Know what you are entitled to!

This seeks to (1) deliver quality basic education in a safe learning environment to learners in low- to minimal-risk areas; (2) address teaching and learning gaps encountered in distance learning modalities; and (3) strengthen the school-community health and safety support system for children. This JMC covered rules and guidelines for the pilot implementation of face-to-face classes, including selected secondary learners from SHS in minimal-risk areas.

Issued based on feedback on the progressive expansion of face-to-face classes. It updated and refined the standards contained in DepEd Order No. 17, Series of 2022.

DepEd Order No. 17, Series of 2022 seeks to provide guidance to schools on the mechanisms and standards of face-to-face classes and ensure their effective, efficient, and safe implementation, complementing the earlier JMC No. 1, s. of 2021. This Order was issued after DepEd maintained that “the pilot implementation [of face-to-face classes] was highly successful based on the monitoring and evaluation results”. Like the JMC, the Order uses a “shared responsibility framework” to guide the expansion of face-to-face classes, covering the four major pillars consistent with the JMC. The progressive expansion covered geographic expansion, the inclusion of all grade levels, and increasing time in school subject to applicable guidelines.

According to the DepEd, the BEDP 2030 addresses “the immediate impacts of the pandemic on learning and participation, addressing learning loss while deepening learning gains; closes the remaining access gaps; confronts the issue of learning quality; and anticipates the future of education and introduces in novations in fostering resiliency and embedding the rights of children and youth in education.” The BEDP enumerates expected learning outcomes and standards, from a learning and strategic framework prescribed to all DepEd units.

DepEd Order No. 3, Series of 2021 created two coordinating units, the CPU and the CRED, to strengthen the implementation of DepEd’s Child Protection Policy and ensure the rights of the child in education are respected, promoted, protected, and fulfiled by DepEd.

DepEd Order No. 35, Series of 2022 was issued to enhance the procedure and clarify the roles of key stakeholders in the enrollment process. The guidelines will also introduce improvements in the reporting mechanisms, the Enhanced Basic Education Enrollment Form (BEEF), and the encoding procedure in the Learner Information System (LIS).

The PDP provides for baseline values, targets, and accomplishments of the DepEd from 2017 to 2019 on core education outcome indicators.

Be able to enroll via any of the following options:

• In-person enrollment
• Remote enrollment
• Enrollment through dropbox forms

• Receive and use quality learning resources and materials
• Receive own self-learning modules on time
• Have own textbook in class
• Have access to gadgets/materials needed for the learning modality used
• Have access to student support programs such as:
  • School-based Feeding program
  • Mental health program (psychological first aid (PFA), in-house counseling sessions, online counseling, and support groups)
  • Remedial classes
• Be able to give feedback and suggestions regarding the learning continuity plan of their school
• Be able to consult with your teachers regarding your studies
• Be protected from discrimination and violence

• Be able to report errors on learning materials received

• Be able to give consent to attend face to face classes
• Be informed, consulted, and oriented about protocols and procedures in the conduct of face-to-face classes
• Have access to hygiene and sanitation facilities (WASH), hygiene and sanitation supplies such as face masks/hand sanitizer/alcohol, and other health emergency kits at school
• Have access to basic health services in the school clinic such as health assessment and physical examination, first aid and treatment, proper management of symptoms, and referral to care, and mental health services / access to counseling services/ psychosocial programs
• Use a classroom that is well ventilated–with windows open for non-airconditioned classrooms and equipped with working electric fans; for airconditioned rooms, with HEPA filters
• Undergo daily health monitoring
• Attend discussion on modules related to mental health in the first hour of the first five school days

• Be able to participate in the Supreme Student Government (SSG)

• Receive training on the following basic support skills they will need to support and ensure the quality learning of students:
  • Different learning modalities
  • Learner support system
  • Emergency planning
• Have access to gadgets/materials needed for the learning modality/ies used in teaching
• Be able to give feedback and suggestions regarding the learning continuity plan of their school

• Be able to report errors on learning materials received

• Be able to give consent for their children to attend face to face classes
• Be informed, consulted, and oriented about protocols and procedures in the conduct of face-to-face classes
• Have access to hygiene and sanitation facilities (WASH), hygiene and sanitation supplies such as face masks/hand sanitizer/alcohol, and other health emergency kits at school
• Have access to basic health services in the school clinic such as health assessment and physical examination, first aid and treatment, proper management of symptoms, and referral to care, and mental health services / access to counseling services
• Use a classroom that is well ventilated–with windows open for non-airconditioned classrooms and equipped with working electric fans; for airconditioned rooms, with HEPA filters
• Undergo daily health monitoring

•  Receive COVID-19 Vaccination if interacting with students
• If PWD, pregnant, lactating, or with other comorbidities, and services are considered indispensable, must comply with CSC MC 18, 2020

• Trained on appropriate school health and nutrition standards

• Be a member and able to participate in the Parent-Teacher Association