2023
CURRICULUM AND LEARNING MANAGEMENT DIVISION
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Table of Contents
1. Cover Page ………………………………………………………………..
i
2. Table of Contents ………………………………………………………..
ii
3. Introduction ………………………………………………………………
1
4. Goal and Objectives …………………………………………………….
2
5. Functions of CLMD and CID ………………………………………….
2
a. Region – CLMD ………………………………………………………
2
b. Division – CID ………………………………………………………..
3
c. District …………………………………………………………………
4
d. School ………………………………………………………………….
5
6. The CLM System …………………………………………………………
5
a. Program Implementation …………………………………………..
8
b. Curriculum Contextualization …………………………………….
9
c. Learning Resources Management and Development …………
13
d. Technical Assistance ………………………………………………...
14
e. Research and Monitoring and Evaluation ………………………
15
7. Standards for the CLM System ………………………………………..
16
8. Monitoring and Evaluation ……………………………………………..
20
9. Advocacy and Linkages ………………………………………………….
25
ii
Curriculum and Learning Management (CLM) System
I.
Introduction
The Curriculum and Learning Management (CLM) System is an educational
support to regional and division offices in serving all types of learners in basic
education. The System gears to continuously lead performance improvement and
translates the Education for All (EFA) mandate to action in progress. It innovatively
champions educational reforms through feasible, dynamic and sustained efforts from
the grassroots paving the way to the realization of the R. A. 9155, Shared Governance
in Education.
Central to the present educational reforms are the curriculum/learning
contextualization and the harmonization of curriculum-related programs and
projects. The former ensures that learning becomes culturally and gender sensitive
and relevant while the latter answers the need to unify and strengthen curriculum
support programs and learning opportunities for diverse learners.
The Curriculum and Learning Management Division (CLMD), forefront of the
Regional Office, oversees the utilization of the CLM System in support of the present
educational reforms. Indeed, the newly structured office needs this systematic
approach in effecting curriculum breakthroughs. Necessarily, the Regional and
Division Offices must now refocus and align their practice to the new systems, made
more unified, comprehensive and data-based. Equipped with tools, processes and
standards to follow, the offices are expected to effectively manage, implement,
monitor, and evaluate the educational operations in the field, i.e. schools, divisions
and regions.
The implementation of the basic education curriculum which is strengthened
by contextualizing and systematized management of curriculum programs and
projects, needs a paradigm shift in the way RO and DO education program
supervisors’ are performing their functions. Certainly, there is a need to rebuild
capabilities and work orientations to ensure effectiveness and efficiency in the
performance of the new functions. The challenges brought about by
crisis/emergencies in education alongside the K to 12 basic education curriculum
including ALS and special programs and projects certainly require well-trained and
well-capacitated curriculum specialists to best implement the new system.
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Curriculum and Learning Management (CLM) System
II.
Goal and Objectives
The goal of the Curriculum and Learning Management (CLM) System is to support
the curriculum managers and implementers in ensuring the effectiveness,
efficiency, sustainability, and impact of the implementation of the K to 12 basic
education curriculum and the various curricular programs and projects.
It has the following specific objectives:
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Sets regional standards, critical processes and tools for curriculum
program implementation through strategic planning, advocacy, and
assessment;
Promotes the practice of the critical processes and tools for curriculum
contextualization with adherence to set standards of the region;
Establishes the full operationalization of the Learning Resource
Management and Development System (LRMDS);
Conducts/Utilizes research as an integral part of curriculum, instruction
and learner development;
Integrates the system for technical assistance at the region, division and
school levels; and
Embeds the systematic practice of monitoring, evaluation and reporting at
all levels of program implementation
Recommeds policies… etc. as basis for continuous improvement.
III. Functions of the Curriculum and Learning Management Division (CLMDRegional Office) and Curriculum Implementation (CI-Division Office)
Region:
To ensure full implementation of the articulated basic education curriculum, its
localization/indigenization and increase access to quality and varied learning
resources towards improvement in the quality of learning outcomes.
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Oversee the implementation of nationally developed models of instruction
and the integration of local learning systems, innovations, and delivery
modes developed/piloted by the Region and Divisions and adherence to
national policies and standards
Provide technical assistance to the Divisions on appropriate learning
environment, learning management, delivery systems and assessment
modes for all types of learners
Manage the implementation of accreditation schemes for different learning
systems, e.g. accreditation and equivalency testing
Enhance the regional educational policy framework on the
contextualization and implementation of the basic education curriculum
consistent with the national policies and standards
Manage the development of the contextualized curriculum and special
curriculum programs for all types of learners and oversee its
implementation, monitoring and evaluation
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Curriculum and Learning Management (CLM) System
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Manage the conduct of field research on curriculum and instruction in
support of the delivery of a quality basic education to inform curriculum
development
Manage the development, quality assurance, production and distribution
learning resources for region-wide adoption
Evaluate, quality assure and approve contextualized learning resources for
regional use
Manage the equitable distribution of learning resources in the region
Ensure compliance to LRMDS policies, guidelines, standards in
development, procurement, production and utilization of learning
resources
Conduct research on the utilization of learning resources to inform
curriculum implementation, teaching, learning assessment and reporting
Provide technical assistance to the Division to strengthen their capacity to
manage the implementation of the curriculum and supervision and
monitoring of schools which is consistent with the inclusive education
policies and standards
Provide technical assistance to the Divisions in the development,
production, and distribution of learning resource for division-wide
adoption
Monitor and evaluate the implementation of inclusive education and other
special curricular programs
Division:
Purpose:
To ensure full implementation of the articulated basic education curriculum
through contextualization and innovations in teaching the various learning areas
towards improvement in the quality of learning outcomes
To improve provision and availability of quality learning and teaching resources
for learners and instructional support materials for teachers in the division
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Manage the implementation of the contextualized basic education
curriculum and special programs for all types of learners in compliance to
national and regional standards
Manage the implementation of policies, guidelines, standards and
specifications in the procurement, development, production and utilization
of learning resources
Conduct studies on curriculum and instruction and utilize research
findings for the improvement of and for increased access to learning
Enrich the Division Local Heritage References Theme Matrix (DLHTM) to
be integrated into the national curriculum
Evaluate, quality assure and approve localized learning resources for
division and school use
Develop materials for various delivery systems and the use of ICT
Develop a Division research agenda on curriculum and instruction
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Curriculum and Learning Management (CLM) System
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- Provide technical assistance to the schools, and LCs in the conduct of
researches on curriculum and instruction
- Undertake Division researches on curriculum and instruction attuned
to global trends
Disseminate and utilize research findings into a practical and doable
manner
Provide technical assistance to schools and Learning Centers in learning
management, delivery systems and assessment modes for all types of
learners consistent with the national and regional policies and standards
Provide technical assistance to schools in the enhancement of classroom
management skills, instructional competence, curriculum implementation
and conduct of research, e.g. classroom-based, action research
Provide learning support to schools and Learning Cemters for the effective
implementation of the contextualized basic curriculum and special
curricular programs
Provide technical assistance to schools in development, production,
storage, distribution and utilization of learning materials in collaboration
with the regional CLMD
Oversee the utilization of processes to support access to teaching and
learning resources
Monitor and evaluate the implementation of the basic curriculum and cocurriculum programs in both public and private schools
Monitor and evaluate the implementation of inclusive education and other
special curricular programs
District Coordination & Instructional Supervision:
To provide technical assistance to schools in the areas of:
▪ curriculum implementation
▪ instructional supervision
▪ resource generation and social mobilization
▪ SIP implementation’
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Supervise instruction in all schools in the district/s
Provide technical assistance in contextualized curriculum implementation in
coordination with the curriculum implementation division
Initiate, and strengthen the community of schools/LCs, professional teachers
and learners in the district
Provide technical assistance to schools and LCs in learning management,
delivery systems and assessment modes for all types of learners consistent
with the national and regional policies and standards
Coordinate and provide technical assistance to schools in planning,
implementation, monitoring and evaluation of ALS programs and researches
Coordinate the conduct of literacy mapping, literacy surveillance,
developmental activities, learning sessions, advocacy, resource generation and
social mobilization
Coordinate and represent DepED in the Municipal School Board and ensure
that all schools/LCs have equitable share in the SEF budget
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Curriculum and Learning Management (CLM) System
•
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Coordinate with other agencies both internal and external in resource
generation and linkages
Guide and coach Mobile Teachers in advocacy and community organization,
conduct of learning sessions, materials development, distribution, utilization
and adaptation
Monitor schools’ requisition, utilization, and liquidation of SEF funds of the
municipality
Schools: Roles and Responsibilities of Heads and Teachers
• Conduct school orientation/advocacy on the region-wide implementation
of the Regional Program Framework, Standards and Implementation Plan
and Division Implementation Plan of the National K to 12 BEC
contextualized Curriculum
• Implement national and contextualized curriculum through continuing
LAC for teachers
• Implement the development, production, utilization and access to quality
localized/ indigenized learning resources through the LRMD System
• Undertake school action research with focus on the effectiveness/ impact
of the K to 12 curriculum including its contextualization and utilization of
results/findings for decision-making and improvement of teachinglearning process
• Conduct advocacy and mobilization of support from external stakeholders,
media, GOs, NGOs
• Integrate of the use of local content and learning process as feature in
classroom instruction/observation
• Use learning strategies such as interschool visitation and sharing of best
practices
• Identify the school’s development needs on the curriculum and
instruction, the contextualization of the curriculum and integrate these
into the School Implementation Plan (SIP)
• Prepare report of documented activities related to the implementation of
the localized curriculum that should be submitted to the division and
communicated to all concerned.
IV. The CLM System
The Curriculum and Learning Management Division (CLMD) of the Regional Office
and the Curriculum Implementation Division (CID) of the Schools Division Office are
expected to operationalize the CLM System. This system guides all curriculum
managers and implementers to exercise their functions and to ensure the
effectiveness, efficiency, sustainability, and impact of the implementation of the basic
education curriculum and various curricular programs and projects.
The CLM System has five (5) components namely:
• Program Implementation
• Curriculum Contextualization
• Learning Resource Management and Development
• Technical Assistance
• Research, Monitoring and Evaluation
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Curriculum and Learning Management (CLM) System
The National Basic Education Curriculum or the K to 12 Curriculum including
the various curricular programs and projects serve as the trigger for the
operationalization of the CLM System. In order to fully implement the Basic
Education Curriculum, the field managers and implementers have to go through
important critical processes. Such critical processes are clustered in each of the five
components mentioned above.
As shown in the diagram below, program implementation of the K to 12 Basic
Education Curriculum and the special programs and projects need to be supported
by region-wide efforts in curriculum contextualization.
Curriculum
contextualization takes a center stage in making education more relevant and
culturally responsive catering to the needs of the target clientele. Primarily, local
content, local language, local learning process, local resources, and teaching
strategies must be taken into consideration for the contextualization of the
curriculum. Relevance of the curriculum is also assured by the contextualization of
the learning resources. The LRMDS has been installed to support the development
of new materials and aligning existing ones to the demands of the K to 12 curriculum.
Moreover, it is important that efforts in this area must follow the procedures and
standards set by the LRMDS.
Technical assistance, being a significant function of the region and the schools
division, has to be systematically provided by the Curriculum and Learning
Management personnel themselves to support the implementers of the curriculum
at the school level. Technical assistance can also be provided hand in hand with the
Regional Field Technical Assistacne Composite Team (RFTACT) / Division Field
Technical Assistacne Composite Team (DFTACT). The CLM personnel can also
coordinate with the Training and Development Team for Capability Building or
teacher training as one of the forms of rendering technical assistance to curriculum
implementers.
Another component that has primordial role in the Curriculum and Learning
Management System is Research, Monitoring and Evaluation. Curriculum
implementation is loaded with data and information that may be gathered, analyzed
and reported that may inform decision-making or policy formulation. It is important
for the system to capture these realities as they unfold in the process of curriculum
development and instruction as experienced in actual context.
The framework of the Curriculum Learning and Management System likewise reflects
the structural flow of management and implementation from the region to the
Divisions, to the Schools and vice-versa that guides the personnel in the performance
of their respective functions.
➢ At the Regional level, Curriculum managers and implementers are expected
to oversee/manage the full implementation of the articulated basic education
curriculum, its contextualization and increase access to quality and varied
learning resources towards improvement in the quality of learning outcomes.
➢ At the Division level, Curriculum Implementers do the implementation of the
contextualized curriculum, and supervise and support instruction for all types
of learners.
➢ At the School level, District Supervisors and School Heads supervise the
teachers through classroom observations such that the teaching-learning
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Curriculum and Learning Management (CLM) System
programs and activities are aligned with the national and contextualized
curriculum standards.
Expectedly, in the course of undertaking the various critical processes in the
different components, there must be feedback given from the schools to the
division level, then from the division to the regional level. The CLM Core team,
in turn, provides timely, relevant, reliable, and valid feedback to the Central
Office for possible policy reformulation/adjustments, curriculum instruction
enhancement, research ventures, strategic planning, technical assistance,
and even getting financial support to sustain the implementation of the
different programs and projects.
CURRICULUM AND LEARNING MANAGEMENT SYSTEM
Program Implementation
Feedback
K to 12
Curriculum Programs
and Projects
• Regional Policy and Standard Setting
• Strategic Planning
• Advocacy
• Harvest learning delivery model
• Region-wide Implementation of the
Curriculum
• Assessment as, of, and for learning
Technical Assistance
•
•
•
Technical Assistance by CLM Team
TA in coordination with
RFTACT/DFTACT
CB Support in coordination with HRDD
Curriculum Contextualization (CC)
▪ Development and Advocacy of the
Regional Framework for CC
▪ Ways to perform curriculum
contextualization
▪ Development of contextualized learning
resources
▪ Utilization of Contextualized Curriculum
in Teaching learning process
Learning Resource Management and
Development
▪
▪
▪
▪
▪
Assessment of LR Needs
Development and Production
Quality Assurance
Storage and Maintenance
Publication and Delivery
M&E and Research
• Research on curriculum and instruction
• M&E of Implementation, Curriculum
contextualization , LRMD, TA and
Research
Region: Oversee/manage full implementation of the contextualized basic education curriculum, its
localization/ indigenization and increase access to quality and varied learning resources
towards improvement in the quality of learning outcomes.
Division: Implement the contextualized basic education curriculum, supervise and support instruction
for all types of learners
School: Implement teaching-learning programs and activities aligned to the national and
contextualized curriculum standards
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Curriculum and Learning Management (CLM) System
The Components and Critical Processes
The components and critical processes of the CLM System as presented in the
figure are explained below.
A. Program Implementation
The implementation of the K to 12 Basic Education Curriculum and the different
Curriculum Programs and Projects emanates from the policies and guidelines set by
the Central Office. These will serve as the basis for reviewing the established policies
and standards set according to the needs of the region, which undergoes various
critical processes.
A.1. Strategic Planning
Strategic planning is the process of successfully implementing a
curricular program. Long-term goals and objectives are established, as
well as how they may be met. It entails defining the organization's
strategic vision and intended results. Action/work plans are created in
an orderly and methodical manner to operationalize the strategic plan
by identifying activities/tasks, responsibilities, resources, and
milestones.
A.2. Advocacy
Advocacy aims to establish and deepen stakeholders' shared
responsibilities in delivering K–12 BEC and curriculum initiatives and
projects. Matching resources to tasks and managing often divergent
stakeholder demands and viewpoints are critical to achieving program
success.
A.3. Implementation
Implementing the K-12 basic education curriculum with inclusive
education and ALS, as well as special programs and projects,
necessitates an efficient system that drills down the standards and
processes required to improve teaching-learning processes, along with
the necessary support mechanisms and resources. To have an impact
on the lives of learners, a curriculum must be delivered successfully in
the classroom.
A.5. Assessment
Assessment is a key component of curriculum implementation, as
posited in DepEd Order No. 8, s. 2015. It is critical in determining the
most appropriate and successful strategies and activities for engaging
learners in learning. It should not just be done after the learning but
assessment should be included throughout the whole teachinglearning process. Assessment, in this context, focuses on procedures
and the creation of instruments for assessment FOR learning,
assessment AS learning, and assessment OF learning.
Assessment for learning emphasizes the formative and diagnostic
purpose of assessment. It happens during learning. The various data
collected in this process provide information on what should be done
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Curriculum and Learning Management (CLM) System
to improve learning. It also provides the basis for teaching strategies,
groupings, and learning resources.
Assessment as learning is the use of a task or an activity for learners
to use assessment to improve their learning. Self and peer evaluations,
typically with teacher support, are techniques that enable students to
reflect on their strengths and weaknesses. These tasks allow learners
to assess themselves as learners and become aware of how they learn.
Assessment as learning allows the learner to take greater responsibility
for their learning and to track their progress in the future.
Assessment of learning emphasizes the summative purpose of
assessment. It is often completed after a task or unit of work. A task or
activity is used to assess, record, and report on the degree of
accomplishment of a learner about specified learning competencies. It
is intended to offer proof of success to parents, other teachers, and the
students themselves.
B. Curriculum Contextualization
Curriculum contextualization is the process of enhancing the national basic
education curriculum to make it culturally responsive by utilizing local learning
systems with local content, language, strategies, resources, and learning processes
to improve learners' performance, pride in one's cultural identity, and a strong
commitment to the community.
Because of the dominance of mainstream cultural systems to learn, develop, and
apply knowledge, contextualization remains relatively unexplored within the formal
educational system. To some extent, the learners who attend school are disoriented
due to the disparity between their own subculture's way of obtaining and developing
information and that of the mainstream culture generally adopted by the formal
school. The school's purpose is not to dismiss or replace existing knowledge, but to
acknowledge and link that knowledge. It posits that there are various ways of
viewing, organizing, and transmitting information about the world, each with its own
set of insights and limits.
B.1. Development and Advocacy of the Regional Framework for Curriculum
Contextualization
The Curriculum and Learning Management Division (CLMD) is
tasked with ensuring full implementation of the articulated basic
education curriculum, the contextualization (localization and
indigenization), and increased access to quality, relevant, and
diverse learning resources to improve the quality of learning
outcomes." Hence, it developed and currently advocates the regional
Framework
for
Curriculum
Contextualization,
standards,
processes, and tools for field implementation. The following are
some of the responsibilities associated with this policy framework:
•
Reviewing, improving, and contextualizing the BEC/MELC
based on the strength and identity of the various communities
as depicted in the Region's cultural map
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Curriculum and Learning Management (CLM) System
•
•
•
•
Sustaining Mother Tongue-Based Multilingual Education
(MTB-MLE) as an essential component of curricular
contextualization
Identifying the contextualized curriculum's teaching-learning
needs
Designing/developing prototype instructional materials
Enhancing M&E tools and instruments
B.2. Ways to perform curriculum contextualization – Strategies in
curriculum contextualization delivery
B.2.1 Based on Place
This viewpoint is supported by Sahasewiyon (2004, p. 495), who
believes that the curriculum's subject content and learning procedures
should be relevant to people's everyday life. They should be founded on
knowledge derived from the local environment and economic context.
This concept that the place is central and can constitute a good asset
for developing teaching and learning processes that can promote
students’ success.
B.2.2 Based on the Learner
According to Doyle (2009, p. 156), this approach is based on the
idea that positive outcomes increase when students' personal dignity
and integrity are valued, engaged through intrinsic interest,
shown with trustworthy advice and directives, and provided with
resources and support. Curricular contextualization is based on the
learner's view that for the curriculum to be meaningful and intelligible
to students, it must be based on their interests and lifestyles.
B.2.3 Based on Pedagogical Practice
To achieve curricular contextualization, one must employ
a variety of pedagogical practices (Grainger et al. 2004; Beane
2003) capable of promoting learning and establishing classroom
environments and dynamics that are appropriate to students’
unique needs, expectations, interests, rhythms, and styles.
Teachers are responsible for fostering a productive
atmosphere (Dowden 2007; Yamauchi 2003; Leite and
Fernandes 2010) and achieving a balance between the national
curriculum and a contextualized curriculum. As a result, how
teachers act, plan and execute their class programs, manage the
classroom, and set up the teaching and learning environment
are critical aspects of student success and are central when
defining and conceptualizing curricular contextualization
(Formosinho and Machado 2008; Doyle 2009; Buend'a et al.
2003; Kumar and Natarajan 2007).
B.2.4 Based on attention to Cultural Diversity / Community Mapping
of the Local Learning Systems (LLS)/Division Local Heritage Theme
(DLHT)
Focusing on indigenous groups that do not share any
cultural, social, or historical qualities with "normal" society, the
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Curriculum and Learning Management (CLM) System
use of contextualization based on population characteristics,
local peculiarities, and their habits and history makes teaching
a simpler and more effective process (Goodson and Crick 2009).
How can indigenous/local knowledge brought to class be used
to make learning new concepts relevant within the framework of
his/her personal experience?
The aspects that comprise the cultural diversity of
indigenous/local learning systems are depicted in the image
below.
Figure1. Elements on the integration of Local Learning Systems in
curriculum contextualization
CONTEXT
C
O
N
T
E
X
T
Cultural Diversity
C
O
N
T
E
X
T
The elements as presented in the figure are explained below:
Context -The indigenous/local learning system is heavily
influenced by the environment in which it functions. The context
determines the content and process of this local learning system. The
geographical, political, cultural, economic, and social conditions that
exist in a certain community are referred to as the context. It
determines the various elements: content, learning process, the
language utilized, and learning resources accessible.
Local Content - The content refers to the concepts, ideas,
cultural practices, and beliefs that individuals use to make sense of
their immediate world. A fishing village, for example, will presumably
include more concepts relating to fishing, water systems, and marine
life. This local material must be used as examples or illustrations in the
mainstream curriculum when teaching new concepts and principles.
Local Learning Process - This process refers to the ways by
which people learn and form knowledge about their immediate world.
Some communities, with strong oral traditions, will have a different way
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Curriculum and Learning Management (CLM) System
of learning as compared to communities where written traditions and
modern technology are dominant.
Local Resources- There is a multitude of accessible human and
material resources that the school may use to facilitate learning.
Indeed, studies have demonstrated that using local resources helped
greatly with learning since the learner was more familiar with and
identified with the resources. Learners will also recognize the value of
the community's learning resources.
Local Language- A language is a significant learning tool. It
includes both oral and written methods for expressing and
communicating ideas. The use of local language for describing and
understanding learners' experiences contributes significantly to the
development of the learners' cognitive processes. The use of the mother
tongue allows learners to express and communicate in the language
with which they are most familiar. Multilingual education is an
essential foundation for curriculum localization.
B.2.5 Based on Disciplinary Contents
This is more evident in challenging areas such as
chemistry, natural sciences, and mathematics. According to
Sealey and Noyes (2010, p. 239), these subjects have lower
success rates and are rarely viewed as useful or important by
students in their lives outside of the classroom setting.
Considering these researches on disciplinary contents,
curricular contextualization appears to be a beneficial and
promising approach that allows teachers to work with issues
that are difficult for students to grasp and familiarize themselves
with, enhancing their importance in students' lives.
B.3 Development of Contextualized Learning Resources
Contextualization of curriculum highlights the importance of making
the local culture and context an integral part of the curriculum. While there
is a national curriculum that defines the competency standards for basic
education in terms of knowledge, skills, and values, these standards can be
taught using a culturally relevant curriculum that is contextualized within the
local culture/community, considering that teaching and learning are
culturally scripted activities. Research shows that ethnicity is among the most
powerful predictors of proficiency in learning (McDougall, 2003). In 2006,
Sabo-O (as cited in Ethno-Scientific Teaching Approach, Student Proficiency,
and Attitude Toward Science and Ethnic Culture by April Daphne F. Hiwatig,
Education Quarterly, December 2008)
emphasized that attitude towards
learning is greatly influenced by sound methodology, procedures, and
techniques that reflect one’s personal experiences and interests. These factors
make learning more meaningful and relevant to students. Hence
contextualization of the curriculum would contribute to increased learner
performance.
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Curriculum and Learning Management (CLM) System
The Region shall develop and implement a program for the localization
of the curriculum including MTB-MLE aligned to the same content and
performance standards of the national basic education curriculum.
Specifically, it shall:
▪
▪
▪
▪
install the regional framework, standards, and monitoring and
evaluation mechanism for the implementation of the program for the
localization/ indigenization of the curriculum;
develop and strengthen the capacity of the Region, Division, and School
personnel by providing capability-building activities, technical
assistance, and instructional resources support in the implementation
of the contextualization of the curriculum at all levels;
develop processes, strategies, and learning resources for the effective
implementation of the program; and
strengthen advocacy and promote effective linkages with various
sectors in the successful implementation and sustainability of the
MTB-MLE/ localization of the curriculum program.
B.4. Utilization of Contextualized Curriculum in the Teaching Process
Understanding the local learning systems and how they can be utilized to
make the national curriculum more culturally and gender-sensitive will not
only promote increased learning but at the same time develop the learners,
appreciation, and pride in communities’ culture and identity. Moreover, a
strong identification with the community will help develop the learners’
serious commitment to helping develop their own communities.
The implication to teachers is that the curriculum will require teachers to
apply local knowledge and to become more culturally authentic in the way
they conduct the teaching-learning process. There is a need therefore to train
teachers and other education personnel for this task. The training of
education personnel on contextualization of curriculum project is envisioned
to:
▪ develop the national curriculum into a culturally relevant curriculum
that is representative of the local people and their locality;
▪ implement a Mother Tongue-Based, Multilingual Education (MLE) that
builds and sustains a community of multilingual lifelong learners;
▪ promote greater use of local resources (material and human) in the local
schools;
▪ increase research into indigenous knowledge, materials, and systems;
and
▪ train teachers to teach a culturally responsive basic education
curriculum.
C. Learning Resources Management and Development
The Learning Resources Management and Development Process (LRMDP)
plays a vital role in the Curriculum and Learning Management System specifically in
management of the development and quality assurance of learning resources. With
the implementation of the K to 12 Basic Education Curriculum along with all the
Inclusive Education (IE) and Special Curricular Programs (SCPs) and Projects geared
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Curriculum and Learning Management (CLM) System
towards proper governance and implementation of Basic Education and attainment
of the Sustainable Development Goals (SDG).
The region, division, and schools take initiative in contextualizing the
curriculum. This effort entails several processes which includes the localization,
integration, indigenization and quality assurance of the learning resources. As such,
LRMDP has institutionalized in the region to ensure equitable and accessible
learning resources for all learners and shall facilitate and support the effectiveness
of the teaching – learning process.
The LRMDP provides the following:
▪ system for accessible learning resource materials both in print and digital
format
▪
contextualized and quality assured supplementary learning materials
▪
capability building to learning resource development team
▪
standards, specifications and guidelines for:
o
o
o
o
o
assessment of LR needs;
design and development;
quality assurance;
production and distribution, and;
storage and maintenance.
The LRMDP also serves as a clearing house, web- based catalogue and online
repository of teaching, learning, and professional development resources. It allows
and facilitates users of the system to direct access of the published, quality assured,
and stored digitized versions of learning resources. It is also a quality assurance
system providing support to DepED Regions, Divisions and Schools in the selection
and acquisition of quality digital and non-digital resources in response to identified
local educational needs.
The LRMDP is managed by a capacitated and ICT expert personnel from the
Curriculum and Learning Management Division (CLMD) to perform the task
required. On the other hand, different division LRMDP focal persons are empowered
to perform such duties and functions as mandated.
The Learning Resource Management Section (LRMS) within the region and
schools’ divisions the core-structure where the functional equipment, software and
pieces of furniture for LRMDP functions and related activities were lodged.
D. Technical Assistance
Technical Assistance is a support mechanism to an organization with a
development needs, problems, issues and concerns which could affect the system.
Hence, technical assistance is crucial and vital along the functionality and efficiency
of LRMD process. Indeed, the Curriculum and Learning Management Division
through the LRMS office is taking bold steps in support of the organization’s vision
and mission, thus encouraging everyone to work geared towards the attainment of
the common goal.
Moreover, technical assistance is provided and delivered in various forms to
improve LRMDP performance. Gathered data from the system, identified strengths
and weaknesses of the system are basis for technical assistance provision.
Thus, the following TA mechanisms are not limited to:
▪ stakeholders networking and mobilization;
▪ development of standards and indicators of progress, impact and processes;
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Curriculum and Learning Management (CLM) System
▪
▪
supervision by monitoring and evaluation of regional standards in learning
outcomes; and
technical
assistance
through
trainings/capability
buildings
(Preschool/Kindergarten Curriculum, MTB-MLE, Madrasah Education,
Journalism, ALS, SPED, etc.), performance evaluation, orientation cum
advocacy, focused group discussion, workshops, conferences and onsite
coaching.
However, in the technical assistance provision process this could be done by the
CLMD, LRMD personnel in collaboration with the Regional Field Technical
Assistance Composite Teams and the Division Field Technical Assistance Composite
Teams.
E. Research and Monitoring and Evaluation (M & E)
E.1 Research on Curriculum and Instruction
Problems may occur and encountered along the process specifically on the
implementation of the contextualized curriculum. Engendered data from the results
of monitoring and evaluation of the curriculum implementation could be a content
and focus in the conduct of a research-based actions and data-driven decisions in
response to the existing issues and concerns encountered.
Curriculum implementers basically the schools so with curriculum managers
is required to conduct research which will support for the policy making and
implementation of curriculum and instructions guided with the following standards
of a functional research:
▪ needs-based;
▪
timeliness;
▪
relevance;
▪
reliability;
▪ validity.
Policy paper and recommendation as outputs of this undertaking is highly
encourage for replicability of a portion of it, if not the entire research work. Research
entails much time and efforts, it is compensating to note that it helps us understand
and solve existing or possible problems.
In doing so, curriculum policy makers, managers and implementers can
formulate sound decision for curriculum and instruction enhancement gearing
towards relevant and culturally-responsive basic education curriculum. Eventually,
quality learning outcomes as off-shoots of a successful implementation of the K to
12 Basic Education Curriculum will surely be attained.
E.2. Monitoring and Evaluation
Monitoring and Evaluation is one of the major components in the Curriculum
Implementation and in Learning Management and Development Process. It is
considered as a crucial process that entails the use of monitoring and evaluation
tools that will assess the effectiveness and efficiency of the system. It provides
feedback through generation of accurate data that allows the management relevant
system information.
Data therefore could be the basis for formulation and making of necessary
adjustments, relevant actions, and policy reformation. Likewise, it serves as an
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Curriculum and Learning Management (CLM) System
avenue for assessing the crucial link between and among implementers, clienteles
and policy makers.
The specific tools and templates crafted that will be utilized such as M & E Tool for
Curriculum Programs and Projects Plan, Advocacy, Technical Assistance for Schools
Division
Implementation of the Curriculum Programs in the Instructional
Supervision and Leadership, for Learning Resource Development and Localization
and tool for Actual Implementation at the School Level and Utilization of the Quality
Assured Learning Resources (Print and Digitized).
V. STANDARDS for the Curriculum and Learning Management System
The table below shows the level of governance from Region, Division
and School Levels. Moreover, both the outcome and output are the ultimate goal of
the specific critical processes.
LEVEL
Regional Level
Outcome
• Responsible,
productive and
lifelong learners
imbued with
pride and
commitment in
upholding
cultural
excellence
Output
• Fully functional
and
transformative
management of
the articulated
contextualized
curriculum and
special
curricular
programs
aligned to the
national basic
education
curriculum
Regional Level
Critical Processes
A. Curriculum
Program and
Project
Implementation:
▪ Regional Policy
and Standard
Setting
▪ Strategic Planning
▪ Advocacy
• Regularly
reviewed/adjust
ed Regional
Program
Framework and
regional
standards
aligned to
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Division Level
School Level
• Responsible,
• Responsible,
productive and
productive and
lifelong
lifelong learners
learners
imbued with
imbued with
pride and
pride and
commitment in
commitment in
upholding
upholding
cultural
cultural
excellence
excellence
• Effective,
• Improved
efficient and
school
sustainable
performance
implementation
indicators
of the
articulated
contextualized
curriculum by
competent EPS,
PSDS, SHs and
Teachers
Division Level
School Level
• Regularly
reviewed/adjus
ted Division
Program
Implementatio
n and
Advocacy Plans
for Divisionwide
• Intensified
school wide
active
implementation
of the
articulated
localized
curriculum
with
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Curriculum and Learning Management (CLM) System
▪ Pilot
implementation of
teaching-learning
models
▪ Region-wide
Implementation of
the Curriculum
▪ Assessment for,
as, and of learning
•
•
•
•
national policies
and standards
Prepared
Strategic
Implementation
Plans with
physical/
financial Plans
for
Programs/proje
cts with
corresponding
MOVs
Established
region wide
support system,
e.g.
participatory
advocacy/
dissemination
at all levels and
active private
and public
partnership
Facilitated
Implementation
Standards for
Instructional
Leadership and
Supervision
Established
mechanisms on
Assessment
standards and
localized tools
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curriculum
programs
operationalizati
on
corresponding
local
assessment
tools
• Established
division wide
support system
for smooth and
effective
program
implementatio
n
• Strengthened
effective
instructional
leadership and
supervision of
SHs and
Master
Teachers
• Strengthened
effective
instructional
leadership and
supervision of
EPSs and
PSDSs
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Curriculum and Learning Management (CLM) System
B. Curriculum
Contextualization:
▪ Development and
Advocacy of the
Regional
Framework for
Curriculum
Contextualization(
CC)
▪ Community
Mapping of the
Local Learning
Systems (LLS)
▪ Integration of LLS
into the BEC
▪ Utilization of
Contextualized
Curriculum in the
Teaching learning
process
• Wider, effective
and varied
advocacy
mechanisms on
the curriculum
localization
• Relevant &
continuous
enrichment of
the Division
Local heritage
Theme (DLHT)
• Effective
management of
the integration
of the DLHT
into the
national
BEC/MELC by
learning area
supervisors
C. LRMD:
▪ Assessment and
Evaluation
▪ Development and
Production
▪ Storage and
Maintenance
▪ Publication and
Delivery
• Standardsbased
development
and evaluation
of locally
developed
learning
resources
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• Wider, effective
and varied
advocacy on
the curriculum
localization
• Relevant
adaptation/
enrichment and
validation of
the Division
Local heritage
Theme (DLHT
infusing local
content and
learning
processes
• Relevant
adaptation/
enrichment
and validation
of the School
Curriculum
Localization
Theme
Reference
(SCLTR)
infusing local
content and
learning
processes into
the DCLTR and
national
BEC/MELC
• School-wide
responsive and
effective
implementation
of the
articulated
contextualized
curriculum
• Effective
supervision,
quality
assurance, and
approval of the
production of
locally
developed
materials
• Accurate
inventory of
the existing
contextualized
materials
• Systematic
community
mapping,
validation and
utilization of
relevant and
age-appropriate
indigenized
learning
resources
• Standardsbased
development,
evaluation and
utilization of
locally
developed
learning
resources
Page 18 of 26
Curriculum and Learning Management (CLM) System
• Increased
development,
production and
utilization/acc
ess of
evaluated
contextualized
learning
resources in
print and
digitized
format through
LR Portal
D. Technical
Assistance:
• TA in
coordination with
RFTACT
• CB Support in
coordination with
HRDD
E. Research and
M&E:
• Research on
curriculum and
instruction in
coordination with
PPRD/Planning
and Research
• M&E of
Implementation,
Curriculum
localization ,
LRMD, TA and
Research
• Systematic
provision of CB
activities and
technical
assistance to
DO personnel
on curriculum
contextualizatio
n
• TA practice that
adheres to
RFTACT and
HRDD
standards/syste
ms
• Systematic
provision of
technical
assistance
through CB
activities to
PSDSs, SHs
and Teachers
• Active
undertaking of
relevant
researches
• Increased
conduct of
relevant
action/basic
researches
through BERF
• Systematic
monitoring,
evaluation and
reporting of the
curriculum and
special
programs
implementation
and their
localization,
LRMD, TA
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• Timely and
accurate TA
based on
identified
needs for
effective
implementatio
n through the
DFTACT
• Intensified
monitoring and
evaluation of
CC, LRMD, TA
provision and
research
• Wide
dissemination
• PPST-based CB
for teachers on
the conduct of
culturally
relevant
learning
processes
• Collaborative
and clinical
instructional
supervision
• Conduct of
learning
activities for
teachers
(SLAC,
benchmarking,
sharing of best
practices)
• Increased
conduct of
relevant action
and classroombased
researches and
utilization of
the findings to
improve school
performance
• Systematic
documentation
of curriculum
program
implementation
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Curriculum and Learning Management (CLM) System
provision and
research
and utilization
of significant
and applicable
practices
• Timely and
relevant
reporting to get
support from
internal and
external
stakeholders
Input
• Competent
CLMD and other
functional
divisions’
personnel
• Enabling Policies
• Adequate
financial
resources
• Quality Assured
Learning
Resources
• Adequate
financial
resources
• Competent
Curriculum
Contextualizati
on Core Team
and
PSDSs/DICs
• Reviewed and
validated
School
Learning
Resources
• Approved
school
improvement
plan
SIP/AIP/WFP
on School
Curriculum
programs/proje
cts
implementation
• Competent
school heads
and teachers
• Adequate
financial
resources
• Adequate
learning
resources
VI. MONITORING AND EVALUATION
To ensure the effectiveness and efficiency of the basic education curriculum program,
monitoring and evaluation will be done through systematic data gathering, analysis,
and utilization of information during the implementation of the curriculum program
including the inclusive education and other special curricular programs and projects
and the contextualization processes. The targets/activities set during the planning
workshops will be monitored as the work progresses. Information will be used for
evaluation and to determine whether the resources are sufficient and are judiciously
used, whether the capacity of the region, divisions, and schools are sufficient and
appropriate, and whether the managers and implementers are doing what they
planned to do.
Evaluation will be made through systematic and objective assessment of the
management and implementation of the curriculum and support curricular
programs. Based on the information gathered through monitoring, statements and
reports shall be made in accordance with the programs’ effectiveness, efficiency,
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Curriculum and Learning Management (CLM) System
making or decisions relevant to the implementation of the contextualized curriculum.
Issues will be discussed, facilitating and hindering factors as well as lessons learned
will be reported for the purpose of future undertakings related to the program.
The Monitoring and Evaluation Team will do the following about the implementation
of all the components and critical processes:
•
Identify issues and concerns/problems, propose doable/timely
solutions, and interventions;
Evaluate the extent to which the program is able to achieve its general
and specific objectives;
Monitor the efficiency of the different phases/activities and resources of
the program being implemented and provide TA for improvements;
Provide regular feedback on the extent to which the activities are
achieving the goals of the program, keeping track of progress and
adjusting operations; and
Incorporate views of internal and external stakeholders.
•
•
•
•
A general M&E Framework is charted below and will become the basis for tools
development during the preparatory phase of the program implementation. Some
tools have been initially developed and can be found in the last section of this
document.
What will
be
monitore
d?
How will it be
monitored?
M&E
Tools?
Who will
monitor
?
When will
the
monitorin
g be
conducte
d?
How will
the
results be
used?
Complianc
e tools
RFTACT/
DFTACT
Monthly /
Quarterly
Planning
Adjustme
nt
and TA
provision
Planning
Adjustme
nt and
timely
Technical
Assistanc
e
A. Program
Regional
Policy and
Standard
Setting
Implementation
Field compliance
thru the
RFTACT/
DFTACT
Strategic
Planning
Process
monitoring and
evaluation of
output
Tracking
tool,
M&E Tool
for the
requiremen
ts for
strategic
planning
Review
inventory
Region/D
ivision
CLMD/CI
D
PPRD/
Planning
&
Research
QAAD/
M&E
Quarterly
RMEA/
DMEA
Advocacy
Interview,
feedback, end-ofprogram
evaluation, TA,
Interview,
FGD,
checklist,
survey,
Core
Team of
curriculu
m PAPs
Quarterly
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Input to
Program
sustainabi
lity
Page 21 of 26
Curriculum and Learning Management (CLM) System
Pilot
implement
ation of
TeachingLearning
Models
The
regionwide
actual
implement
ation of
the
Curriculu
m and
Special
Programs
and
projects
and M&E
mechanism
RO will oversee
the pilot
implementation
of T-L models
through FGD
with DO Core
Team on
Programs and
Projects
DO instructional
leaders will
supervise the
pilot
implementation
through
Interviews and
Actual
Classroom
Observation
SHs will observe
the pilot
implementation
through: Actual
Classroom
Observation
questionna
ires
FGD
Guide
RO/DO
Monthly/
Core team Quarterly
for
curriculu
m
Programs
and
Projects
For Policy
Recommen
dation
DO Core
Team for
curriculu
m
Programs
and
Projects
Weekly/
Monthly
To review
and
enhance
the T-L
models
TLOC and
other M
and S
Tools
SHs
Weekly/D
aily
RO/DO will
oversee and
evaluate the
utilization/imple
mentation/integr
ation of the
Contextualized
Curriculum in
the BEC
Contextual
ized
Interview
guide/
GIYA Tool
RO Core
team for
curriculu
m
Programs
and
Projects
Monthly/
Quarterly
DO instructional
leaders will
supervise the
pilot
implementation
and integration
of LC in the K to
Interview
Guide/
GIYA Tool
DO Core
Team for
curriculu
m
Programs
and
Projects
Weekly/
Monthly
Interview
Guide
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As the
need
arises
As bases
for
research
Teacher
Training
(to
improve
teacher
competen
ce)
Strategy
Developm
ent
For Policy
Recommen
dation
To review
and
enhance
the T-L
models
Page 22 of 26
Curriculum and Learning Management (CLM) System
Assessmen
t as, of,
and for
learning:
12 BEC through
Interview and
Actual
Classroom
Observation
SHs will observe
the pilot
implementation
and integration
of LC in the BEC
through Actual
Classroom
Observation
All RO/DO EPS
and Program
Coordinators will
monitor the
teaching learning process
through the use
of the
mechanism and
tools
All Instructional
Supervisors/
Leaders will
Monitor/observe
the teachinglearning process
through the use
of the DO
mechanism and
tools
SHs directly
monitor the
teaching-learning
process
As bases
for
research
TLOC
SHs
Weekly/D
aily
-Checklist
Supervisor
y Plans
(SHs,
PSDSs &
EPSs)
-Process
monitoring
and
evaluation
output
CLMD/CI
D
Monthly/
Quarterly
-TLOC
-Checklist
Supervisor
y Plans
(SHs,
PSDSs &
EPSs)
Curriculu
m
Implemen
ters
Thrice a
week
TLOC
SHs
Weekly/D
aily
For
Training
For
Profession
al
Developm
ent
Constructi
on of
leveled
tools and
IMs that
would
enhance
skills of
students
under the
following
categories:
struggling
developing
progressin
g
To input
into
teachers’
performan
ce
improvem
ent
To input
into
teachers’
performan
ce
improvem
ent
B. Curriculum Contextualization
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Curriculum and Learning Management (CLM) System
Developme
nt and
advocacy
of the
Regional
Framewor
k for
curriculu
m
contextuali
zation
All RO personnel
and selected DO
personnel will
evaluate the
Curriculum
Contextualizatio
n Framework
Communit
y Mapping
and
Developme
nt of LLS
Matrix /
DLHTR
All RO and DO
supervisors and
selected local
experts will
validate the LLS
Matrix
Integration
of Local
Learning
System /
DLHTR
into the
BEC/MEL
C
Utilization
of the
contextuali
zed
curriculu
m in the
teachinglearning
process
Review of the
advocacy
documents
submitted by the
DOs/
Focus group
Assessment for
various groups:
-RO, -DO,
Stakeholders, Teachers,
Specialists
RO: Validate
Division Reports
DO: Check the
integration
point/scheme re:
contextualized
learning and
BEC/MELC
RO & DO Check
propriety of KSA
RO: Evaluate the
Division
Schemes on
Checking the CC
in the schools;
DO: Check the:
• effectivene
ss
• propriety
Evaluation
Tool for
CCF;
Checklist
based on
the CCF;
Interviews,
Survey,
Questionn
aires,
Feedback
Forms;
Document
Resources
Inventory
FG
Assessmen
t Tool
CLMD,
CID, QAD
During
and after
Finalizatio
n of CC
Framewor
k
To
adjust/im
prove the
CC
Framewor
k
Before,
during
and after
advocacy
activities
To
strengthe
n/
sustain
the CCF
Advocacy
CLMD/
CID Team
During
and after
finalizatio
n of LLS
Matrix /
DLHTR
To
improve/
refine the
LLS
Matrix /
DLHTR
RO
Crafted M
& E Tool
CLMD,
QAAD
Quarterly
To
enhance
instructio
n
RO & DO
crafted M
& E Tools
EPS and
PSDS
DepEd
M&E Tools
CLMD,
CID, EPS,
PSDS, SH
Locally
Crafted
Tools
Instructio
nal
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CLMD
RFTACT/
DFTACT
As the
need
arises
Quarterly
To
replicate
good
practices
Instructio
nal
Developm
ent
Policy
Formulati
on
Page 24 of 26
Curriculum and Learning Management (CLM) System
•
veracity of
KSA
Supervisio
n Tool
Capability
Building
Classroom
Observation
C. LRMDP
Developm
ent,
Assessme
nt and
Evaluatio
n t of
Localized
Resources
Assess/evaluate
existing school
developed
localized LRs
Assure quality of
developed
localized LRs
D. Technical Assistance
TA/CB
Use of T&D
standards and
M&E mechanism
for F3 activities
and TA
JEL Advising
E. Research and Innovation
Research
All EPS and
and
Program
Innovation Coordinators
should do the
following:
▪ Documentary
analysis
▪ Monitoring
mechanism
and tools
▪ assessing
action
research
LRMDP
Tools
LRMDP A &
E Team
LRMDP D
& P and QA
Teams
As the
need
arises
During
and
after the
Develop
ment of
LR
To align
LRs with
BEC
To assure
quality
localized
LRs
F3 M&E
Tools and
TA Tools;
Job
Embedded
Learning
advising
tools
RFTAT for
region;
Division
Monitoring
Team for
division
Quarterl
y
Planning
of CB
Activities,
TA and
Adjustme
nts
▪ SSurvey
CLMD, CID
questionn
aire
▪ FGD
▪ Journal
▪ Bulletin
Yearly
As the
need
arises
▪ Teachers
Developm
ent
▪ Review of
Curriculu
m
Implemen
tation
▪ Decision/
Policy
Making
▪ Improve
teachers
developm
ent
▪ Rewards
and
Recogniti
on
VII. ADVOCACY AND LINKAGES
The goal of advocacy is to develop and strengthen the stakeholders’ shared
responsibility in supporting the effective implementation of the K to 12 curriculum
with its special programs and projects including the localization efforts for the
program. Hence, advocacy efforts will be focused on ensuring that all the region’s
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Curriculum and Learning Management (CLM) System
functional divisions, schools divisions and stakeholders at the school level know
the importance and benefits that can be derived from the operations of the
curriculum and management system through proper implementation of the critical
processes and adherence to the national and local curriculum policies and
standards.
The following are some practical strategies that will be done to strengthen advocacy
and linkages with stakeholders.
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Coordination/networking with various education and cultural organizations
to gain support for effective implementation of the K to 12 localized
curriculum
Organization of local groups, opportunities and avenues where the region,
division and school level may express and exchange insights on varied
common resources
Advocacy planning to motivate stakeholders to have the passion of pushing
by supporting a deep-bone commitment in the utilization of varied local
resources that will propel continuous engagement in developing and
sustaining cultural heritage of the people.
Linkages with academic institutions, e.g. TEIs and other educational
institutions, organizations (NGO’s, Community Based Org., Foundations,
etc.)
Enhancement of the publicity of the localized curriculum through tri-media
(print, TV and radio) in promoting literacy of community-based resources to
support teaching-learning processes
Development and production of advocacy flyers, streamers
Conduct of Caravan, festival of cultural talents and forums/educational
summits, exhibits, gallery/mural, educational tour to historical/scenic
places within the community or locality
Publication in website
Barangay Council Sessions/ Assemblies
Government Center, Candahug, Palo, Leyte
(053) 832-5738 | region8@deped.gov.ph
ISO 9001:2015 Certified
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