Aah ate
Reblic of the Phepines
HOUSE OF REPRESENTATIVES
Quevon

EIGHTEENTH CONGRESS
First Regular Session

7189

HOUSE BILL NO.

Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR.

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

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 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 that was
launched last March 17, 2020 and as a direct solution to give 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 “appropriate step to make such
education accessible to all” as mandated by the Constitution. Keeping our students
engaged require going beyond exclusive reliance on online strategies.

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 available resources by mandating periodic
resources mapping, but it also provides for a digital technology roadmap as a 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.

These are a few of the best practices around the world on education COVID-19
emergency plan:

Kenya
+ EDU-Channel or Elimu Channel
— The Ministry of Education through the Kenya Institute for Curriculum Development,
provided a timetable for radio education learning for students.
— The Ministry also created an online platform where various digital content such as

interactive PDFs, electronic publications, audio and visual learning materials, is
available for both teachers, students, and parents.

Argentina

+ Seguimos Educando


— The television/radio channel airs 14 hours a day of television content and 7 hours
a day of radio content specially produced for students.

— The broadcast is available both on public and private channels.

— The students are also provided with printed “Notebooks” that contain various
lesson plans and learning resources which are delivered to the homes of the
students.

Ecuador

+ Door-to-door visits from teachers
= This is beneficial to students who live in remote and rural places.
— The teacher has materials in Science, Mathematics, History, Spanish, Arts and Crafts,
and guidelines on preventing the spread of COVID-19.

+ Production of Educational programmes for radio and television.

+ Donation drive of all digital devices and data plans for teachers to keep in touch with
students.

Cote D'tvoire

+ "ECOLE FERMEE, MAIS CAHIERS OUVERTS!”
(CLOSED SCHOOL BUT OPEN NOTEBOOKS)

— The government established a mobile phone service that provides free educational
materials to primary and secondary students.
— They will send an SMS to the number provided by the Ministry of Education,

Austria

+ Special Education Program Broadcast at the Public TV Station ORF 1
— The program is for students at all school levels.
— The broadcast provides documentaries, informational segments, and explanatory
videos.
— For students enrolled in pre-school and primary school, the educational content
airs from 6:00 am -9:00 am.
— For students aged 10+, their educational content airs from 9:00 am — 12:00 pm.

Indonesia

+ TVEdukasi/Televisi Pendidikan Indonesia (Education TV)
— The television station is owned by the Ministry of Education and Culture.
— Itairs 2 live education programs — one for teachers and one for students.
— The channel's website live- streams the television broadcast and houses on-
demand e-content.

Malaysia
+ TVOkey

— ATV Channel from the public broadcaster Radio Televisyen
Malaysia (RTM).


— It was launched to deliver education television programs to all students, especially
those without internet access.

— The programs were live-streamed on the RTM Website.

— Schedule: The programs will be aired for 2 hours a day.

South Korea

+ Education Broadcasting System (EBS) provides educational videos and materials
through television and radio broadcast.

+ The videos are also available online.

+ The content ranges from Science, Mathematics, Literature, History, and Culture.

In addition to the proposed adjustments and key preparations for the transformation
of education in the future, this bill also gives importance to 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 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.

cl A

LUIS RAY! “LRAY? F. VILLAFUERTE, JR.


Reseblic of the Philippines

HOUSE OF REPRESENTATIVES
Quexow City
Y
EIGHTEENTH CONGRESS
First Regular Session

HOUSE BILL No. 7189

Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR.

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

Section 1. Title — This Act shall be known as the “Outside Class Learning and
Digital Education Act of 2020".

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:

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;

() "DepEd" shall mean the Department of Education;

(d)"DICT" shall mean the Department of Information and Communications
Technology;

(©) "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)"Leamer” shall mean a person who is still learning such as a pupils and students;

(@ “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;

()) “Outside class learning” shall mean any other mode of delivery of education other
than traditional face to face leaning;

(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

() "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 leamers 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 leaming;

(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
airlime 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 wifi 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.