DepEd Commits to Timely Delivery of Textbooks and Enhancing Learning Recovery Programs
The Second Congressional Commission on Education (EDCOM 2) recently announced that the Department of Education (DepEd) has made a commitment to deliver 80 percent of the textbooks for Grades 1, 4, and 7 by July of this year. This commitment was shared by DepEd Bureau of Learning Resources Director Ariz Cawilan during a meeting at the University of the Philippines-BGC. Additionally, the DepEd highlighted plans to issue awards to successful bidders for textbooks next month, with the printing process set to commence after the issuance of a Notice to Proceed in April. These efforts aim to address concerns raised by EDCOM 2 regarding textbook procurement and the implementation of effective learning recovery strategies.
Textbook Procurement
EDCOM 2's Year One Report, titled "Miseducation: The Failed System of Philippine Education," emphasized the need for timely procurement of textbooks. The report revealed that since the introduction of the K to 12 curriculum, only Grades 5 and 6 textbooks had been successfully procured, raising concerns about the availability of educational materials for other grade levels. In response, EDCOM 2 urged the DepEd to implement a more efficient strategy for textbook procurement, including considering the use of existing books available in the market instead of developing new ones through publishers.
EDCOM 2's Year One Report, titled "Miseducation: The Failed System of Philippine Education," emphasized the need for timely procurement of textbooks. The report revealed that since the introduction of the K to 12 curriculum, only Grades 5 and 6 textbooks had been successfully procured, raising concerns about the availability of educational materials for other grade levels. In response, EDCOM 2 urged the DepEd to implement a more efficient strategy for textbook procurement, including considering the use of existing books available in the market instead of developing new ones through publishers.
Revised Timeline for Printing and Delivery
The DepEd acknowledged the need for improvement in the timeline for textbook production and delivery. Executive Director Dr. Karol Mark Yee stated that the previous process took approximately one year for printing and delivery. However, the revised timeline aims to significantly reduce this timeframe. According to Dr. Yee, the DepEd now plans to complete printing and deliver 80 percent of textbooks for Grades 1, 4, and 7 between April and July, condensing the process from one year to four months. This accelerated timeline aims to ensure that students have access to the necessary learning materials in a more timely manner.
The DepEd acknowledged the need for improvement in the timeline for textbook production and delivery. Executive Director Dr. Karol Mark Yee stated that the previous process took approximately one year for printing and delivery. However, the revised timeline aims to significantly reduce this timeframe. According to Dr. Yee, the DepEd now plans to complete printing and deliver 80 percent of textbooks for Grades 1, 4, and 7 between April and July, condensing the process from one year to four months. This accelerated timeline aims to ensure that students have access to the necessary learning materials in a more timely manner.
Enhancing Learning Recovery Programs
EDCOM 2 also focused on the DepEd's learning recovery program, particularly Catch-up Fridays. In January, the DepEd issued a memorandum designating Fridays for activities aimed at improving students' reading skills and comprehension. However, EDCOM consultations revealed concerns about the effectiveness and structure of these activities. EDCOM Executive Director Dr. Karol Mark Yee expressed that teachers may require more comprehensive training on conducting effective reading interventions to optimize learning recovery. While reading classes focus on exposing students to more texts, there is a need to ensure that these activities genuinely enhance students' reading skills.
EDCOM 2 also focused on the DepEd's learning recovery program, particularly Catch-up Fridays. In January, the DepEd issued a memorandum designating Fridays for activities aimed at improving students' reading skills and comprehension. However, EDCOM consultations revealed concerns about the effectiveness and structure of these activities. EDCOM Executive Director Dr. Karol Mark Yee expressed that teachers may require more comprehensive training on conducting effective reading interventions to optimize learning recovery. While reading classes focus on exposing students to more texts, there is a need to ensure that these activities genuinely enhance students' reading skills.
Addressing Regional Challenges
EDCOM 2 delved into the challenges faced in regions IV-B, V, VI, VIII, and NCR, as identified through the Comprehensive Rapid Literacy Assessment data. These challenges highlight the importance of targeted interventions and support in regions where literacy rates may be lower. By addressing these regional disparities, the DepEd can work towards achieving equitable access to quality education for all students across the country.
EDCOM 2 delved into the challenges faced in regions IV-B, V, VI, VIII, and NCR, as identified through the Comprehensive Rapid Literacy Assessment data. These challenges highlight the importance of targeted interventions and support in regions where literacy rates may be lower. By addressing these regional disparities, the DepEd can work towards achieving equitable access to quality education for all students across the country.
The DepEd's commitment to delivering textbooks on time and enhancing learning recovery programs is a significant step towards addressing the challenges faced by the Philippine education system. Through streamlined procurement processes and the implementation of effective strategies, the DepEd aims to ensure that students have access to the necessary learning materials and opportunities for catch-up and improvement. By addressing regional challenges and providing comprehensive support to educators, the DepEd strives to create a more inclusive and effective education system that empowers students and prepares them for a brighter future.
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