1 
2 
3 
4 
5 
6 
7 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
First Regular Session 
TWENTIETH CONGRESS 
                  House Bill No. 1992 
8 
9 
10 
Introduced by REP. JESUS MANUEL “BONG” C. SUNTAY 
11 
12 
EXPLANATORY NOTE 
13 
14 
In an era of fast-paced change, our education system must continuously evolve to meet 
15 
the needs of learners. The traditional teaching approach—dominated by teacher-
16 
centered lectures—is increasingly proving insufficient in addressing deep learning gaps, 
17 
particularly among students in public schools and underserved communities. 
18 
19 
The Philippine basic education system continues to face serious and persistent 
20 
challenges in learner performance and equity. Despite widespread implementation of 
21 
the K to 12 program, Filipino students consistently rank among the lowest in 
22 
international assessments, revealing deep gaps in reading comprehension, 
23 
mathematical reasoning, and scientific literacy. In Programme for International Student 
24 
Assessment (PISA) 2022, the Philippines scored: 
25 
•
355 in mathematics, 347 in reading, and 373 in science—approximately 120
26 
points below the Organisation for Economic Co-operation and Development
27 
(OECD) average in each domain.
28 
•
Only 16% of students reached Level 2 proficiency, compared to the OECD
29 
average of around 70%, placing the Philippines among the lowest-ranked 80
30 
countries.
31 
32 
Meanwhile, regional results from Southeast Asia Primary Learning Metrics (SEA-PLM) 
33 
2019/2023 show that many Grade 3 and Grade 5 learners in the Philippines are 
34 
struggling: 
35 
•
Early assessments reveal students are 1–2 years behind curriculum expectations
36 
•
Only about 10% of Grade 5 learners reached minimum proficiency in reading,
37 
with similarly low outcomes in numeracy.
38 
39 
These alarming outcomes—persisting even post-COVID—demonstrate that the majority 
40 
of Filipino students are not acquiring foundational skills in critical areas, reinforcing the 
41 
need for an evidence-based and context-sensitive intervention. 
42 
43 
The Dynamic Learning Program (DLP) responds directly to these deficiencies. Data 
44 
from pilot schools—including those in Quezon City—show that DLP students: 
45 
•
Gain greater comprehension and retention through structured, in-class activities;
46 
•
Show improved discipline, engagement, and confidence in core subjects;
47 
July 16, 2025
11:25 am


•
Benefit from a stronger independent learning mindset, reducing time lost to 
1 
disruptive behavior and absenteeism.
2 
3 
By institutionalizing DLP nationwide, the state will provide students—especially in 
4 
under-resourced schools—with a proven, scalable method for improving core 
5 
competencies in literacy, numeracy, and scientific thinking. This legislation ensures 
6 
DLP remains a sustainable, funded, and adaptive solution to Philippines’ ongoing 
7 
learning crisis. 
8 
9 
In light of these realities, innovation in teaching and learning is no longer optional—it is 
10 
imperative. 
11 
12 
The Dynamic Learning Program, developed by the Central Visayan Institute Foundation 
13 
(CVIF), offers a tested, scalable, and cost-effective solution. Unlike traditional methods 
14 
that are heavily dependent on teacher lectures, DLP trains students to become 
15 
independent, self-directed learners through structured Learning Activity Sheets (LAS). 
16 
It promotes discipline, critical thinking, and academic resilience—especially valuable for 
17 
students in public schools and rural areas. 
18 
19 
In its pilot implementation in CVIF and selected public schools in Quezon City, DLP has 
20 
resulted in: 
21 
•
Improved academic performance and retention in core subjects
22 
•
Increased student confidence and responsibility
23 
•
Reduced disciplinary issues and absenteeism
24 
•
Better time management and focus among learners
25 
26 
The success of the DLP demonstrates that pedagogical innovation rooted in Philippine 
27 
realities can significantly raise learning outcomes, even in resource-constrained 
28 
environments. It empowers both teachers and students by shifting the learning dynamic 
29 
from passive reception to active engagement. 
30 
31 
This bill seeks to institutionalize the Dynamic Learning Program under the Department 
32 
of Education as an official instructional option in all public elementary and secondary 
33 
schools. It mandates the development of standardized DLP materials, teacher training, 
34 
phased roll-out, and dedicated funding to support implementation. 
35 
36 
Through this Act, we aim to bring structure, strategy, and sustainability to one of the 
37 
most promising innovations in Philippine education—and in doing so, make quality 
38 
learning more equitable, resilient, and effective for every Filipino child. 
39 
40 
Immediate passage of this measure is earnestly sought. 
41 
42 
43 
44 
45 
REP. JESUS MANUEL “BONG” C. SUNTAY 
46 


1 
2 
3 
4 
5 
6 
7 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
First Regular Session 
TWENTIETH CONGRESS 
                  House Bill No. 1992 
8 
9 
10 
Introduced by REP. JESUS MANUEL “BONG” C. SUNTAY 
11 
12 
AN ACT INSTITUTIONALIZING THE DYNAMIC LEARNING PROGRAM AS 
13 
AN ALTERNATIVE INSTRUCTIONAL MODALITY IN THE K TO 12 BASIC 
14 
EDUCATION CURRICULUM AND PROVIDING FUNDS THEREFOR 
15 
16 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
17 
assembled: 
18 
19 
SECTION 1. Short Title. 
20 
This Act shall be known as the “Dynamic Learning Program Act of 2025.” 
21 
22 
SEC. 2. Declaration of Policy. 
23 
It is the policy of the State to promote innovative, inclusive, and evidence-based 
24 
pedagogical practices that improve learning outcomes. To this end, the State shall 
25 
institutionalize the Dynamic Learning Program (DLP) as a recognized instructional 
26 
approach within the K–12 basic education curriculum. 
27 
28 
SEC. 3. Definition of Terms. 
29 
a. Dynamic Learning Program (DLP) – A pedagogical approach centered on
30 
independent learning, minimal lecture, and activity-based instruction, using structured
31 
Learning Activity Sheets (LAS).
32 
b. Learning Activity Sheet (LAS) – A student worksheet that contains key concepts,
33 
illustrations, and tasks designed for completion during class time without direct lecture.
34 
c. Parallel Learning – The practice of having students across grade levels work
35 
independently on LAS during a majority of the school day, with minimal teacher
36 
intervention.
37 
38 
SEC. 4. Integration in the K–12 Curriculum. 
39 
The Department of Education (DepEd) shall integrate the DLP as a complementary and 
40 
optional mode of instruction in the K to 12 curriculum, to be implemented in all public 
41 
elementary and secondary schools nationwide. 
42 
43 
SEC. 5. Program Implementation. 
44 
To ensure effective implementation of DLP, the DepEd shall: 
45 
a. Develop a National Implementation Framework including guidelines, training plans,
46 
and adaptation strategies for LAS development per subject and grade level;
47 


 
 
b. Designate DLP Focal Teams at the national, regional, and division levels; 
1 
c. Conduct training and capacity-building programs for teachers and school leaders in 
2 
partnership with teacher education institutions, SUCs, LGUs, and NGOs; 
3 
d. Establish a centralized online platform for DLP materials, LAS templates, training 
4 
resources, and feedback tools; 
5 
e. Integrate DLP into existing monitoring and evaluation mechanisms of DepEd to track 
6 
impact and recommend adjustments. 
7 
 
8 
SEC. 6. Pilot and Phased Roll-Out. 
9 
A pilot implementation shall be conducted in at least one (1) school division per region 
10 
within the first year. Based on pilot evaluation, the DLP shall be scaled to 25% of public 
11 
schools by the second year and fully integrated nationwide within five (5) years. 
12 
 
13 
SEC. 7. Allowable Expenses. 
14 
The following items shall be considered allowable charges under school MOOE, LGU 
15 
Special Education Funds (SEF), or the DLP Fund: 
16 
a. Printing and reproduction of LAS and instructional materials; 
17 
b. Procurement of paper, printers, ink, folders, and related supplies; 
18 
c. Development and distribution of DLP starter kits and sample LAS bundles; 
19 
d. Acquisition of equipment for DLP production; 
20 
e. Training expenses for teachers and school personnel; 
21 
f. Honoraria for LAS developers, reviewers, and layout specialists; 
22 
g. Digital platforms and data services for DLP resource access; 
23 
h. Maintenance of student portfolios and evaluation tools. 
24 
 
25 
SEC. 8. Appropriations. 
26 
The amount needed for initial implementation shall be sourced from DepEd’s current 
27 
budget. A dedicated Dynamic Learning Program Fund shall be created within the DepEd 
28 
budget for this purpose. Subsequent appropriations shall be included in the General 
29 
Appropriations Act (GAA). 
30 
 
31 
The DepEd is authorized to mobilize private sector and LGU support, and to reallocate 
32 
savings for the purpose of implementing this Act. 
33 
 
34 
SEC. 9. Monitoring and Evaluation. 
35 
The DepEd shall submit an annual report to Congress detailing DLP implementation 
36 
progress, budget utilization, outcomes per region/division, and recommendations. 
37 
 
38 
SEC. 10. Implementing Rules and Regulations. 
39 
Within sixty (60) days from the effectivity of this Act, the DepEd shall issue the 
40 
necessary implementing rules and regulations. 
41 
 
42 
SEC. 11. Separability Clause. 
43 
If any provision of this Act is declared unconstitutional, the remaining provisions shall 
44 
remain in full force and effect. 
45 
 
46 
SEC. 12. Repealing Clause. 
47 


 
 
All laws, executive orders, rules and regulations inconsistent with this Act are repealed 
1 
or modified accordingly. 
2 
 
3 
SEC. 13. Effectivity. 
4 
This Act shall take effect fifteen (15) days after its publication in the Official Gazette or 
5 
in a newspaper of general circulation. 
6 
 
7 
Approved, 
8