Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

INSTITUE OF SCIENCE AND TECHNOLOGY
CAVITE CAMPUS
Gen. Mariano Alvarez, Cavite

MASTER OF ARTS IN EDUCATION

Major in Administration and Supervision

SUBJECT : ADVANCED FOUNDATION OF EDUCATION

SUBJECT CODE : FS 101

TOPIC : TERM PAPER (DepEd Orders)

PROFESSOR : AGNES COO, Ed. D.

SUBMITTED BY : JONAH FRANCES J. PASTORAL

I. DepEd Order No. 047 s. 2021

CREATION OF THE BUREAU OF ALTERNATIVE EDUCATION IN THE
DEPARTMENT OF EDUCATION
II. DepEd Order No. 024 s. 2021
III. DepEd Order 013 s. 2020
READINESS ASSESSMENT CHECKLIST FOR LEARNING DELIVERY
MODALITIES IN THE LEARNING CONTINUITY PLAN OF PRIVATE
SCHOOLS

1. As provided in DepEd Order (DO) No. 007, s. 2020 titled

School Calendar and Activities for School Year 2020–2021, private
schools shall be allowed to open classes within the period
authorized by Republic Act No. 7797, An Act to Lengthen the School
Calendar from Two Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days, provided, among others, that
they submit their Learning Continuity Plan showing alternative
delivery modes of learning when face-to-face learning is not
allowed.

2. In choosing the specific learning delivery modalities to use,

the schools shall take into consideration the following: availability
of learning resources, the health and well-being of learners and
DepEd personnel, national and local directives given, and the choice
of parents and learners.

3. To ensure that private schools undertake adequate

preparations for the learning delivery modality/ies chosen, this
Department provides the enclosed Readiness Assessment Checklist
for Implementing Learning Delivery Modalities, which specifies the
minimum requirements and standards needed for each learning
modality.

4. Private schools are required to submit a Letter of Intent (LOI) to

implement a particular learning delivery modality addressed to the
Regional Office (RO), through the Schools Division Office (SDO). It
must be submitted together with the documentary requirements
enumerated in the checklist. The Quality Assurance Division (QAD) of
the RO shall collaborate with School Governance and Operations
Division (SGOD) of the SDO in assessing the readiness of the schools.

5. This Readiness Assessment Checklist for Implementing Learning

Delivery Modalities shall serve as guide for ROs, through SDOs, to
assess the preparedness of private schools to implement the
learning delivery modality/ies they have opted for. The QAD and
SGOD shall submit to the SDOs feedback reports identifying the
requirements that private schools are having difficulty with and what
support may be provided. Technical assistance shall be extended to
the schools as applicable.
1. Upon submission of the LOI for the implementation of the specific
learning delivery modality, schools are already authorized to proceed
with enrollment. However, the formal start of classes shall be
conditioned on the school’s compliance with the required documents
for submission as provided for in DO No. 007, s. 2020:
a. School’s plan for compliance with minimum health
standards issued by DepEd, consistent with the
guidelines of DOH, IATF, and OP;
b. School’s Learning Continuity Plan showing alternative
delivery modalities when face-to-face learning is not
allowed; and
c. School’s SY 2020-2021 School Calendar.

2. This Readiness Assessment Checklist shall apply only to

private schools with existing recognition or permit to operate. New
applicants for a permit to operate shall be guided by DO No. 088, s.
2010 titled 2010 Revised Manual of Regulations for Private Schools
in Basic Education.

3. For more information, please contact the Bureau of Learning

Delivery, 4th Floor, Bonifacio Building, Department of Education
Central Office, DepEd Complex, Meralco Avenue, Pasig City through
email at [email protected] or telephone numbers (02) 8637-
4346 and (02) 8637-4347.

4. Immediate dissemination of and strict compliance with this Order is

directed.

(Enclosure to DepEd Order No. , s. 2020)

READINESS ASSESSMENT CHECKLIST FOR LEARNING DELIVERY

MODALITIES IN THE LEARNING CONTINUITY PLAN OF
PRIVATE SCHOOLS

General Instruction

1. Private schools are required to submit a Letter of Intent to

implement a particular learning delivery modality/ies addressed to the
Regional Office (RO) through the Schools Division Office (SDO). It must
be submitted together with the documentary requirements
enumerated in the checklist for each learning delivery modality.

2. The Quality Assurance Division (QAD) of the RO shall

 collaborate with the School Governance and Operations Division
(SGOD) of the SDO in assessing the readiness of the schools.

3. Private schools must administer its own readiness

assessment using the checklist. It shall be validated by the RO,
through the SDO, during the on-site inspection. Validation of
compliance to the checklist can be done during the on-site
monitoring of private schools. On-site monitoring can be done in
consideration of the general COVID-19 situation of the community,
following the minimum safety and health standards and protocols.

4. A private school that chooses to combine two or more learning

delivery modalities must meet the non-negotiable minimum
requirements for the said learning delivery modalities.

A. NON-NEGOTIABLE MINIMUM REQUIREMENTS FOR

ONLINE DISTANCE LEARNING (ODL)/BLENDED LEARNING
(F2F and ODL)

Area of No/
Stakeholder Particulars Yes Narrative
Readiness None

Requirement that MUST be available

The school has an educational platform or Learning

Platform and
1 School Management System (LMS), either subscription-
Support
based or locally developed.
The school has the technical expertise to run and
support the educational platform 24/7. Technical
expertise can be in-house OR outsourced OR a
Platform and
2 School combination, depending on the nature of the
Support
deployment. The more IN-HOUSE/locally
developed is the hosted platform, the higher the
degree of the technical support personnel required.
The school has email facility or domain name for all
Platform and
3 School teachers and users. Note: The school can
Support
outsource.
The school has helpdesk personnel working under
Platform and the platform managers whose main task will be to
4 School
Support directly answer usage queries of both teachers and
students.
 Area of No/
Stakeholder Particulars Yes Narrative
Readiness None

The school has complete and appropriate content

5 School Content
for Quarter 1 in the platform.
Together with the content, the school has
proper assessments (e.g., quiz, exams) available
6 School Assessment
in the platform. The same assessments should
be
regularly reviewed and updated.
The school has institutionalized the training and
7 School Teacher updating of teachers to be more technologically
adept.
Teachers have access to device/s and connectivity
8 School Teacher
at the school.
The learners have access to the necessary
9 Learners Learners resources (device, connectivity) to access the
lessons.
The parents have expressed willingness for the
10 Learners Parents
option of online distance learning for their children.

Requirements that should be addressed by the school as soon as possible

The school orients the teachers, parents and

learners about the online learning policies and
11 School Governance
directions to ensure that everyone is properly
informed and guided.
The school has a technology knowledge
12 School Continuance enhancement program wherein regular trainings
or seminars are given to teachers, students, and
parents to make them embrace the technology.

The teachers are well oriented on DepEd policies

13 School Teacher relating to online distance learning and to freely
access the needed resources accorded by the
Department like the DepEd Commons and LRMDS.
The parents are willing to co-supervise and co-
14 Learners Parents monitor the progress of their children's online
learning.

Documents to be submitted For Online Distance Learning

(ODL)/Blended Learning (F2F and ODL):

1. School’s Omnibus Certificate of Compliance to the minimum

requirements set by DepEd for Online Distance Learning as contained
in the checklist above.

2. Certification from the private school that it has IT

infrastructure with technology support for the following:

a. internet service provider and its bandwidth;

b. web hosting service provider;
 c. technical support for learners and other users
(parents, guardians); and
d. its own Learning Management System or
outsourced online system to support the learning
modality

3. Disclosure of Essential e-learning applications (whether the

school will use available applications like MS Office 365, Moodle,
Google Suite for Education, and others, which are either
outsourced or locally developed).

4. Statement of Undertaking signed by the school

head/administrator that courseware for each learning area in
different grade levels are available and ready for the school year.
Courseware refers to a self-learning package in digital format
provided to learners for independent study, and the set of
educational materials in digital format for use of teachers in
instruction delivery.
5. Statement that ensures accessibility of e-learning platform
for Users (admin, teacher, learners, parents).

6. Detailed discussion on Curricula Implementation, including a

statement that it complies with the minimum requirement of
DepEd in terms of learning competencies, time allotment, and
promotion and retention.

7. Certification that the school has a Teacher Professional

Development/Training Plan to adequately prepare teachers, and other
relevant personnel for the implementation of Online Distance
Learning.

8. Certification of the existence of an Orientation-Training Plan

for parents for the implementation of Online Distance Learning.

9. Scanned copy of the permit to operate or government recognition.

10. Statement of Undertaking that tuition and other fees are

properly consulted with the parents.
 B. NON-NEGOTIABLE MINIMUM REQUIREMENTS FOR
MODULAR DISTANCE LEARNING (MDL)/BLENDED LEARNING
(F2F and MDL)

Area of No/
Stakeholder Particulars Yes Narrative
Readiness None
The school orients the teachers,
parents and learners about the
1 School Governance modular learning policies and
directions to ensure that everyone
is properly informed and guided.
The school has complete and
appropriate content (Learning
Modules/Self-Learning Modules
2 School Content
in print and e-copy for those with
device) for Quarter 1 available for
distribution to learners
The school has available
reference/supplementary
3 School Content
materials for distribution to the
learners.
The parents have expressed
willingness for the option of
4 Learners Parents
modular distance learning for
their children.
The parents are willing to co-
supervise and co-monitor the
5 Learners Parents
progress of their children's
modular distance learning.

Documents to be Submitted For Modular Distance Learning

(MDL)/Blended Learning (F2F and MDL):

1. School’s Omnibus Certificate of Compliance to the minimum

requirements set by DepEd for Modular Distance Learning as
contained in the checklist above.

2. Statement of Undertaking signed by the school

head/administrator that learning materials in print/e-copy or
courseware (for those with computers only) for each learning area
in different grade levels are available and ready for the school year.

3. Statement of Undertaking that tuition and other fees are

properly consulted with the parents.

4. Detailed discussion on Curricula Implementation, including a

statement that it complies with the minimum requirement of DepEd
 in terms of learning competencies, time allotment, and promotion
and retention.

5. Certification that the school has a Teacher Professional

Development/Training Plan to adequately prepare teachers and other
relevant personnel for the implementation of Modular Distance
Learning.

6. Certification of the existence of an Orientation-Training Plan for

parents for the implementation of Modular Distance Learning.

7. Scanned copy of the permit to operate or government recognition.

8. Statement of Undertaking that tuition and other fees are

properly consulted with the parents.

C. NON-NEGOTIABLE MINIMUM REQUIREMENTS FOR

TV/RADIO-BASED INSTRUCTION/BLENDED LEARNING
(F2F and TV-RBI)

Area of No/
Stakeholder Particulars Yes Narrative
Readiness None
The school orients the teachers, parents
and learners about the TV/Radio-Based
1 School Governance Instruction policies and directions to
ensure that everyone is properly
informed and guided.
The school has a MOA/MOU with a
2 School Governance Television Network or Radio Station for
the needed airtime/slot.
The school has complete and
appropriate content (Learning
3 School Content Modules/Self-Learning Modules in video
format and radio-based lesson
format/radio script as well as in print/e-
copy) for Quarter 1.
The school has available
4 School Content reference/supplementary materials for
distribution to the learners.
The parents ensure children's access to
5 Parents Learners
television and radio.

Area of No/
Stakeholder Particulars Yes Narrati
Readiness None
The parents have expressed willingness
6 Learners Parents for the option of TV/Radio-Based
Instruction for their children.
 The parents are willing to co-supervise
and co-monitor the progress of their
7 Learners Parents
children's learning as well as provide
guidance to their children.

Documents to be submitted For TV/Radio-Based Instruction/Blended

Learning (F2F and TV-RBI):

1. School’s Omnibus Certificate of Compliance to the minimum

requirements set by DepEd for TV/Radio-Based Instruction as
contained in the checklist above.

2. Copy of the MOA/MOU between the private school and the

television network and/or radio station.

3. Statement of Undertaking signed by the school

head/administrator that video- taped/radio-based learning
materials for each learning area in different grade levels are
available and ready for the school year, as well as print/e-copy or
courseware, whichever is applicable to complement TV/Radio-
Based Instruction.

4. Detailed Discussion on Curricula Implementation, including a

statement that it complies with the minimum requirements of
DepEd in terms of learning competencies, time allotment, and
promotion and retention.

5. Certification that the school has a Teacher Professional

Development/Training Plan to adequately prepare teachers and other
relevant personnel for the implementation of TV/Radio-Based
Instruction.

6. Certification of the existence of an Orientation-Training Plan for

parents for the implementation of TV/Radio-Based Instruction.

7. Scanned copy of the permit to operate or government recognition.

8. Statement of Undertaking that tuition and other fees are

properly consulted with the parents.
IV. DepEd Order No. 06 s 2020

ADOPTION OF THE NATIONAL EDUCATORS ACADEMY OF THE

PHILIPPINES (NEAP) INTERIM
STRUCTURE

1. The transformation of the National Educators Academy of

the Philippines (NEAP) mandated through the issuance of DepEd
Order No. (DO) 11, s. 2019, otherwise known as the
Implementation of the NEAP Transformation, shall ensure that
professional development for teachers and school leaders in the
Department of Education (DepEd) is more strategic, integrated and
programmatic, within a unified governance system where there will
be greater accountability in the programs.

2. NEAP shall be in charge of the Department’s professional

development program for all teachers, both in teaching and school
leadership. NEAP shall work closely with relevant bureaus and
services in the central office, regional offices and other key
stakeholders to ensure that the standards set for curriculum and
pedagogy are integrated in the professional development
programs.

3. DO 11, s. 2019 mandates the commencement of the

organizational restructuring to reflect the central, regional and
other field components of the NEAP transformation agenda. The
required officers and personnel complement of the transformed
NEAP shall be filled through designations and phased hiring
consistent with applicable rules and regulations.

4. In light of the above, DepEd adopts the enclosed NEAP

Interim Structure to ensure that the new functions can be carried
out seamlessly, efficiently and effectively, while the final
organizational structure of the transformed NEAP is under
development.

5. This Order shall take effect immediately upon its issuance.

6. Immediate dissemination of and strict compliance to this Order are

directed.
(Enclosure to DepEd Order No. , s. 2020)

ADOPTION OF THE NEAP

INTERIM STRUCTURE

I. BACKGROUND AND RATIONALE

1. DepEd Order No. 11 s. 2019 directs the implementation of the

NEAP to:
(a) streamline professional development; (b) make training activities
programmatic and accountable; (c) effectively link professional
development with career progression and
(d) generate efficient use of resources to ultimately realize its
mandate of providing the professional learning and development
needs of the increasing number of teachers and school leaders.

2. A major component of the NEAP Transformation is its

Organizational Transformation, which requires the review of the
functions of NEAP as well as its structure and personnel complement
to enable the Academy to carry out its mandate and functions.

3. The adoption of the NEAP interim structure ensures that the new
functions can be carried out seamlessly, efficiently and effectively, while
the final organizational structure of the transformed NEAP is under
development.

4. The work assignment of NEAP personnel shall likewise be

reviewed, guided by their current work, expertise and interest, and
with the necessary consultation. Moreover, recruitment, selection
and hiring of new NEAP personnel shall commence as soon as
creation of items has been approved by appropriate authorities in
accordance with existing DepEd, Department of Budget and
Management (DBM) and Civil Service Commission (CSC) guidelines.

5. The NEAP interim structure shall also reflect the regional

component in consultation with the Regional Directors and other
relevant stakeholders.

II. SCOPE
 6. This interim structure shall take effect in the NEAP Central
Office and NEAP in the Regions.

III. POLICY STATEMENT

7. DepEd Order No. 11 s. 2019 emphasizes the critical role of

NEAP in upgrading education quality in the country. As such, NEAP is
expected to provide the professional learning and development
interventions for the growing number of teachers and school leaders
by:

a. leading and coordinating the planning for research-based

professional development interventions for teachers and
school leaders;

b. authorizing learning service providers, recognizing

programs and courses, and monitoring and evaluating the
implementation of the same;
c. developing and managing professional development
programs and interventions responsive to the needs of
teachers and school leaders and aligned to the Professional
Standards and career progression;

d. ensuring data capture of professional development programs and

courses;

e. managing NEAP Baguio facility;

f. gathering data on Regional Education Learning Centers

(RELCs) and NEAP in the regions operations for policy
development purposes in coordination with the Regional
Directors; and

g. developing, implementing and ensuring the monitoring

and evaluation of policies, guidelines and other issuances
relevant to the continuing professional development.

IV. INTEGRATED NEAP INTERIM STRUCTURE

8. To enable NEAP to carry out its mandate and functions, the

interim structure below is adopted:
 Figure 1. Integrated NEAP-CO and NEAP-RO Interim Structure

9. The NEAP-CO and the NEAP in the Regions are vertically

aligned. The diagram also indicates the dual reporting arrangements
under which the NEAP in the Regions will operate.

A. NEAP CENTRAL OFFICE INTERIM STRUCTURE

10. In the interim, functional tasks of the proposed NEAP

transformation structure are subsumed in the current structure. The
functions and responsibilities of the office, divisions and teams of
NEAP Central Office Interim Structure are as follows:

a. Office of the Director: The Office of the Director, in

coordination with the Office of the Secretary, shall provide
strategic leadership and direction in ensuring that the
teachers and school leaders are provided with relevant and
responsive professional development interventions that
significantly contribute to their career progression. This office
shall have the following teams under it:

i. Administrative Team: This team is responsible

for ensuring smooth day-to-day operations of
the office to support NEAP in providing
professional development for teachers and
school leaders.

ii. Research, Planning, and Policy Team: This team

is responsible for the development, assessment,
and monitoring of the professional development
plans and policies and related issuances, that
are supported by research.

iii. Information, Communication and Technology

(ICT) Team: The ICT Team is responsible for
meeting the ICT requirements of the Academy
to support the provision of professional
development interventions for teachers and
school leaders. It takes the lead in ensuring that
ICT is maximized to support the culture of
innovation and continuous improvement of
systems and processes within the Academy.

iv. Baguio Facility Team: This team is responsible

for the management, upgrade and upkeep of
the NEAP Facility in Baguio to better deliver
NEAP programs and activities and serve its
 external clients.

b. Quality Assurance Division: The Division Chief of the Quality

Assurance Division shall provide the overall leadership and
direction in ensuring that all professional development programs
for teachers and school leaders are quality assured, monitored
and evaluated.

i. Program Recognition Team: This team is

responsible for the authorization of Learning
Service Providers as well as the evaluation and
recognition of all submitted programs/courses in
accordance with the set standards.

ii. Monitoring and Evaluation Team: This team is

responsible for ensuring that all implemented
professional development programs are
monitored and evaluated.

Regional Implementation: This unit is the conduit of Central Office in terms of

professional development program implementation of NEAP in the regions

c. Professional Development Division: The Division Chief of the

Professional Development Division shall provide leadership
and direction in ensuring that relevant and responsive NEAP
professional development programs/courses/ interventions
are provided to the target clients.

i. Program Development Team: This team is responsible

for the development of professional development
programs in accordance with the Strategic
Professional Development plan and in coordination
with relevant offices and stakeholders taking into
consideration the modalities identified.

ii. Program Delivery Team: This team is responsible for

the effective and efficient implementation of the
Program. It also coordinates with appropriate
implementing units and other offices, including NEAP
in the regions.

iii. Liaison Team: This team is responsible for

establishing partnerships that support the provision
of professional development for teachers and
school leaders as well as the communication and
public affairs of NEAP.
 B. NEAP IN THE REGIONS INTERIM STRUCTURE

11. The NEAP in the Regions shall consist of the Program

Development and Delivery Team, and Liaison and Evaluation Team, and
shall coordinate with the NEAP Central Office through the Regional
Director.

a. Program Development and Delivery Team: This team is

responsible for the development and/or implementation of the
Program in the region in coordination with the NEAP Central
Office.

b. Liaison and Evaluation Team: This team is responsible for

establishing partnerships that support the provision of
professional development for teachers and school leaders as
well as the communication and public affairs of NEAP in the
region. This team also ensures that all implemented
professional development programs in the region are
monitored and evaluated.

12. The operationalization of the supervision structure shall be under

the discretion of the Regional Director1.

V. PERSONNEL OF THE INTERIM STRUCTURE

13. The existing NEAP personnel in the Central Office shall be

transitioned to the Interim Structure based on their current
assignments, area of expertise and interest as may be recommended
by the NEAP Director upon consultation with NEAP Personnel and
other stakeholders.

14. At the Regional Office, the Regional Director shall have flexibility
in the determination of the staffing complement.
1
The Regional Director may opt to supervise the NEAP in the Regions directly
through the Assistant Regional Director or HRDD.

VI. CREATION OF NEW ITEMS AND HIRING PROCEDURE

15. New items shall be created to augment the personnel

complement of NEAP in coordination with DBM. Creation of these
items shall be requested in phases.

16. Recruitment, selection and hiring of new personnel shall

 follow the pertinent guidelines promulgated by DepEd in accordance
with Civil Service Commission rules and regulations on Personnel
Action.

VII.MONITORING AND EVALUATION

17. The structure may change as DepEd responds to new conditions.

Hence, the Office of the Secretary, the Office of the Director of NEAP
and the Regional Offices shall conduct monitoring and evaluation of the
structure and its functions. They will act as focal points in organizing and
managing monitoring reviews of the structure and its efficiency and
recommending the appropriate adjustments.

VIII. EFFECTIVITY

18. This Order shall take effect upon signing by the Secretary.

IX. REFERENCES

DepEd Order No. 11, s. 2019, Implementation of the NEAP Transformation.

NEAP Transformation Task Force (2019). NEAP Transformation

Detailed Design. Final Report.

V. DepEd Order No. 017 s 2019