Session 1.

1: Understanding the
Educational Landscape in the Philippines
to Address Literacy and Numeracy Gaps
Day 1
ANNETH L. ARIBAN
Learning Facilitator
Objectives
At the end of the session, the participants would
be able to:
discuss the overview of the current
educational landscape in the Philippines
through the results of International and National
Assessments to address literacy and
numeracy gaps;
Objectives
At the end of the session, the participants would
be able to:
present the results of different assessments and
how these can be integrated into general teaching
practices and leadership; and
Objectives
At the end of the session, the participants would
be able to:
develop an action plan outlining how they will use
assessment data to make instructional
improvements in their respective stations.
Professional Standards Covered
PPST Domain 2: Learning Environment
2.1.2 Fair learning environment
2.2.2 Management of classroom structure and
activities
2.3.2 Support for learner participation
2.4.2 Promotion of purposive learning
2.5.2 Management of learner behavior
Professional Standards Covered
PPST Domain 3: Diversity of Learners
3.1.2, Learners’ gender, needs, strengths, interests,
and experiences
3.2.2 Learners’ Linguistic, cultural, socioeconomic,
and religious Backgrounds
3.3.2 Learners with disabilities, giftedness, and
talents
Professional Standards Covered
PPSH 3.1.3: Domain 3
Focusing on Teaching and Learning
3.2.3,3.2.2- Strand 3.4
Learner achievement and other performance indicators
PPSS Domain 1
Supporting Curriculum Management and Implementation
1.1 Curriculum Implementation
1.2 Learning Outcomes Assessment
Expected Outputs
• Accomplished action plans
• Analyzed data
Activity: Analyze Me!
• In small groups, the participants shall
analyze the results of the Philippine
Informal Reading (Phil-IRI) Assessment
Tool.
• Based on the data, they shall answer
series of questions provided in the
template.
• After 20 minutes, each group shall have
5-
7 minutes for the presentation.
Analysis
1.How did you find the activity?
2.What do you think are the contributing
factors to these assessment results?
3.What are your thoughts on the implications
of the results?
4.How can we connect these results with
instructional practices?
Background and Context
Early Childhood Education (ECE) offers
a vital foundation for lifelong
learning by nurturing children's
foundational and transferable skills
that prepare them to participate in
primary education and beyond, while
reducing the risk of school failure
(UNICEF & DepEd, 2021).
Background and Context
OECD (2012)
“Investing in quality early childhood
education and care yields significant
returns in later educational outcomes,
particularly in foundational skills like
literacy and numeracy.”
Background and Context
The Effects of Early Education on Later Outcomes

high-quality early childhood education

significantly improves literacy and
numeracy outcomes in later grades.
Reference: Yoshikawa, H., Weiland, C., & Brooks-Gunn, J. (2021). The Impact of Early Childhood Education on Literacy and
Numeracy Skills. Journal of Educational Research.
Background and Context

Technology and Early

Learning
This study explores the use of
educational technology in early
childhood settings and finds that
appropriate use can enhance
literacy and numeracy skills.
Zuckerman, N., & Heller, A. (2021). The Role of Technology in Early Literacy Development.
Computers & Education.
WHAT IS SEA-PLM?
The Southeast Asia Primary
Learning Metrics (SEA-PLM) is a
large-scale regional learning
assessment program to assess
learning outcomes of Grade 5
students in Southeast Asia.
WHAT IS SEA-PLM?
This measures learning outcomes of Grade
5 students in reading, writing and
mathematics, as well as attitudes,
values and engagement in global
citizenship.
Assessments in Reading, Writing and Mathematics

The assessment tests were

administered in English, which is the
language of instruction in Grade 5 in the
Philippines.

Children's reading, writing, and

mathematics test scores can also be
gauged against proficiency scales.
SEA-PLM and Sustainable development Goal 4
SEA-PLM Results
Based on the presented data, the average
score of Grade 5 students in reading
assessment was 288 points in the Philippines.

This means that a typical Filipino Grade 5

student can read a range of everyday texts
fluently and begin to engage their meaning.
SEA-PLM Results
However, only 10 % of Filipino Grade 5
students achieved the minimum proficiency
level in reading as expected by the end of
primary education.

These students can understand texts

with familiar structure and can manage
competing information.
SEA-PLM Results
The average score of Grade 5 students in
writing assessment was 288 points in the
Philippines.

This means that students can produce

very limited writing with fragmented
ideas and inadequate vocabulary.
SEA-PLM Results
Forty-six percent of Filipino Grade 5 students
belonged to the lowest proficiency band in
writing. They have limited ability to
present ideas in writing and can produce
a few sentences with very limited
content.
SEA-PLM Results
In Mathematics, the average score of Grade 5
students was 288 points. Filipino Grade 5
students can generally apply number
properties and units of measurement.

However, based on SDG 4 definition, only 17 %

of Grade 5 Filipino students achieved the
minimum proficiency level as expected by the
end of primary.
SEA-PLM Results
The students can at least perform
mathematical operations, including fractions,
and interpreted tables and graphs.
SEA-PLM ANALYSIS AND FINDINGS

Grade 5 students with ECE

experience have relatively
higher test scores, are
better prepared for
primary school, enter
primary education at the
right starting age, are less
likely to repeat grades.
SEA-PLM ANALYSIS AND FINDINGS
Data suggest that children
who received ECE are more
likely to attend primary
education at age 6, which is
the official primary school
starting age in the
Philippines, compared to
those who did not attend
ECE.
SEA-PLM ANALYSIS AND FINDINGS
Data suggest that children who
received ECE are more likely to
attend primary education at age 6,
which is the official primary school
starting age in the Philippines,
compared to those who did not
attend ECE.
NATIONAL A S S E S S M E N T R E S U LT S
CRLA BoSY 2024

REGION
IX
TEST SCHOOLS
TAKERS
2,110
247,606
DIVISION

8 2
CRLA BoSY 2024

Zamboang
a del
Norte
Division
DISTRICTS​ SCHOOLS​

35 647
TEST TAKERS
55,763
Average Overall Percentage by Reading Profiles (Grades 1 to 3)
Grade 3 Learners by Reading Profiles
 Camp National Learning Recovery Program

Other
Stakeholders Phased Implementation
PROC
(e.g., LGU, EOSY 2023 – Grade 7 & 8
development
partners
CT EOSY 2024 - Grade 7 to 10, 1 to 3
ADMIN EOSY 2025 – Grades 1 to 6, 7 to 12
Succeeding Years – All grade levels in all
National learning areas
FINANCE Learning Programs
Recovery
Program
End-of-School-Year
OPS SIF Regular school days
National Learning Camp

OUHROD
LEGAL

Other learning Other learning

NRP NMP NSciTP areas NRP NMP NSciTP areas
Contributory Factors for Results

engagement
of learners ❖ teaching-learning
resources
❖ capacity building
❖ administrative
qualifications & support to support
commitment of teachers ❖ logistical support
teachers and learners
❖ parental support
❖ stakeholder support
DepEd Order No. 13, s. 2023
Adoption of National Learning Recovery Program
 Strengthen the learning recovery & continuity
program
• Improve literacy & numeracy
Accelerate the achievement of the education
targets
• Revise the K to 12
Curriculum to make them
responsive to the
demands of time
• Strengthen literacy
and numeracy
programs
• Revitalize the Reading,
Science and Technology,
and Mathematics
Programs.
• Improve English
Proficiency while
recognizing significant
linguistic diversity.
 ACTIVITY
How data can be used to enhance teaching practices
How data can be used to enhance teaching
practices
1. Identifying Strengths and Weaknesses:
A. Diagnostic Information
Adjusting Instruction
How data can be used to enhance teaching
practices

2. Differentiating Instruction:
A. 2.1.Customized Learning
2.2. Adjusting Instruction
How data can be used to enhance teaching
practices
3. Setting Goals and Measuring Progress:
A. 3.1.Goal Setting
3.2. Progress Monitoring
How data can be used to enhance teaching
practices
4. Improving Classroom Management
A. 4.1.Engagement Strategies
4.2. Feedback Utilization
How Assessment Results can be used to enhance Leadership

1. Data-driven decision-making
A. 1.1.Strategic Planning
1.2. Policy Implementation
How Assessment Results can be used to enhance Leadership

2. Professional Development for Staff

1.1.Targeted Training
1.2. Best Practices
Sharing
How Assessment Results can be used to enhance Leadership

3. Monitoring and Evaluating Programs

3.1.Program Evaluation
3.2. School Improvement Plan
How Assessment Results can be used to enhance Leadership

4. Fostering a Positive Culture

A. 4.1.Celebrate success
4.2. Address challenges
Concept Mapping
• Participants shall create a concept map linking data
analysis
findings to instructional practices and broader educational
strategies.
• Each group shall develop a visual map that shows how
specific data trends can inform various aspects of
instructional practice and leadership.
• Each group will be given 30 minutes to develop a concept
map. Reporting of outputs shall follow.
Action Plan Development

• Participants develop an action plan individually

outlining how they will use assessment data to
make instructional improvements in their settings.
• There will be a template that will be provided.
• Then, they shall look for a partner to share
action plans with.
References
DepEd Order 13 and 14,s.2023 National Learning Recovery Program
Policy Guidelines in the Implementation of the National Learning Camp

DepEd Order 42,s.2017. National Adaptation and Implementation of the Philippine

Standards for Teachers.
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-
1.pdf

"Literacy and Numeracy Interventions in the Early Years of Schooling: A Literature

Review." 2013. Accessed August 22, 2024.
https://research.acer.edu.au/cgi/viewcontent.cgi?
article=1019&context=policy_analysis_misc.
References

OECD. 2023. PISA 2022 Results (Volume I and II) - Country Notes:
Philippines. Accessed August 22, 2024.
https://www.oecd.org/en/publications/pisa-2022-results-volume-i-
and-ii-country-notes_ed6fbcc5-en/philippines_a0882a2d-en.html.

VCAA. 2017. Mathematics Curriculum: Recognizing and Understanding the

Role of Mathematics in the World.