Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. ____ 
Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR.,  
HON. MIGUEL LUIS R. VILLAFUERTE, HON. TSUYOSHI ANTHONY G. 
HORIBATA AND HON. NICOLAS ENCISO VIII 
EXPLANATORY NOTE 
The State shall protect and promote the right of all citizens to quality 
education at all levels, and shall take appropriate steps to make such 
education accessible to all. 
-
Article XIV, Section 1, 1987 Constitution
The Constitutional guarantee of quality and accessible education is taking a new meaning that 
transcends the typical challenges involving social inequality and poverty. 
The World Bank reports that the COVID-19 pandemic is causing more than 1.6 billion children 
and youth to be out of school in 161 countries or around 80% of the world’s students. The 
Philippines is among the many countries experiencing a learning crisis due to the COVID-19 
pandemic. 
Most adjustments involve the use of the internet such as in a typical work-from-home set-up. 
Schools and universities began shifting to online classes to protect the health of the students, 
teachers, administrators, and staff. 
One of the major steps taken by the DepEd is the DepEd Commons program which was 
launched last March 17, 2020. The program gave access to online review materials and Open 
Educational Resources (OERs) during class suspensions and other similar circumstances. It 
reportedly reached more than 4 million users. 
In ideal circumstances, online learning can be relied on for the delivery of education on a 
national scale. However, the challenges are simply beyond having Internet connectivity and 
possession of a laptop, tablet, or smartphone for both teachers and learners. The reality in 
this country shows that there are fluctuations of electricity even in urban areas, Internet 
connections are unstable, the requisite digital infrastructure is lacking, and teachers are not 
trained and equipped in Learning Management Systems (LMS). 
It is based on the foregoing that this bill takes an “appropriate step to make such education 
accessible to all” as mandated by the Constitution. Keeping our students engaged requires 
going beyond exclusive reliance on online strategies. 
August 16, 2022
2:32 pm
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This proposal recognizes the need to develop our basic education curriculum in order to fully 
integrate outside class learning such as distance learning and alternative modes of education. 
This strategy addresses any stoppage in traditional classroom instruction, be it a health 
emergency, natural calamity, civil unrest, or other related circumstances. 
 
It likewise paves the way for flexibility in the use of learning strategies and available tools. It 
acknowledges the availability of resources by mandating periodic resources mapping, and 
additionally provides for a digital technology roadmap as key preparation for the 
transformation and adjustment of education for the future.      
 
The best practices around the world demonstrate the use of different strategies for the delivery 
of education. It may be surprising to find out that countries like Malaysia and South Korea with 
better internet infrastructure than our country still rely on television and radio for distance 
learning. Accordingly, there is a specific provision on the proposal adopting this practice of 
using television and radio frequencies as a major tool for distance learning. 
 
In addition to the proposed adjustments and key preparations for the transformation of 
education in the future, this bill also highlights the integration of health and safety training for 
our teachers and learners. This is in recognition of the need for support in times when difficult 
circumstances create an adverse emotional and psychological impact on human beings. It 
likewise emphasizes the critical role of parents and guardians in the rearing and education of 
our children.  
 
In view of the foregoing, the approval of this bill is earnestly sought. 
 
 
 
 
LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR.             MIGUEL LUIS R. VILLAFUERTE   
 
 
 
 
TSUYOSHI ANTHONY G. HORIBATA  
 
 
NICOLAS ENCISO VIII 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. ____ 
Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR.,  
HON. MIGUEL LUIS R. VILLAFUERTE, HON. TSUYOSHI ANTHONY G. 
HORIBATA AND HON. NICOLAS ENCISO VIII 
AN ACT INSTITUTING FLEXIBLE LEARNING IN THE BASIC EDUCATION 
CURRICULUM BY FULLY INTEGRATING OUTSIDE CLASS LEARNING, 
ESTABLISHING A DIGITAL TRANSFORMATION OF EDUCATION ROADMAP 
FOR THE EFFECITVE DELIVERY OF EDUCATION THROUGH INFORMATION 
AND COMMUNICATIONS TECHNOLOGY, AND FOR OTHER PURPOSES 
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 “Outside Class Learning and 
Digital Education Act”. 
Section 2. Declaration of Policy. – It is the policy of the State to promote the right of 
all citizens to quality education at all levels and shall take appropriate steps to make 
such education accessible to all.  
Toward this end, the State shall ensure that even in times of public health 
emergencies, such as the COVID-19 pandemic, calamities, civil unrests and other 
emergencies or crises, the citizens’ right to education is maintained and 
complemented with the protection and promotion of their right to health, safety, and 
well-being and instilling health consciousness among them.  
Section 3. Objectives. – This act seeks to attain the following objectives: 
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a.) To provide continuity of learning to all students, in order to prevent disruption 
in the learners’ education, when traditional face to face classroom lecture is 
impossible, impracticable or otherwise difficult; 
b.) To provide adequate attention to the learning needs of basic education students 
especially when traditional face to face classroom lectures are unavailable; 
c.) To provide effective access to flexible modules and other alternative modes of 
education to all learners; 
d.) To adopt and implement innovative alternative modes of education by 
maximizing available resources; 
e.) To fully equip schools and teachers in the delivery of alternative modes of 
education;  
f.) To support learners in their adjustment to the use alternative modes of 
education; and 
g.) To integrate health education in all subjects and to make available mental and 
psychological support for learners even outside of the school.   
 
SECTION 4. Definition of Terms. — As used in this Act, the following terms are 
defined as follows: 
(a) 
"Information and Communications Technology" or "ICT" shall mean the totality 
of electronic means to collect, store, process and present information to end-
users in support of their activities and services. It includes, but is not limited to, 
computer systems, office systems and consumer electronics, as well as 
networked information infrastructure, the components of which include 
telephone, cable, wireless and satellite systems, the Internet, fax machines and 
computers; 
(b) 
"Digital technology" shall mean electronic technology that generates, stores, and 
processes data in such a manner that content may be created, viewed, 
distributed, modified, and preserved on digital electronic devices; 
(c) 
"DepEd" shall mean the Department of Education; 
(d) 
"DICT" shall mean the Department of Information and Communications 
Technology; 
(e) 
"DOST" shall mean the Department of Science and Technology; 
(f) 
"CHED" shall mean the Commission on Higher Education; 


(g) 
"Blended Learning" shall mean education program in which a student learns at 
least in part through delivery of content and instruction via digital and online 
media with some element of student control over time, place, path, or pace; 
(h) 
“Learner” shall mean a person who is still learning such as a pupils and students; 
(i) 
“Flexible learning” shall mean the adaptability of the delivery of education, 
considering the combination of traditional classroom learning, distance learning, 
alternative education and other similar modes of delivery;  
(j) 
“Outside class learning” shall mean any other mode of delivery of education other 
than traditional face to face learning; 
(k) 
“Distance learning” shall mean a method of studying in which lectures are 
broadcast or classes are conducted by correspondence or over the Internet, 
television or radio without the student's needing to attend a school or college; 
and 
(l) 
“DepEd Commons” shall refer to the online learning platform developed by the 
education department for students who are forced to stay at home. 
 
Section 5. Curriculum Development - The DepEd shall enhance the basic education 
curriculum by taking the necessary and immediate steps to fully integrate distance 
education and alternative modes of education initiatives. The development of a 
national education policy framework should not only ensure college readiness but also 
the continuity of learning despite the presence of calamities, pandemics and other 
similar interruptions to traditional modes of instruction. The following shall be 
considered in designing and formulating the enhanced basic education curriculum: 
(a) System to ensure continuity of learning; 
(b) Production and delivery of content; 
(c) Development of flexible modules;  
(d) Internet readiness; 
(e) Integration of health education in the daily lessons and activities;  
(f) Applicable and relevant protocols to be observed when schools reopen to 
include policy on the conduct of school activities;  
(g) Emergency response plan should there be recurrence or occurrence of a public 
emergency;  
(h) Mental health and psychosocial support services and life skills classes; and 


(i) Provision of necessary support for learners with disabilities and other 
marginalized learners. 
 
To achieve an effective basic education curriculum, the DepEd shall undertake 
consultations with other national government agencies and other stakeholders 
including, but not limited to, the Department of Information and Communications 
Technology (DICT), the Department of Science and Technology (DOST), the private 
and public schools associations, the national student organizations, the national 
teacher organizations, the parents-teachers associations and the chambers of 
commerce on matters affecting the concerned stakeholders. 
 
DepEd shall take the necessary steps to ensure the continuity of learning regardless 
of natural or political circumstances by enabling homes and other remote locations to 
provide quality distance learning by effectively utilizing all effective forms of learning 
tools, whether digital or traditional. 
 
Section 6. Flexible Learning. – To ensure continuity of learning, schools and 
teachers shall be trained, when the need arises, to modify the conduct of onsite 
classes, adopt restructured class hours, and continuously develop flexible learning 
strategies in the delivery of education. 
 
Flexibility in the delivery of education shall consider both onsite and distance learning, 
instruction, and evaluation. For this purpose, any or a combination of the following 
tools may be adopted based on the results of the distance learning tools mapping:  
(a)  Limited face-to-face onsite learning, subject to protocols;  
(b)  Blended learning;  
(c)  Homeschooling;  
(d)  Internet;  
(e)  Television (TV), including Cable Antenna Television (CATV);  
(f)  
Radio; 
(g)  Printed modules, kits and other materials; and  
(h)  Other alternative delivery modes as recommended by the DepEd.  
 


To further prepare the entire school community for flexible learning and sustain its 
utilization in times of calamities, emergencies or crisis situations, the DepEd shall 
embark on materials development, teacher training, and evaluation processes, among 
others. The Alternative Learning System under RA No. 10533 or the “Enhanced Basic 
Education Act” shall continue to be implemented in complementarity with the 
provisions of this Act.  
 
Section 7. Utilization of TV and Radio for Distance Learning. – To enhance 
learning from home through the use of TV or CATV, the DepEd shall forge 
partnerships with TV networks, CATV operators and radio stations to utilize free 
airtime for its virtual classes as warranted under their respective legislative franchises 
and RA No. 8370 or the “Children’s Television Act of 28 1997”. It shall also tap radio 
stations to allocate time for the free broadcast of educational programs. This will be 
complemented by utilizing a variety of assessment options such as online chats and 
phone calls.  
 
Section 8. Learning Tools Mapping. – The DepEd shall establish a mapping system 
to regularly determine among its learners and teachers their access to learning tools 
such as information and communications technology (ICT) devices, connectivity, 
capability, and geographical location, among others. The mapping system shall also 
consider the specific needs of learners with disabilities and other marginalized 
learners. The mapping results shall determine the mode of learning to be adopted, 
alignment of learning materials, and curriculum adjustments.  
 
Section 9. Digital Transformation of Education and Creation of A Digital 
Technology Road Map for Schools. – For the DepEd to develop and enhance its 
capability to continuously deliver quality education through DepEd Commons, it shall 
enhance its ICT capacity and digitally streamline and integrate its workflows and 
processes.  
 
The DepEd shall, in consultation and in coordination with DICT, DOST and CHED, 
formulate a road map for the use of digital technology in education within one year 
from the effectivity of this Act. The road map shall serve as basis for planning, research 


and development, and monitoring of activities, which shall include the following 
objectives: 
(a) Broadening and maximizing the use of digital technology to aid learning in a 
rapidly changing and increasingly globalized environment; 
(b) Taking measures to set-up electronic and online systems that will make the 
means of exchanging data and information between and among its offices, 
learners and parents secure, efficient and seamless;  
(c) Building-up of technology capabilities, including the establishment of data 
centers, data repositories, basic messaging and electronic mail facilities, 
encryption systems, and cyber-security facilities; 
(d) Providing sufficient training and support for teachers and students in the use of 
digital technology in public education; 
(e) Developing organizational capability and staff competencies that are well-
suited to support a department-wide digital transformation; and 
(f) Providing the professional development to enable educators to use digital 
technology more effectively inside and outside the classroom. 
 
The road map shall be reviewed every five (5) years, or as may be deemed necessary. 
The DICT shall likewise implement measures to ensure the availability and 
accessibility of reliable and secure Internet access suitable to the needs of  learners 
and teachers. It shall accelerate the provision of free public wi-fi as mandated under 
RA No. 10929 or the “Free Internet Access in Public Places Act” to strengthen teaching 
and learning, especially where school closures remain in effect. 
 
Section 10. Role of Parents. – Parents or guardians shall exert their best efforts in 
providing the best education for learners, in accordance with P.D. 603 or The Child 
and Youth Welfare Code, by coordinating with the school and teachers with respect to 
the delivery of education and assessment.  
 
Section 11. Implementing Rules and Regulations. – The Secretary shall issue the 
rules and regulations to effectively implement the provisions of and carry put the policy 
set forth in this Act within sixty (60) days from the effectivity of this Act.  
 


Section 12. Separability Clause. – If any provision of this Act shall be held 
unconstitutional or invalid, the other provisions not otherwise affected shall remain in 
full force and effect.  
 
Section 13. Repealing Clause. – All laws, decrees, executive orders, proclamations 
and other executive issuances which are inconsistent with or contrary to the provisions 
of this Act are hereby amended or repealed accordingly.  
 
Section 14. Effectivity Clause. – This Act shall take effect fifteen (15) days following 
its complete publication in the Official Gazette or in two (2) national newspapers of 
general circulation. 
 
Approved,