion/exclusion
§ Inclusion and FSL
 § Subscription to “misaligned”
interventions
§ Project-based prescriptive
assessments
DISCUSSION § Do not tend to arrest persistent issues, i.e.
non-readers/frustration readers
 § Strategies moving forward
§ Legal front
§ Operational adjustments
§ Other reforms

DISCUSSION
THANK YOU!