EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
1
SENATE
S.B. No. 15R.1)
Senate
of tijc
20 JUN-1 P5 ;12
RECci r •;
Introduced by SEN. WIN GATCHALIAN
AN ACT
ESTABLISHING POLICIES FOR EDUCATION AND LEARNING IN THE 
NEW NORMAL, PRESCRIBING FOR THE PURPOSE STANDARDS FOR 
THE REOPENING OF SAFE SCHOOLS, CREATING THE SAFE SCHOOLS 
REOPENING TASK FORCE, APPROPRIATING FUNDS THEREFOR, AND
FOR OTHER PURPOSES
EXPLANATORY NOTE
The declaration of a State of Calamity throughout the country by 
President Rodrigo R. Duterte due to the COVID-19 pandemic, and the 
subsequent imposition of an Enhanced Community Quarantine (ECQ) in 
Luzon, led to the unprecedented suspension of classes at all levels. As a 
consequence, a total of 28,451,212 learners from the pre-primary to the 
tertiary level in the country were affected, while globally, more than 
1.2 billion students and youth were affected by school and university 
closures due to the COVID-19 pandemic.1
1 https://en.unesco.org/covidl9/educationresponse, affected learners as of May 30, 2020, 
10:00 am.
1


History will also tell us that the Philippines is prone to natural 
disasters such as earthquakes and volcanic eruptions as the Philippines sits 
within the Pacific Ring of Fire.2 The country has 24 active volcanoes3 and 
major eruptions of a number of these volcanoes such as Mt. Mayon with 
latest eruption in 2018, Mt. Pinatubo in 1991, and Taal Volcano this 2020, 
caused massive destruction and loss of lives, not to mention the suspension 
of classes that affected thousands of learners. On December 15, 2019, a 6.9 
magnitude earthquake that struck Davao del Sur left infrastructure 
damages and affected 54,743 enrolled learners.4
Apart from earthquakes, typhoons are normal occurrences in the 
country. On November 8, 2013, typhoon Yolanda, the deadliest typhoon in 
the country’s history made a landfall in Leyte wherein over 6,000 people lost 
their lives, displacing over 600,000,5 and affected a total of 1.4 million 
school-aged children were affected.6
The country has not been spared not only from natural calamities but 
from man-made calamities as well. Previous to this current public health 
calamity. Proclamation No. 216 was issued on May 23, 2017 which declared 
a state of Martial Law and suspended the privilege of the writ of habeas 
corpus in the whole of Mindanao. This was due to the armed conflict 
between the government and the radical Maute group and the Abu Sayyaf 
group with support from foreign jihadist. This armed confrontation between 
government forces and pro-lSIS militants in Marawi has forcibly displaced 
98% of the total population of the city, as well as residents from nearby 
municipalities, who were compelled to leave due to severe food shortage
2 https: / /WWW.statista.com/topics/ 5845/natural-disasters-in-the-philippines-at-a-glance/
3 https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/volcanoes-of-the- 
philippines
4https://news.mb.com.ph/2019/12/18/deped-continues-to-monitor-quake-affected- 
learners-schools-in-mindanao /
5 https:/ /give2asia.org/looking-back-typhoon-yolanda/
6https: //www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/doc 
uments/files/Cluster%20-%203%20month%20up-date_February2014.pdf


and/or constriction of local economies.7 Educational facilities were likewise 
not spared during the siege as several educational institution 
infrastructures were destroyed by the rebels. Of the 69 public schools under 
the Marawi City Schools Division’s authority, 22 schools with 569 
classrooms were seriously damaged and remain inaccessible within the most 
affected areas. The damage and displacement have disrupted the learning of 
more than 86,000 children and displaced 22,174 students and 1,411 
teachers from Marawi City.8
With all of these calamities, school closures were always the 
reasonable consequence to save the lives of the students. These closures 
not only adversely affected the learners’ education. All of these, especially 
the COVID-19 pandemic, carried high social and economic costs for people 
across communities with impact particularly severe for the most vulnerable 
and marginalized boys and girls and their families.9
While the government is continuously taking actions and crafting 
policies towards effective response to minimize and mitigate the impact of 
these natural or main-made calamities and boost economic and social 
recovery of the affected populace, the Philippine Education System deserves 
focus and equal importance as well.
The current “COVID-19 outbreak is a major education crisis”10 and 
accordingly, the government should learn from this pandemic aind take 
remedial measures to ensure that what it had invested to the education of 
its learners will not be put to waste, make them stay in school, especially 
the most vulnerable and marginalized learners. “Re-establishing education 
after an emergency can play an important role in helping children overcome
7 https://WWW.unhcr.org/ph/marawi-crisis
8 https://www.adb.org/sites/default/files/linked-documents/52313-001-sd-01.pdf
9 https://en.unesco.org/covidl9/educationresponse/consequences
10 Ibid.


psycho-social impact. Post-disaster education can also teach children critical 
skills.”11
This legislation proposes to establish policies for education and learning 
in the so-called New Normal. It was formulated to mitigate the impact of 
disruption in the learners’ education, ensure continuity of learning, and 
provide quality education despite the prolonged school closures while taking 
primordial consideration of the health and safety of the whole school 
community.
For the basic education sector to adapt to the New Normal in education, 
this bill mandates the preparation of a Safe Schools Reopening Plan (SSRP) 
in time for the reopening of all public and private basic education schools 
caused by the COVID-19 pandemic and during or after the occurrence of 
future calamity, public health emergency, civil unrest, and other emergency 
or crisis situation that resulted to a massive disruption of classes. The SSRP 
shall contain well-defined timelines, specific benchmarks, policies, and 
standards to reopen schools - taking into consideration the best interest of 
the whole school community and consistent with the country’s health and 
safety response. For this purpose, the bill proposes to create a National Safe 
Schools Reopening Task Force (SSRTF) which shall craft the SSRP and issue 
relevant, harmonized and streamlined policies for its efficient and effective 
implementation. It shall also provide the overall strategic management of the 
plan and develop collaboration and convergence mechanisms between and 
among the implementing agencies. It is also proposed that a Regional SSRTF 
be created for the efficient and effective implementation of the SSRP in the 
regions across the country.
11 Arcadio, Arnaldo, see https://www.unicef.org/emergencies/philippines_51928.html
4


To deliver education in the New Normal and ensure continuity of 
learning, the bill prescribes the development of a hybrid learning system 
which utilizes both onsite and distance learning, instruction, and evaluation. 
The Department of Education (DepEd) shall employ all effective forms of 
distance learning tools, whether digital or traditional, to ensure that no 
learners, especially the most vulnerable, are left behind. It shall forge 
partnerships with TV networks and CATV operators 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 1997”. It shall also tap 
radio stations to allocate time for the free broadcast of educational programs.
The following other policies and standards are mandated under this 
proposal for an effective and efficient transition to the New Normal in 
education:
(1) the establishment of a mapping system to determine the mode of 
distance learning to be adopted, alignment of learning materials, and 
curriculum adjustments;
(2) the development and enhancement of the DepEd’s capacity to 
develop, adopt, and implement digital transformation in its 
organizational processes;
(3) the provision of additional learning rooms and hiring and training of 
additional teachers;
(4) ensuring the provision of responsive services for learners with 
disabilities and other marginalized students, as well as the 
continuous delivery of critical services that may take place in schools 
such as health screenings, feeding programs, or therapies for learners 
with special needs; and
(5) for health-related emergencies, equipping schools with isolation 
rooms and mapping of existing barangay, municipal or city health 
centers, clinics and hospitals that serve communities where the 
schools are located; the provision of health information campaigns,


integration of health education in the daily lessons and activities, and 
giving due attention to the mental health of and psychosocial support 
for the learners; and allowing the utilization of a portion of the Special 
Education Fund to provide a “Safe Schools” related infrastructure 
such as hand washing facilities, disinfecting products, and medical 
health supplies deemed appropriate by public health officials such as 
thermometers, face masks, and face shields.
Finally, the bill adopts a whole-of-community approach to facilitate 
collaborative action and foster the involvement of every sector, especially the 
parents, for an integrated transition to the New Normal in education. It 
encourages strong family engagement to mitigate the impact of class 
disruptions and enable a coordinated transition to recovery.
We are living in unprecedented times - under a New Normal that 
demands that we act with dispatch. The swift passage of this bill is thus 
earnestly sought in order for this august body to immediately respond to
educational crisis and put the education system back onjls tracks in due 
time, and leave no one behind. 
J


EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
1
SENATE
S.B. No. 1565
Senate
20 JUN-1 P5 ;12
REC'u.
K. nO’-
Introduced by SEN. WIN GATCHALIAN
AN ACT
ESTABLISHING POLICIES FOR EDUCATION AND LEARNING IN THE 
NEW NORMAL, PRESCRIBING FOR THE PURPOSE STANDARDS FOR 
THE REOPENING OF SAFE SCHOOLS, CREATING THE SAFE SCHOOLS 
REOPENING TASK FORCE, APPROPRIATING FUNDS THEREFOR, AND
FOR OTHER PURPOSES
Be it enacted by the Senate and the House of Representatives of the 
Philippines in Congress assembled:
1 
Section 1. Short Title. - This Act shall be known as the “Education in
2 
the New Normal Acf.
3
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Sec. 2. Declaration of Principles. - It is the policy of the State to
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promote the right of all citizens to quality education at all levels and shall
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take appropriate steps to make such education accessible to all. Toward
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this end, the State shall ensure that even in times of public health
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emergencies, such as the COVID-19 pcindemic, calamities, civil unrests and
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other emergencies or crises, the citizens’ right to education is maintained
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and complemented with the protection and promotion of their right to
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health, safety, and well-being and instilling health consciousness among


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them. The State shall likewise adopt measures to mitigate the impact of 
disruption in the learners’ education with the end view of ensuring 
continuity of learning and providing quality education during prolonged 
school closures while teiking primordial consideration of their health, safety, 
and well-being.
Sec. 3. Safe Schools Reopening Plan. - Subject to the confirmation of 
the appropriate Inter-Agency Task Force, the implementing agencies under 
this Act are hereby mandated to prepare a Safe Schools Reopening Plan 
(SSRP) in preparation for the reopening of all public and private basic 
education schools under the New Normal in education and learning during 
or after a calamity, public health emergency, civil unrest, and other 
emergency or crisis situations that resulted to a massive disruption of 
classes. The SSRP shall contain well-defined timelines, specific benchmarks, 
policies, and standards to resume classes or reopen schools based on an 
assessment of the associated risks emd benefits and the best interest of the 
learners and the community. It shall necessarily include, but not limited to, 
the following:
(a) Roles and responsibility of each agency;
(b) Budgetary requirements;
(c) Priority intervention and the corresponding systems which should be 
in place and ready upon school reopening;
(d) For health-related emergency or calamity, to include the following as 
basic intervention or requirements:
i. Protocol on cleaning and disinfection of schools including 
equipment and supplies in collaboration with health officials 
and the community;
Provision of public health supplies deemed appropriate by 
public health officials;
Preventive public health programs on basic measures to be 
undertaken;
u.
111.


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IV.
V.
VI.
Teacher support with accurate information, and training on 
conflict management and disease prevention and management; 
Modified attendance policy for teachers and students who are 
at high risk due to age or underljdng medical conditions with 
the option to deliver instruction remotely while students are in 
the school building, with students under the supervision of 
qualified staff. At-risk students shall have a similar option to 
learn remotely while their teachers and peers are in school; and 
Monitoring and reporting protocols for affected learners;
(e) Curriculum adjustment and/or development of flexible modules;
(f) Integration of Health Education in the daily lessons and activities to 
be incorporated into the subjects. The content shall be made specific 
as to age, gender, and ethnicity, as well as disability-responsive;
(g) System to ensure continuity of learning for learners to include inter­
school classes for displaced learners;
(h) Emergency response plan to safely respond should there be 
recurrence of an emergency or suspicion of infection;
(i) Applicable and relevant protocols to be observed when schools reopen 
to include policy on the conduct of school activities;
(j) Mental health and psychosocial support services and life skills 
classes which are critical to keeping students in school, including 
psychological first aid especially for armed-conflict affected learners.
(k) Provision of necessary support for learners with disabilities and other 
marginalized learners;
(l) Provision of transportation or shuttle services, when necessary;
(m) Conduct of post-conflict needs assessment;
(n) Conduct of Mine Risk Education, when warranted, for armed conflict- 
affected schools;
(o) Conduct of rapid assessment of damage to infrastructure, equipment, 
facilities, and materials;


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(p) Construction and repair of school buildings, classrooms, temporary
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learning rooms or spaces, and other facilities;
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(q) Information campaign guidelines on the provision of relevant
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information within the school community and the locality. Schools
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shall also utilize digital platforms to increase the reach of their
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information dissemination efforts; and
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(r) Other needed support and interventions.
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The SSRP should be ready for implementation and effectively and
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timely communicated to all affected localities prior to the reopening of
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schools.
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For purposes of this Act, the term school shall include temporary
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learning facilities or spaces outside the school premises, alternative learning
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centers, and all other facilities established for learning pursuant to this Act.
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Sec. 4. The National Safe Schools Reopening Task Force; Implementing
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Agencies. - There is hereby created a National Safe Schools Reopening Task
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Force (SSRTF) composed of the heads of the following:
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(a) Department of Education (DepEd) as Chair;
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(b) Department of Health (DOH) as Vice-Chair;
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(c) Department of Interior and Local Government (DILG) as member;
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(d) Department of Information and Communications Technology (DICT)
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as member;
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(e) Department of Science and Technology (DOST) as member;
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(f) Department of Social Welfare and Development (DSWD) as member;
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and
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(g) Union of Local Authorities of the Philippines (ULAP) as member.
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For non-health related emergency, the Vice-Chair shall be appointed by
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the Chair from among the other members of the National SSRTF upon
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consultation with such members and with due consideration of the nature
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of the current emergency or crisis situation confronting the country or parts
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thereof.


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The members of the National SSRTF may appoint their respective official 
alternates with the rank of an Undersecretary.
Sec. 5. Powers and Functions of the National SSRTF. - The National 
SSRTF shall have the following powers and functions:
(a) Craft the SSRP in accordance with the provisions of this Act, and to 
update, revise or amend the same as the current circumstances may 
warrant;
(b) Identify emerging issues and concerns and provide the necessary 
measures to address the same;
(c) Issue relevant, harmonized and streamlined policies for the efficient 
and effective implementation of the SSRP;
(d) Provide the overall strategic management and guidelines for the 
implementation of the SSRP;
(e) Develop collaborative 
mechanisms for greater coordination,
cooperation, and convergence between and among the implementing 
agencies;
(f) Tap the assistance, expertise and resources of other relevant 
government agencies, as well as local government units (LGUs), the 
academe, parent-teacher associations, non-government 
organizations, and other education stakeholders in the crafting of the 
SRRP and its implementation; and
(g) Such other functions necessary for purposes of this Act.
Sec. 6. The Regional Safe Schools Reopening Task Force. - There is 
hereby created a Regional SSRTF for the efficient and effective 
implementation of the SSRP in the regions across the country. It shall be 
composed of the respective regional heads of the members enumerated 
under Section 4 of this Act, with the DepEd as Chair and the DOH as Vice- 
Chair.
The Regional SSRTF shall perform the following functions:


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(a) Implement the SSRP in the regions across the country;
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(b) Coordinate, collaborate, forge close partnerships, and establish
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linkages with the LGUs, Local School Boards, Local Health Boards,
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other relevant agencies and offices, and the private sector for the
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implementation of this Act;
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(c) Create ad hoc committees or task forces at the provincial, city or
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municipal levels for the effective and efficient implementation of the
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SSRP;
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(d) Regularly review, monitor, and evaluate the implementation of the
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SSRP in the regions;
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(e) Prepare quarterly reports on the implementation of the SSRP in the
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regions to be submitted to the National SSRTF; and
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(f) Such other functions as may be required by the National SSRTF.
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For non-health related emergency, the Vice-Chair shall be appointed
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by the Chair from among the other members of the Regional SSRTF upon
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consultation with such members and with due consideration of the nature
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of the current emergency or crisis situation confronting the country or parts
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thereof.
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All administrative expenses incurred by the National and Regional
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SSRTFs and the other ad hoc committees or task forces created pursuant to
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this section, such as transportation, meals, per diems, supplies, and like
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expenses, shall be charged against the funds of their respective offices,
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subject to the usual accounting and auditing rules and regulations.
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Sec. 7. Continuity of Learning; The Hybrid Learning System. - To ensure
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continuity of learning, schools located in areas classified as high-risk shall
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modify the conduct of onsite classes, adopt restructured class hours, and
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continuously develop a hybrid learning system to deliver education in the
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New Normal. The hybrid learning system utilizes both onsite and distance
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learning, instruction, and evaluation. For this purpose, any or a


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combination of the following tools may be adopted based on the results of
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the distance learning tools mapping under Sec. 9 of this Act:
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(a) Limited face-to-face onsite learning, subject to protocols;
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(b) Blended learning;
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(c) Homeschooling;
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(d) Internet;
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(e) Television (TV), including Cable Antenna Television (CATV);
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(f) Radio;
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(g) Printed modules, kits and other materials; and
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(h) Other alternative deliveiy modes as recommended by the DepEd.
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To further prepare the entire school community for hybrid learning and
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sustain its utilization in times of calamities, emergencies or crisis situations,
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the DepEd shall embark on materials development, teacher training, and
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evaluation processes under the hybrid system, among others. The
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Alternative Learning System under RA No. 10533 or the “Enhanced Basic
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Education Act shall continue to be implemented in complementarity with
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the provisions of this Act.
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Sec. 8. Distance Learning under the Hybrid Learning System. - To enable
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homes and other remote locations to provide quality distance learning under
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the New Normal, the DepEd shall employ all effective forms of distance
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learning tools, whether digital or traditional, to ensure that no learners,
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especially the most vulnerable, are left behind.
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To enhance learning from home through the use of TV or CATV, the
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DepEd shall forge partnerships with TV networks and CATV operators to
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utilize free airtime for its virtual classes as warranted under their respective
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legislative franchises and RA No. 8370 or the “Children’s Television Act of
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1997”. It shall also tap radio stations to allocate time for the free broadcast
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of educational programs.
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The DICT shall implement measures to ensure the availability and
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accessibility of reliable and secure Internet access suitable to the needs of


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learners and teachers under the hybrid learning system. 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.
The expertise, systems, and facilities of higher education institutions 
offering distance or open learning shall likewise be tapped and adopted 
whenever necessary for the development and conduct of distance learning.
Sec. 9. Distance Learning Tools Mapping. - The DepEd shall establish a 
mapping system to regularly determine among its learners and teachers 
their access to distance 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 
distance learning to be adopted, alignment of learning materials, and 
curriculum adjustments.
Sec. 10. Digital Transformation under Education in the New Normal and 
Other Emergencies. — For the DepEd to develop and enhance its capability to 
continuously deliver quality education in the New Normal, it shall enhance 
its ICT capacity and digitally streamline and integrate its workflows and 
processes.
For this purpose, the DepEd shall:
(a) immediately take 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;
(b) streamline procedures by adopting automation and digitization of 
its services to promote zero-contact policy and to facilitate their 
efficient delivery;


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(c) build-up its technology capabilities, including the establishment of
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data centers, data repositories, basic messaging and electronic
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mail facilities, encryption systems, and cyber-securily facilities;
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(d) invest heavily into developing organizational capability and staff
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competencies that are well-suited to support a department-wide
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digital transformation;
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(e) promote and support the onboarding and training of its personnel
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in using electronic services;
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(f) obtain and monitor networking tools to create channels of
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communication with the general public and secure real-time
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feedback on its delivery of basic education services; and
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(g) design service processes and procedures that will promote
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efficiency and sense of expediency, including but not limited to
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matters pertaining 
to enrolment, payments, documents
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submission, grades submission or parent-teacher meetings.
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The DepEd shall collaborate with the DICT and the DOST, as well as
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stakeholders in the private sector, to develop, adopt, and implement digital
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transformation in its organizational processes.
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Sec. 11. Hiring and Training of Teachers. - The hiring of additional
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teachers to upgrade the organizational capacity of the DepEd to deliver
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continuous and quality education under a hybrid learning system is
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encouraged. The DepEd shall develop and conduct training programs,
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workshops or webinar sessions to equip teachers with the necessary
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knowledge and skills and enhance their virtual teaching capacity and
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competence under the New Normal. These trainings may be integrated in
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both formal pre-service and in-service teacher trainings.
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The DepEd shall tap the resources of other relevant government
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agencies, the academe, the industry, and other private sector stakeholders
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in the training design and delivery. It may also accredit training providers or
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content developers for this purpose.


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Sec. 12. Information Campaign. - Following the health guidelines of the 
DOH and of the World Health Organization (WHO), the schools shall provide 
relevant information through visual cues, signages, and materials in 
strategic locations within the schools. Such relevant information includes 
the health protocols on physical distancing, wearing of face mask, regular 
handwashing and sanitizing, medical and health information on prevention 
and control efforts in the school, updates on local cases, and government 
initiatives and response. Schools shall also utilize digital platforms to 
increase the reach of their information dissemination efforts.
Sec. 13. Health Education Integration. - Health education, including 
disease prevention and control, shall be integrated in the daily lessons and 
activities to be built into the subjects covered under the hybrid learning 
system. The content shall be made specific as to age, gender, and ethnicity, 
as well as disability-responsive. Parent-teacher groups and other 
collaborative mechanisms to promote health information sharing shall 
likewise be utilized.
Sec. 14. Mental Health and Psychosocial Support. - The mental health of 
the learners and their psychosocial needs shall be addressed as part of the 
New Normal in education. In the absence of guidance counselors, teachers 
should be provided with basic training to identify age-related behavioral and 
cognitive changes and provide appropriate measures to immediately deal 
with the situation. Schools shall also develop and integrate age-specific 
counseling sessions within the required class hours.
Sec. 15. Learner Protection. - In all cases of public health emergencies 
and other emergencies or crises, the DSWD shall ensure the protection of all 
learners from violence, neglect, and abuse. It shall likewise extend other 
social protection services for the well-being of the learners.
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For this purpose and that of the immediately preceding section, 
helplines and other learner-friendly reporting systems or mechanisms shall 
be established to enable learners in distress to reach out for help.
The DSWD shall submit to the National SSRTF the measures to be 
implemented pursuant to this Section for their inclusion in the SSRP.
Sec. 16. Responsive Services for Learners with Disabilities and Other 
Marginalized Students. - Schools shall ensure that learning materials, 
platforms, information, facilities, and services are accessible and responsive 
to learners with disabilities and other marginalized students. All relevant 
information and communication shall be available in multiple accessible 
formats, especially for those with auditory or visual impairments.
Accessible and quality distance learning for other vulnerable and 
marginalized students shall also be made available.
The DepEd shall work with other relevant agencies to ensure continuity 
of critical services that may take place in schools such as health screenings, 
feeding programs, or therapies for learners with special needs.
Sec. 17. Isolation Facility. - In case of health emergency caused by 
infectious disease, every school, in coordination with the DOH, is mandated 
to establish and equip at least one isolation room or facility in accordance 
with the guidelines and protocols of the DOH. It shall serve as interim 
holding area prior to the referral of the learners in need of diagnosis or 
medical attention to the nearest barangay, municipal or city health centers, 
clinics and hospitals.
Sec. 18. Mapping of Health Centers, Clinics and Hospitals. - The 
Regional SSRTF is hereby mandated to regularly conduct a mapping of 
existing barangay, municipal or city health centers, clinics and hospitals 
that serve communities where the schools are located to ensure their 
readiness in the event of health emergency or calamity. The mapping shall
11


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include an assessment of their current operations and manpower 
complement.
Sec. 19. Provision of Temporaiy Learning Rooms and Facilities. - In the 
event that the calamity, public health emergency, civil unrest, and other 
emergency or crisis situations result in classroom shortages due to 
limitations in class size, or to damage or destruction of classrooms and 
school buildings that the safety of the learners is compromised, the DepEd 
and the LGUs shall ensure that additional learning rooms, temporaiy 
learning spaces, and other required facilities are established by the LGU in 
the affected areas, including in resettlement sites, to accommodate the 
displaced or affected learners upon the safe resumption of classes. Suitable 
learning spaces and facilities owned by private persons may likewise be 
utilized for the purpose.
Sec 20. Whole-of-Community Approach. - For the effective 
implementation of this Act, a whole-of-community approach shall be 
adopted to facilitate collaborative action in and by the school community 
and other stakeholders, public or private, to foster the involvement of every 
sector, especially the parents, for an integrated transition to the New Normal 
in education.
Sec. 21. The Role of the Family. - To promote and ensure the learner’s 
educational development in unprecedented times of crisis such as the 
COVID-19 pandemic, calamities, other public health emergencies, civil 
unrest, and other emergency or crisis situations, strong family engagement 
shall be encouraged to mitigate the impact of class disruptions and enable a 
coordinated transition to recovery.
For this purpose, parents, guardians, and other family members, in 
active collaboration with the teachers, shall have the following roles and 
responsibilities:
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(a) Supervise the learner’s educational activities;
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(b) Engage in active collaboration with the school and the teachers for
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all school-related activities of the learners;
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(c) Ensure the availability and use of appropriate educational
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materials provided by the school;
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(d) Provide an effective and consistent structure or system at home for
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the effective education of the learner, while implementing reasonable rules
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on the safe and healthy use of TVs, radios, desktops, laptops, tablets,
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cellphones, and other ICT equipment as tools for learning;
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(e) Encourage reading in print and book formats to offset the amount
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of online learning and ensure that a digital recess is imposed to promote
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other physical activities with the learner;
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(f) Provide guidance and inculcate in the learner honesty, integrity,
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self-discipline, self-reliance, and industry to promote the learner’s effective
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response to the New Normal in the education system; and
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(g) Follow-up on the learner’s academic progress to determine how the
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learner has performed while learning from home.
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For the effective implementation of the distant modes of learning under
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this Act, the school, through the Parent-Teacher Association or other active
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parent-teacher groups, shall develop a system of constant open
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communication with the parents, guardians or other family members to
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actively involve them in the daily activities of the learner which shall also
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serve as a venue for the conduct of consultation or clarification, and for the
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family members to be acquainted on their assigned roles in the learner’s
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education.
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Sec. 22. Mandatory Review and Impact Assessment. - The DepEd, in 
partnership with the other concerned government agencies, shall conduct a 
mandatory review of the implementation of this Act, and submit such report 
to Congress to measure its effectiveness and ensure its proper
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implementation. The mandatory review shall be conducted not later than six 
(6) months from the exercise of the powers and functions of the National 
SSRTF, and every six (6) months thereafter, until such time that the 
calamity, public health emergency, civil unrest, and other emergency or 
crisis situations has ceased to exist and normedcy has been achieved in the 
affected schools.
Sec. 23. Utilization of the Special Education Fund. - The provisions of 
Section 272 of RA No. 7160 or the “Local Government Code of 1991” 
notwithstanding, the Local School Board may utilize a portion of the Special 
Education Fund for the implementation of the provisions of this Act, such as 
the provision of hand washing facilities, soap, alcohol, sanitizers, and other 
disinfecting solutions, as well as medical health supplies deemed 
appropriate by public health officials such as thermometers, face masks, 
and face shields.
Sec. 24. Tax Incentives. - Any donation, contribution, or grant, in cash 
or services, whether local or foreign, made by individuals and organizations, 
including private entities which shall provide the following shall be exempt 
from the donor's teoc and the cost of which shall be considered as an 
allowable deduction from the gross income of the donor in accordance with 
the provisions of the National Internal Revenue Code of 1997, as amended:
(a) materials, including softwares, facilities, and services for the 
promotion and development of distance learning;
(b) needed medical facilities, equipment and supplies; or
(c) school infrastructure, equipment, and supplies, including but not 
limited to, construction and/or repair of school buildings or 
classrooms, provision of temporary learning spaces, and other 
facilities.
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Sec. 25. Appropriations. - The amount necessary for the immediate 
implementation of this Act shall be charged against those authorized in the 
respective current appropriations of the DepEd and the other implementing 
agencies. Thereafter, the amount necessary for the continued 
implementation of this Act shall be included in the annual General 
Appropriations Act.
Sec. 26. Implementing Rules and Regulations. - Within fifteen (15) days 
from the effectivity of this Act, the Secretary of Education, in consultation 
with the implementing agencies provided herein, other concerned 
government agencies and education stakeholders, shall promulgate the 
rules and regulations implementing the provisions of this Act.
The Implementing Rules and Regulations (IRR) issued pursuant to this 
section shall take effect immediately upon its publication in the Official 
Gazette or in a newspaper of general circulation.
Sec. 27. Joint Congressional Oversight Committee. - There is hereby 
created a Joint Oversight Committee to oversee, monitor and evaluate the 
implementation of this Act. The Oversight Committee shall be composed of 
five (5) members each from the Senate and from the House of 
Representatives, including the Chairs of the Committees on Education, Arts 
and Culture, and Finance of both Houses. The membership of the 
Committee for every House shall have at least two (2) opposition or minority 
members.
Sec. 28. Survival Clause. - The containment or eradication of the 
COVID-19 disease, notwithstanding, the SSRTF shall continue to exercise 
its powers and functions granted herein upon the declaration of a state of 
emergency or calamity due to the occurrence and existence of other 
pandemics, endemics, outbreaks, and other emergency or crisis situations 
resulting to a massive disruption of classes, as the situation may warrant.
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and adopt such policies and measures as may be necessary under the 
current state of affairs. Further, the relevant provisions of this Act shall 
continue to be in full force and effect after the COVID-19 disease has been 
contained or eradicated.
Sec. 29. Separability Clause. - If any part, section or provision of this 
Act is declared invalid or unconstitutional, the other parts thereof not 
affected thereby shall remain in full force and effect.
Sec. 30. Repealing Clause. - All laws, acts, presidential decrees, 
executive orders, administrative orders, rules and regulations, or parts 
thereof, inconsistent with, or contrary to the provisions of this Act are 
hereby modified, amended, or repealed accordingly.
Sec. 31. Effectivity. - This Act shall take effect immediately upon its 
publication in the Official Gazette or in a newspaper of general circulation.
Approved,
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