House Committee on Basic Education and Culture holds hearing — May 28, 2026

[0:00] Any guest or any individual present here this morning who wishes to comment, clarify, oppose, or support this particular measure? [0:11] If none, so naiwan tayo ngayon sa members. [0:14] So ito yung situation. [0:17] There is a barangay Tumana sa Markina. [0:20] Yung barangay Tumana, apparently napakaraming bata doon, learners, [0:25] na nag-aaral pa sa ibang deaf ed schools, sa ibang barangay kasi wala silang sarili nila. [0:33] Right now, si Dr. Ibanez, together with other relevant stakeholders, [0:39] meron na siya, maybe it is also possible for us to approve the House Bill [0:52] subject to the submission of the feasibility study and the title of the land. [1:00] The title of the land must be in the name of the Department of Education. [1:04] Is that the requirement? [1:10] Can you confirm SDS? [1:13] Yeah, it should, ideally, should be or a deed of use or proc. [1:18] To the Department of Education Central Office, to the regional, basta any. [1:22] Yes, any. [1:23] Basta DepEd ang, ano. [1:25] So yun, masasubmit rin sa atin at the proper time. [1:30] So I think, unless there is an objection, a possibility is for us to approve this [1:35] subject to the condition that those are submitted, [1:38] and we will not bring this before the plenary until submission of this particular. [1:44] Yes, Honorable Olivares. [1:46] Mr. Chair, I move to approve House Bill 1317 subject to style [1:49] and subject to the submission of all the documents needed. [1:54] Second, Mr. Chair. [1:55] There is a motion by the Honorable Olivares that we approve House Bill No. 1317, [2:01] duly seconded by the Honorable Vice Chairperson of this committee, [2:06] the lady from the 4th District of Buckingham, [2:08] the Honorable Laarni Lavin Roque. [2:11] Is there any objection? [2:14] The Chair, healing none. [2:16] Same is approved. [2:16] One minute suspension. [2:18] Mr. Chair. [2:19] This committee meeting is resumed. [2:27] Honorable Olivares. [2:28] Mr. Chair, I move to approve the committee report subject to the submission of all the documents. [2:36] Second, Mr. Chair. [2:37] The motion by the Honorable Olivares, duly signed by the Honorable Laarni Lavin Roque, [2:41] that we approve conditionally the committee report subject to the submission to the Department of Education [2:48] and this committee of pertinent documents, relevant documents required for the establishment of a dep-ed school. [2:59] As an example, kailangan namin yung feasibility study and also the title of the site in the name of the Department of Education. [3:09] Is there any objection? [3:11] Chair, healing none. [3:12] Same is approved. [3:13] Congratulations, Dr. Ibanius. [3:15] But please remain. [3:16] Meron ka pang isang bill. [3:17] The next measure to be taken up is House Bill No. 1422, an act establishing a national high school in Barangay Tumana [3:29] in the 2nd District City of Marquina to be known as Tumana National High School [3:34] and appropriating funds, therefore, by the Honorable Attorney Miro S. Kimbo. [3:42] Honorable Gatchalian. [3:44] Mr. Chair, I move to adopt the explanatory note of House Bill No. 1422, an act establishing a national high school [3:53] in Barangay Tumana in the 2nd District of Marquina to be known as Tumana National High School [4:00] and appropriating funds, therefore, authored by Representative Miro Kimbo of the 2nd District of Marquina [4:06] as sponsorship speech for the purposes of this committee hearing. [4:10] I so move, Mr. Chair. [4:13] Thank you, Vice Chair Gatchalian. [4:15] There is a motion by the Honorable Gatchalian that the explanatory note of House Bill No. 1422 [4:22] serve as its sponsorship remarks for purposes of this committee meeting, [4:27] duly seconded by the Honorable Tuan. [4:29] Is there any objection? [4:31] Chair, healing none. [4:32] Same is approved. [4:33] Any comment, manifestation from any member? [4:35] If there is none, I will proceed to Central Office first. [4:39] Asik Janir. [4:39] Mr. Chair, as with the other two House Bills, DepEd expresses full support for House Bill No. 1422, [4:48] which aims to establish a national high school in Barangay Tumana, Marquina City to be known [4:52] as Tumana National High School, Mr. Chair. [4:55] Thank you, Asik Janir. [4:56] With that, Dr. Ibañas, you're the superintendent, so this is also under your jurisdiction. [5:04] Thank you, Dr. Ibañas. [5:06] The same justification as mentioned in the establishment of Tumana Elementary School. [5:14] Thank you for the support for the sake of our children. [5:17] Thank you, Dr. Ibañas. [5:19] So any guest, resource person, or individual who wishes to comment, manifest, make a manifestation, [5:27] oppose, support, House Bill No. 1422, the creation of a national high school in Barangay Tumana? [5:32] There being none, yes, yes, Mr. Tai of the private schools, Philippine. [5:41] Sir, if you need visibility study, I'm a practicing CPA. [5:44] I could add value unconditionally. [5:48] Just a reminder to all our invited guests. [5:52] You are not, you cannot address any other guests directly. [5:56] You must course every manifestation comment through the chair. [6:02] So there was a comment by Mr. Tai saying that he may be able to help. [6:12] But my understanding is there is already a feasibility study subject to finalization anyway. [6:17] There was already, Mr. Anabog. [6:19] With that, any other individual, kung wala na, again, for consideration of the members present here this morning, [6:31] we have before us House Bill No. 1422, creating a national high school in Barangay Tumana, Marikina City. [6:38] According to the school's division superintendent, Dr. Ibañas, [6:42] there is no national high school by the DepEd in said Barangay, [6:49] despite the fact that it is one of the, it has a big number of learners that require a national high school. [6:59] Currently, they have to go to other high schools in other Barangays na medyo congested na rin. [7:04] So there is an appeal that we approve the same. [7:09] But of course, the feasibility study is still to be submitted to the Department of Education and to this committee. [7:15] And so with the site, the ownership of the school site. [7:19] So same with the earlier House Bill about the elementary school, [7:24] maybe the members can consider yung conditional approval also, [7:28] subject to the submission of this requirement. [7:31] Honorable Olivares? [7:33] Mr. Chair, I move to approve House Bill 1422, [7:37] subject to style and subject to the submission to the committee of the needed documentary requirement. [7:42] Second, Mr. Chair. [7:48] There is a motion by the Honorable Olivares that we approve House Bill No. 1422, [7:55] subject to the submission of the requirements by this committee and the Department of Education, [8:02] including the feasibility study and the site ownership. [8:09] Julie seconded by the Honorable Gatchalian. [8:12] Is there any objection? [8:15] Chair, really none. [8:15] Same is approved. [8:17] May we also acknowledge the presence of the Deputy Minority Leader, [8:19] the Honorable Tonshi Keefe. [8:22] Mr. Chair? [8:22] Yes, Honorable Olivares? [8:23] I move to approve the committee report, subject to the submission to the committee [8:27] of the documentary requirements needed, Mr. Chair. [8:31] Second, Mr. Chair. [8:32] There is a motion by the Honorable Olivares, Julie sent by our Vice Chairperson, [8:35] the Honorable Arnie Roque, [8:37] that we approve the committee report on the condition that the feasibility study [8:43] and the ownership of the site is submitted to the Depth-Ed and this committee. [8:48] Is there any objection? [8:50] Chair, hearing none. [8:51] Same is approved. [8:52] Thank you to the members. [8:53] I think Dr. Ibanez really is telling us they need a school in that particular barangay. [8:59] Salamat, Dr. Ibanez. [9:01] Thank you. [9:02] With that, we proceed now to the briefing by the Department of Education. [9:07] This is the third briefing on updates on the implementation of the Depth-Ed three-term school calendar. [9:16] Ask Sek Janir, who will be presenting for the Department of Education. [9:22] Mr. Chair, respectfully requesting Director Gerson Abisamis to present the update, Mr. Chair. [9:28] Director Gerson was with us the other day, di ba, sa ano rin, sa site visit for the ARAL program, [9:35] sa base ko tayo. [9:39] Director Gerson, thank you. [9:41] You have the floor. [9:42] Hello po. [9:43] Magandang umaga po. [9:44] Thank you, Chair. [9:44] Thank you, everyone. [9:46] Just to give you quick updates po sa three-term calendar implementation, [9:49] just a few updates po. [9:50] Una po muna with regards to the orientations. [9:53] We held, as you probably know po, we held orientations in-person, virtual, [10:00] for we have reached 600,000 already po recorded in those orientations po. [10:06] So that's for school heads, the leaders, and the teachers as well. [10:09] Pero hindi po tayo natatapos doon sa orientations. [10:12] There's also a lot of initiatives that we've been working on to ensure that everyone in DepEd [10:17] really is on the same page when it comes to this reform. [10:20] Meron po tayong ginawa na videos, explainer material, kits po. [10:24] We're also creating the school forms to be updated as well para po talaga handa yung mga [10:28] teachers at yung schools pagdating sa opening of classes. [10:32] We're also creating the monitoring tool po for all schools para po malaman natin [10:36] how the implementation will be run from the opening block to the instructional block [10:40] all the way up until the end of term block. [10:43] Ito po ay we could submit, we could share the monitoring tool to the committee po [10:47] so that the committee can see an yung mga titignan natin na mga information or indicators for all schools. [10:53] With that, of course, parang we also want to ensure that it will not add any additional data [10:58] or forms or burden to schools when it comes to monitoring. [11:02] Third po, doon po sa website, we have been sharing this resource po. [11:08] It's a guidebook for all the schools and all the teachers to use. [11:12] That's where we update all of our materials and resources. [11:16] So meron din po doong portal to ask questions and to get feedback. [11:19] Yun po yung ginagamit natin para po meron tayong continuous loop for frequently asked questions. [11:24] Kung meron pong kailangan ayusin pa na sa clarity, [11:28] that's where we also understand where we might have gaps as the central office [11:33] in terms of communicating some of the particular parts of the policies. [11:37] And then lastly po, particularly for teachers, yung budget of work which we also submitted to the committee. [11:42] Some sample budgets of work, it's already kompleto po lahat ng budgets of work doon sa website up until grade 11. [11:51] And then also lesson exemplars po, we're making sure that all lesson exemplars that have already been created [11:57] and that has been used and quality assured are also going to be matched [12:02] so that po matulungan natin yung mga teachers makitaan nila kung ano yung mga lessons that they could use [12:09] and they could use as a base material po for their lesson planning. [12:13] We also want to acknowledge po and especially to this committee that kami po sa central office, [12:19] we want to provide both the room for the teachers for the flexibility [12:23] but at the same time sa minimum standards or support po para po teachers know [12:28] and they're guided on to next steps so that they could implement the three-term calendar [12:36] and make sure that they are able to teach and they're able to feel prepared this coming school year po. [12:44] Gerson, just an initial question. [12:46] Sa Department of Education, who is in charge? [12:49] Anong may unit within the DepEd? [12:54] Sino ang in charge siya pag-monitor nitong? [12:57] At lahat ng parat na sa three-term school year. [13:00] So sa learning system strand po, so that's the strand that's assigned for all of these reforms [13:05] kasi sanga-sanga po ito, so kasama po doon yung bureau that I lead, the Bureau of Learning Delivery. [13:10] Learning system strand. [13:11] Learning system strand po. [13:12] Which is under? [13:14] So that's a strand po, Mr. Chair. [13:16] So that's the former curriculum and teaching strand po. [13:19] So that's under Yusek Carmela Orasyon po. [13:22] And you are heading what po? [13:24] The Bureau of Learning Delivery. [13:26] So that's one of the bureaus under that strand. [13:28] Kasama po namin yung... [13:29] Ganong kalaki? [13:31] Are you able to handle everything? [13:34] Yung learning system strand po... [13:36] Yung manpower required by DepEd? [13:37] And kasi ang laki nung ano nyo eh. [13:39] Ang laki nung... [13:40] Baka mamaya kasi nandado nyo yung gap. [13:42] Understood. [13:43] Yes. [13:43] So yung strand nyo, yung Bureau of Learning, everyone helps out. [13:47] Yes po. [13:48] Enough ba ang manpower, support that is being given to you by the office of the secretary? [13:55] I would say yes po, Mr. Chair. [13:58] I think because in the strand, that's where we have the National Educators Academy of the Philippines [14:03] which handle the training, Bureau of Curriculum Development which handles the curriculum design. [14:08] Kami po sa Learning Delivery, we're in charge of making sure that the learning... [14:11] the curriculum is translated into Learning Delivery and it's delivered to our learners. [14:17] So in DepEd, there are various units. [14:20] Yes po. [14:21] So ano yung pinaka-main unit in charge? [14:25] Who would we say na kung yunyari, may... [14:27] meron talagang naging problema. [14:29] Right. [14:29] Sino ang... [14:30] sino ang pwede naming matawagan na siya ang pinaka-in charge nito? [14:35] Siguro po, Mr. Chair, wala pong pinaka-assigned for all of these. [14:39] But I would say the Bureau of Learning Delivery, we do have a lot. [14:42] Yung mandate po, particularly yung pag-develop ng policy, yung three-term calendar, [14:47] that usually falls under my Bureau po, the Bureau of Learning Delivery. [14:50] Bureau of Learning. [14:51] And you're under... undersecretary... [14:54] Termela Orasyon. [14:55] Orasyon. [14:56] So that's for the Learning System. [14:57] What about yung NEAP? Ano ang role ng NEAP? [14:59] Yung NEAP po is in charge of training. [15:01] So this is teacher training, making sure that teachers are... [15:04] Yes, who is in charge of NEAP? [15:06] We have four directors po. [15:09] Yes, who? [15:11] We have four directors. [15:12] I guess we could have... [15:14] So si Director Mick Cabawatan po and Director Christelle. [15:17] Christelle. [15:18] Yeah. [15:19] Sino pang nabanggit mo kanya? [15:21] May NEAP ka nabanggit? [15:22] Bureau of Curriculum Development, BCD. [15:25] Kau yun, that's you? [15:26] Hindi po. [15:27] Iba pa rin po yun, sir. [15:28] So sino ang BLD? [15:29] Ay, BCD po, sir. [15:31] CD. [15:31] BCD po, we have Director Peter Mark Magsalin. [15:36] We have Director Maggie Ramoso. [15:40] So it's BCD? [15:41] BLD. [15:42] BLD. [15:42] NEAP po. [15:43] Kaya yung tatlo yung in charge talaga sa pagbubuo nitong three-term calendar. [15:48] Yes po. [15:49] Correct? [15:49] Yes po. [15:51] Kapag, do you regularly meet, talk? [15:54] Yes po. [15:54] Nag-exchange kayo? [15:55] Yes, we do have group chats. [15:56] We regularly... [15:57] And kami rin po yung mga nag-orient mismo. [16:01] So ako po particularly as a director, I was actually going into Mindanao po yung na-assign sa akin. [16:08] And so we physically went to schools, we met with teachers, we met with principals and school heads, and we did the orientations ourselves. [16:14] I only ask this. [16:16] I'm just making sure na walang gap doon sa coordination within DepEd itself. [16:21] Kasi baka mamayang may question later on sabihin na si ano yun, hindi kami. [16:24] So walang ganun mangyayari. [16:26] Wala po. [16:26] I think, Chair, yung isa lang po siguro that we will be also wanted to share also, we will start coordinating closely also with the regional and division offices as well. [16:37] So that's also another part of the coordination puzzle, if you will, that needs to be smoother also. [16:43] Yes, with whom po? [16:44] With the regional. [16:45] With the regions and the divisions po as well because they will also be our partners whenever we monitor and when we implement these, the three-term guidelines are. [16:53] So right now, the regional directors and the superintendents are not in the loop as leaders. [17:02] Parang paskasama lang sila doon sa mga orientation. [17:06] Opo. [17:06] So they're in the loop po, sir, in terms of, of course, we have regular national man co-meetings and that's our opportunity to meet with them regularly. [17:16] Opo. [17:17] But then, if there's any question by a principal or by a teacher, kunyari may tanong ang isang teacher. [17:25] Yes po. [17:26] San siya magtatanong? [17:26] Direk siya dun sa portal ninyo? [17:28] O pwede ba siya masagot ng principal, ng superintendent, ng regional director, bago pumunta ng sentral? [17:34] Yes, Mr. Chair. [17:35] Those are two ways po. [17:36] Those are usually one way po. [17:38] They do have a direct contact po to the Deped Central Office whether through the email address of our bureaus or for the public action center. [17:47] Pero malulunod naman ang central office nun sa dami ng, how many teachers, if all 900 plus thousand teachers suddenly. [17:54] So how do you manage it? [17:56] Do you, kunyari, Dr. Ibanez, are you in a position to answer any query on the three-term calendar? [18:10] Because you're a superintendent, yung Markina, yung Schools Divisions Office nun, I'm sure maraming, ilan ng teachers under the Schools Divisions Office ng Markina? [18:20] We have almost 4,000 teachers. [18:22] 4,000 teachers? [18:23] Yes. [18:24] So aside from the issue on career progression, ito, magtatanong rin sila sa inyo, are you ready? [18:32] Are you well aware of everything? [18:35] All the details involved para dito sa three-term calendar na to, that hindi naman kailangan ma-burden pa ang central office ng mga query? [18:43] We are ready because we have carried out all the change management strategies. [18:51] Yes, you have met that central office has been, si Director Gerson, yung BCP, NAEP, they have been coordinating with you? [18:59] Yes, always. [19:01] Always. [19:03] At our level, we try to make it sure that we follow the policies, but we simplify further. [19:13] Sige, so Director Gerson, sabi ni Dr. Ibanias, you have been coordinating with them. [19:20] Alam, sinasabi mo lang kanina, ipa-iigting niyo pa yun. [19:22] Yes po, yes. [19:23] Pero they are in the loop. [19:24] Of course. [19:25] They know what is happening. [19:26] Yes, sir. [19:27] So they can answer queries. [19:28] Yes po. [19:29] Doon na muna tayo. [19:30] Any member who wishes to ask any question, clarification. [19:34] Kung wala. [19:35] Yes? [19:38] Yes. [19:40] Honorable Olivares, I have just been given a note. [19:44] If we can bear first, there's another, bear with another presentation that will, ilang, gano katagal tong next? [19:51] Attorney Salinas, how long will your presentation be? [19:57] Good morning, Mr. Chair. [19:57] We'll keep it brief, around 5 to 10 minutes. [20:00] Will that be acceptable first? [20:03] Dr. Salinas from EDCOM 2, you want to present. [20:05] But as much as possible, we want all stakeholders present to be able to clarify things. [20:12] Attorney Salinas, please continue. [20:15] Thank you very much, Mr. Chair. [20:16] Good morning to the committee and also to our esteemed chairperson. [20:21] I'm speaking on behalf of Executive Director, Dr. Carol Marquis. [20:25] I speak to present some of EDCOM's findings on the three-term school calendar that is being proposed for implementation for academic school year, 2026 to 2027. [20:35] Next slide. [20:37] So basically, as we had discussed during the previous meeting, the goal of the three-term calendar is really to preserve instructional time. [20:45] Also, its goal is also to ensure that we are able to provide specific blocks for certain activities that are both instructional, administrative, [20:53] and also for the extracurricular activities as needed for the schools to be undertaken. [20:59] Next slide. [21:01] So we presented here a very quick graphic representation of the three blocks, the opening block, which is set for four days, the instructional block, which is targeted for 55 days, and the end-of-term block with a minimum of eight days. [21:15] This is pursuant to Department Order No. 9 Series of 2026. [21:20] But we have noted in this presentation, if you could look at it, that there is a perennial peak typhoon season, which takes place from September to November, which does result in cancellation of classes. [21:33] And at the same time also, there's also been observed some heat indexes, you know, peak incidences taking place in March and April, which does lead to cancellation of classes in some parts of the country. [21:44] Next slide. [21:45] So we decided to emphasize this because based on EDCOM study from this particular school year, there's an average of 11 days of disruption from the period of September to November. [22:02] And with that, there's also a compression in terms of the number of school days that will be covered. [22:10] So we also want to take note that that's based on what we've been able to find, that there's an average number of 11 days of disruption throughout the country for the particularly hitting term two of the intended rollout. [22:24] Next slide. [22:27] This leads to some points that we'd want to very briefly touch on. [22:31] So while Department Order No. 9 Series of 2026 does allocate intended instructional days required by law for 201 days, we'll present some very quick slides later on about moving forward. [22:43] where this may actually be reduced from 201 days to an average of less than 180 days or 179 days. [22:52] Also, protection of term two must be given consideration and recovery of school days of the learning, not just the school days themselves, but the collective learning of the students during that time must also be considered. [23:02] We also submit that alternative delivery modes for disaster prone areas in schools must also be raised considering that in the previous school year, 16 of 18 regions exceeded five lost days. [23:14] particularly in terms. [23:15] And with that, we also submit that the adult program participants further transition from existing adult program modules and the corresponding termination for their continued participation or graduation could also be allocated or considered in the time. [23:30] And finally, the end-of-term blocks raise the question of prioritization as to should certain days be lost during these times, for instance, during the, for instance, like mentioned from March and April for the end of term, what will be prioritized? [23:45] Will it be the RL program, the completion of school forms, activities, or insight? [23:50] Next slide. [23:51] So, as mentioned earlier, there is the fact that EDCOM had found that using an average of determination of average regional maximal days lost, 201 day calendar could lose an average of 22 school days. [24:05] For instance, we point out that regions five and six lost on 28 to 29 school days due to the disruption brought about by Montanlaut. [24:15] So, in particular, the typhoon season itself is also brought into question concerning that 11 days lost in the second term result in just 55 days of instruction. [24:24] And as mentioned, some regions could lose up to an average of 20 days. [24:28] Next slide. [24:29] So, we also, EDCOM had been advocating for the rationalization or the optimization of school forms, which, based on our studies and discussions with teachers on the ground, has been a constant source of dissonance in terms of their function of really providing instruction for students. [24:50] So, when we conducted a study in 2024, it found that in addition to the amount of time that was spent for instruction, which is 23.4, an average of 17.8 hours on auxiliary work and 2.7 hours on informal and admin work are undertaken by our teachers. [25:09] And so, while we do acknowledge that depth had taken major steps in terms of rationalizing the number of forms from 174 to 75, that is still a substantial amount of time. [25:20] Next slide. [25:22] So, we submit that the question must be raised that are the 75 forms that are finally required actually manageable within the four-day opening and five-day end-of-term block without bleeding or leading into instructional time. [25:37] So, we also ask that depth-ed could provide some more guidance on prioritization for the timetable and urgency of these forms, as well as the goal of digitalizing these forms in order to minimize the amount of time that our teacher could spend with it. [25:50] And finally, next slide. [25:54] We submit that ARAL schedule must also be considered within the instructional blocks, but only…so, based on the fact that ARAL itself is only within these blocks, the assessments for these participants to graduate or exit the ARAL program, [26:10] the scale of time given to ARAL learners to show scaled improvement, and the proof-of-concept for a five-day end-of-term ARAL intervention, we submit should also be considered and presented by them. [26:23] And so, with that, our final slide for this presentation is…we have some quick…next slide, please. [26:29] Some quick clarifying questions for depth-ed that we hope to be raised. [26:32] Next slide. [26:34] Okay, sorry. [26:39] So, with that, some clarifying questions would be…while depth-ed now provides functional literacy training for the first 30 days of grade one, [26:48] what about the other grade levels that have identified by the end of school year that are still struggling with literacy? [26:53] During the ARAL program presentation, we'll be presenting some of that later as well. [26:57] Finally, reconciliation between the 20-day period during summer for ARAL and under Department O, number nine, [27:05] how will that five-day period be utilized? [27:08] Who attends and for what purpose? [27:11] That has to be presented in a more…we submit in a more organized and more definitive manner. [27:16] Teacher workload and fatigue must also be raised if ARAL is conducted in class. [27:21] Particularly, key stages, key learning stages three and four, longer class days are required. [27:28] So, this does…we have to factor in the amount of fatigue and amount of ability of our teachers to really function optimally within these times. [27:36] And just to raise that earlier question, given the 201 school day calendar in order to meet it, [27:42] given the average days of disruption, how will we manage the five-day alternative delivery mode instruction, [27:50] particularly in disaster-prone areas wherein this disruptions will most likely take it. [27:55] And finally, we do submit that there has to be some clarity with regard to prioritization of activities, [28:00] particularly during the end of term block, given the cadre of activities which takes precedence. [28:05] So, with that, thank you very much, Mr. Chair. [28:08] Ernest Salinas, copies of that have been given already to the committee. [28:12] Yes, Mr. Chair. [28:13] Yes, could we ask the COMSEC if they've provided the members present here [28:17] so that even the clarifying questions from the members, which are already contained here, they may also raise it. [28:24] Kasi importante naman lahat nung na-raise na yun, ano? [28:27] So, have the members been given a copy? [28:32] Not yet, Mr. Chairman. [28:34] Yes, could we ask the committee now to provide the 1, 2, 3, 4, 5, 6? [28:40] And then, kung possible, sana pati yung mga DepEd give a copy. [28:45] While we are waiting for that, nandito si, ano eh, I saw Sir Benjo and si Ma'am Ruby. [28:50] Yung una lang na sinabi ng DepEd ni Director Gerson, [28:55] nagka-orientation na raw. [28:57] And medyo malaki na yung na-cover nila na individuals. [29:02] Again, could you just confirm this? [29:04] And kung, ladies first, Ma'am Ruby. [29:07] Good morning, Mr. Chair, members of the committee, resource person, debit family. [29:16] Totoo naman po, nakapag-orientation po yung DepEd. [29:20] At nag-start po ito noong May 7, no? [29:24] Pero katulad po nung sinabi ko, last hearing, kine-question po namin yung pamamaraan ng orientation. [29:29] Nasa tingin namin, it's not more than the numbers, yung kalidad po talaga. [29:34] Kasi yung isang araw, 9 to 4 pm, papupuntahin po yung ating mga guro, [29:40] sa loob po nung kanilang mga paaralan, manonood ng online. [29:44] It's like a watch party. [29:45] At tingin namin, kailangan pa talagang susugan po yung orientation. [29:49] Kasi nag-conduct po din kami ng consultation among our members. [29:53] Galing po kami ni Kong Tonshi noong nakaraan sa Region 5, sa Bicol. [29:58] At nag-conduct din kami ng survey, no? [30:01] At kalakhan po doon sinasabi na kapag orientation na nga po sila. [30:04] Pero marami silang questions. [30:06] Kasi nagkaroon talaga ng glitch, Mr. Chair, doon sa mismong oras ng orientation. [30:12] Ibig kong sabihin, yung online talaga, may problema tayo dyan sa kalidad eh. [30:17] Kahit nung panahon ng pandemic, nung nagtuturo po kami online. [30:21] So, kailangan talaga ng tulong ng mga teachers natin. [30:24] Kasi hindi lang po ito pagbabago ng calendar eh. [30:28] Maraming mga dapat baguhin, no? [30:31] I mean, maraming mga pagbabago yung nakita kami. [30:33] It's not just a budget of work. [30:35] Nandun yung pagbabago doon sa ating grading system. [30:38] Ed come to mention about school form at talagang napakarami ko pong tango doon sa school forms. [30:44] Kasi yan po yung questions din ng mga teachers natin na lagi ko pong sinasabi rin sa komite. [30:49] Alam ko po may birth pains lahat ng pagbabago. [30:53] Pero ang teacher natin ang laging sumasalun yan. [30:56] And we need support from you, DepEd. [31:00] Thank you po, Mr. Chair. [31:02] Sir Benjo? [31:06] Yes, Mr. Chair, magandang umaga po sa lahat. [31:10] The same observation po. [31:12] In fact, nung nakarang hearing naman, sinabi rin namin yan, no? [31:15] That there is only one orientation, no? [31:18] Online pa nga, no? [31:20] At mukhang malaki naman na yung na-cover nito, no? [31:23] As reported by the Department of Education, no? [31:27] Pero sinasabi po namin, and we reiterate, no? [31:29] Na kulang po yung orientation po nito. [31:32] Considering, no? [31:33] That in less than two weeks po ay pasokan na natin. [31:37] Papasok na po kami, tapos gagamitin na itong napakalaking pagbabago. [31:41] Ang laki po nito, Mr. Chair, eh. [31:43] Hindi ito simple, no? [31:44] Na may binago lamang tayo na maliit na bagay na pwedeng mag-adjust, no? [31:48] And in the end, no? [31:50] As always, yung mga teacher po, yung sasalo. [31:54] Yung mga teacher yung magdudugtong ng mga kakulangan, ano? [31:58] Yung magpupuno ng mga kakulangan, ano? [32:00] So, laging kami yung nandun, ano? [32:02] Yung umaako sa ganun pong responsibility, no? [32:06] So, sana, no? [32:07] Magkaroon pa tayo ng room, no? [32:10] Para ito ay mapag-usapan pa, no? [32:12] Of course, no? [32:14] It may not be considered by the Department of Education, [32:22] but at least in our organization, in the Teachers' Dignity Coalition, no? [32:27] Eh, baka pwede muna tayo to halt the implementation of this [32:31] and to once and for all, no? [32:33] Kunin po natin, ano? [32:34] Kasi ang problema po nito, kahit pa nag-orientation na yung mga teacher, [32:38] baka yung, ano po, yung confidence level, no? [32:42] Yung how much, no? [32:44] The teachers or, well, the primary implementers of this program, no? [32:48] Understands, no? [32:50] And, of course, no? [32:53] Kailangan talaga niya, no? [32:55] Kailangan talaga niyang nauunawaan ito [32:57] and at the same time, ay niyayakap ito. [32:59] Kung hindi, baka po magka-problema po tayo sa mga susunod po na panahon. [33:05] Thank you, Mr. Chair. [33:06] Any other? [33:07] Chair? Chair? [33:08] Chair? [33:09] Honorable Tonchi. [33:12] Chair, clarificatory question lang. [33:14] Kasi sabi nila, online. [33:17] No? [33:18] Pero pwede bang mas i-detalye para sa committee ano yung sabihin ng online? [33:22] Kasi ang intindi ko, mainly, yung online na yun, [33:27] kasi yung online, pwedeng, ang impression mo, live, di ba? [33:31] Parang Zoom. [33:32] Diba? [33:33] Lahat ng participants, including yung resource person na nagbibigay ng orientation, [33:38] is live and giving it live. [33:40] Pero ang intindi ko, it's just a video, YouTube. [33:43] YouTube. [33:45] Tama po ba? [33:46] A YouTube video that has been recorded and then is played. [33:50] Parang ganon. [33:52] Tama po ba? [33:53] Director Jerone? [33:55] I can answer po. [33:57] So, to the committee po and to the chair, yung itura po nung training, [34:02] nung orientations po natin, nung three-term calendar and the other reform policies. [34:06] Usually po, ang itura niya, it's all live. [34:09] So, live po yun. [34:10] So, ang online po, ang itura nito, we would start 9 to 10 a.m. [34:14] It's a one-hour synchronous session, meaning kung sino po yung nagto-talk, [34:18] usually kami po or some of us from the learning system strand, [34:22] the directors or the undersecretary, the assistant secretaries po, [34:25] we will talk and then we will give the overview of that. [34:28] And then usually after 9 to 10, 10 to 11.30 po, [34:30] we designed what we call asynchronous self-facilitated activities. [34:33] Yun po talaga, yung design, yung diseño po noon, [34:37] whether sila po ay nasa watch party na malaki, [34:39] or sila po ay nasa bahay at sila ay nanonood nung live broadcast online, [34:46] meron po silang gagawin na activities, meron po silang worksheets. [34:49] And the idea po talaga doon, we know that a full-day orientation is not effective po talaga na makikinig lang. [34:55] And then we do another one, 11.30 to 12.30 po, another broadcast, one hour po yun. [35:00] Usually meron doon kaming online quiz rin where we check for understanding [35:04] in typical, siguro learner fashion, we want to check understanding of our learners. [35:09] We also want to do that for the training. [35:11] So doon po namin na-check kung ano po yung misconceptions, [35:13] ano yung mga tanong, ano yung mga hindi pa po naintindihan ng mga school heads, [35:17] itong teachers. [35:18] We do another activity po afterwards po noon, 12.30 until 3, [35:23] kasama po yung lunch break nila doon. [35:25] Then 3 to 4 p.m. papabalikin po namin sila sa online call. [35:29] Doon po sila magtatanong ng FAQ. [35:31] So live po yun talaga. [35:32] Kasi kung ano po yung tanong ng mga participants during that time, [35:35] sinusubukan po talaga naming sagutin at kumpletuhin lahat ng mga questions. [35:40] So yun po yung itsura ng usual training. [35:43] It's sometimes yung range po ng participants as small as 3,000, [35:48] as large as I think 10 or 15,000 po yung pinakamalaki. [35:52] Kasi minsan po iba-ibang mga regions or divisions nagsasama-sama po sila doon sa broadcast. [35:58] But again, that's a broadcast. [35:59] The point is live siya but you keep it online so that they can take a look again. [36:04] So may live siya at may obviously recorded yun. [36:09] So kung gusto ng teacher balik-balikan yun, pwede niyang gawin yun. [36:12] Honorable Tonchi, that's the response. [36:14] Okay, so live po ang bawat training. [36:18] So ilan po ang nagbigay ng training? [36:21] Presumably they're all from the central office or? [36:24] Okay, so yung central office ang bigay ng training. [36:27] This is for almost 1 million teaching personnel. [36:31] Tama? [36:32] Mga ilan po yung trainers niyo? [36:35] Director Jerson? [36:36] Siguro po kami, ilan ba tayo? [36:39] 15 to 20 po siguro yung core team po namin. [36:44] And so that's for us po sa central office. [36:47] And then we would also have of course colleagues from our other units [36:51] and other divisions helping us out when it comes to the logistical concerns po [36:55] of the training. [36:56] Sila po yung tagasagot sa chat. [36:57] Sila po yung tagbigay ng links. [36:59] The point is 15 to 20. [37:01] That's it. [37:02] Para ano. [37:03] But meron kayong auxiliary help. [37:05] That's the response. [37:07] So 15 to 20 po. [37:09] And ang design po ba ay all teachers down to the school level will be oriented by the 15 to 20? [37:21] Director Jerson? [37:22] Yes. [37:23] Kasi dati meron kayong ibang model. [37:25] Diba? [37:26] Yung parang trainers training. [37:28] Tapos cascading. [37:29] Yes po. [37:30] National trainers. [37:31] Tapos bababayan sa region. [37:34] Sila magte-train naman. [37:36] Yes po. [37:37] Down to the division. [37:38] Yes po. [37:39] Etcetera, etcetera. [37:40] Yes po. [37:41] Ngayon hindi nyo po ginawa. [37:42] At for this orientation po particularly sa policies hindi po. [37:44] Because there were many criticisms also with respect to that other thing. [37:47] Oo. [37:48] Pero ngayon, so ngayon talaga centralized. [37:51] Tapos 15 to 20 persons, real orient, for 1 million personnel. [37:58] Kaya nga sabi nyo, yung one small session is 3,000 and then the bigger sessions are... [38:06] Ito mga hanggang 10,000. [38:07] That was your... [38:08] 10,000. [38:09] Okay. [38:10] So... [38:11] Feedback mechanism sila. [38:12] Oo. [38:13] Pero kaya nga ang sabi naman ni Teacher B na parang yun yung feedback natin from the field [38:19] is marami ay may mga tanong pero hindi nila masagot. [38:26] Hindi nasagot or ano. [38:28] We can understand. [38:29] Kasi nga, we're talking about 15 to 20 people. [38:32] Eh, 3,000 to 10,000 yung nasa one session. [38:36] They cannot answer. [38:39] You know, they can only answer so many questions. [38:41] Parang ganon. [38:42] I think best here is kung merong hindi na nag-respond and hindi sila sumagot, [38:47] you could give the committee para pwede namin silang balikan. [38:50] Because again, ano, let us focus dito sa issue. [38:53] Ang issue dito is that in the four quarters that we have been, [38:58] Deped has been implementing, [39:00] nakita naman natin ang results whether national or international assessment. [39:05] Mababa. [39:06] Nakita natin na hindi naman talaga na-fulfill yung number of academic days. [39:12] May pasok nga. [39:13] Hindi naman nakakapasok. [39:15] Or ang daming... [39:17] Of course, nandun pa rin yung issue na binabanggit rin namin sa EDCOM 2, [39:21] which is the number of forms. [39:23] That is different from the three terms. [39:25] Huwag natin paghalo-halo yung issues na ito. [39:29] Because I think at the end of the day, [39:33] kailangan rin natin talagang ma-specify ano yung instructional days [39:38] which were never specified in the four quarters. [39:41] Sa totoo, mga teachers na nakakausap ko, [39:44] ang sinasabi nga nyo sa akin, [39:45] pagdating ng fourth grading period, [39:48] halos wala na talaga nangyayari dun. [39:50] Kasi nga, graduation, end of sa dami ng forms. [39:54] So, huwag natin paghalo-halo yung issues. [39:57] Kasi yung ibang issues, [39:59] whether it's four quarters or three terms, [40:02] pareho yung issues na binabanggit eh. [40:04] Huwag naman ganon. [40:05] Let us focus on the three terms [40:07] kung ano yung specific doon [40:09] na tingin ninyo na may problema. [40:12] Pagdating ng orientation, [40:13] I think DepEd should improve on that. [40:15] But at the end of the day, [40:17] wala naman pag... [40:19] Kung questions again are to the forms, [40:22] that is also the question of EDCOM 2. [40:24] But that question, [40:25] whether four quarters tayo, [40:27] three terms, [40:28] it's the same question, [40:29] the number of forms. [40:30] So, gusto natin ang sagot dun. [40:32] Pero huwag naman natin itigil yung mga reforms [40:35] na it's better than walang ginagawa eh. [40:39] At least may reforms na gagawin ng DepEd. [40:42] But let's keep it to that. [40:44] Kasi may mga issues na, [40:45] whether four quarters tayo, [40:46] three terms, [40:47] pareho eh. [40:48] Hindi naman makakaiba. [40:50] So, [40:51] have the members been given a copy [40:54] of the EDCOM 2 report? [40:56] Ruby, briefly lang. [40:58] Yes, brief lang po. [40:59] Mr. Chair, [41:00] yun nga din po yung sinasabi namin, [41:01] yung huwag paghaluhaluin. [41:03] Pero, [41:04] sinabay po kasi doon [41:05] sa change of school calendar, [41:07] yung pagbabago rin po [41:08] doon sa ating grading system. [41:11] Na, [41:12] doon talaga yung bulk [41:13] nung ating school form eh. [41:14] Nandun sa paggagrado [41:16] nung ating mga doroon. [41:17] Ang question ko po, [41:18] Mr. Chair, [41:19] konti lang. [41:20] Ang question ko po, [41:21] Mr. Chair, [41:22] nakita ko po yung budget of work. [41:23] Kompleto. [41:24] Soft copy. [41:25] Pero, [41:26] importante rin po yung [41:27] learning materials, [41:29] hard copy, [41:30] at yung kopya [41:31] ng ating mga studyante. [41:32] Ang panong ko po, [41:33] Mr. Chair, [41:34] sa DepEd, [41:35] kailan po yun darating? [41:36] Kasi, [41:37] ilaw weeks na na pa yun. [41:38] Let us make it clear again. [41:40] Whether four quarters to, [41:41] or three semes to, [41:44] the issue on learning materials, [41:46] textbooks, [41:47] workbooks are the same. [41:48] Hindi siya naapektuhan [41:50] dahil nag trisem, [41:51] nag three semesters tayo. [41:52] Kahit mag four quarters tayo, [41:54] that issue of Ma'am Ruby [41:56] is still relevant. [41:57] Relevant na malaman natin [41:59] kung magde-deliver na po kayo. [42:01] Pero, [42:02] I think, [42:03] gusto ko malaman yung sagot lang dun, [42:04] again, [42:05] yung sa budget of work. [42:06] Again, [42:08] para, [42:09] same page tayong lahat. [42:11] Kasi si Ma'am Ruby, [42:12] familiar na yun sa budget of work, [42:14] so, [42:15] with the DepEd. [42:16] So, again, [42:17] briefly, [42:19] DepEd, [42:20] ano ba ang budget, [42:21] ano ang linalaman ng budget of work [42:22] para pare-pareho tayong on, [42:24] and then, [42:25] gusto ko na sagot dun sa question [42:26] ni Ma'am Ruby on the budget of work. [42:27] Sige po. [42:28] Yung budget of work po, [42:29] this is a document [42:30] that schedules the competencies. [42:34] So, the competencies are, [42:35] you know, [42:36] yung learning standards [42:37] that we want our learners [42:38] to achieve at any given learning area, [42:40] yung subject po, [42:41] at yung grade po nila. [42:42] So, [42:43] ang insura po ng curriculum natin ngayon, [42:46] all of our competencies [42:47] and all of our learning standards [42:50] and performance standards [42:51] are divided per quarter. [42:53] And then, [42:54] wala pong nakalagay doon [42:55] kung anong week, [42:56] anong day, [42:57] kailan nila ituturo. [42:58] That's really the design of the curriculum. [43:00] May freedom po ang mga teachers [43:01] at ang schools. [43:02] Yung budget of work, [43:03] is this per sem? [43:05] Per quarter? [43:06] Per term na po siya. [43:07] Per term. [43:08] So, one semester? [43:09] Yeah. [43:10] One term po. [43:11] So, ang insura po ng budget of work ngayon, [43:12] per term. [43:13] Yes po. [43:14] For the whole year. [43:15] Term one, term two, term three. [43:16] Ano po yung competencies? [43:17] So, [43:18] dinivide ninyo into three terms. [43:20] Yes po. [43:21] Dati, [43:22] kung four quarters tayo, [43:23] how does the budget of work look? [43:24] Yung itsura po ng budget of work po dati, [43:28] hindi po nagre-release ang Depred Central Office ng budget of work. [43:31] For the existing curriculum. [43:37] Kasi what we only release in the central office [43:40] are the competencies divided into the quarters, [43:43] but not timing po. [43:45] We don't say or dictate to our schools. [43:48] So, under nung current system na quarterly, [43:52] yung four quarters, [43:53] may budget of work pa rin o wala? [43:56] Wala po. [43:57] Walang budget of work. [43:58] So, this is a new thing being done by DepEd [44:02] na ngayon meron kayong specified na budget of work. [44:05] Sa budget of work, [44:06] binibigyan nyo lang ng timing doon [44:08] ilang araw, ilang weeks per competency. [44:11] Yes po. [44:12] And then they have the whole three terms [44:14] to hopefully finish all those competencies. [44:19] Yes po. [44:20] Ang total na competencies in the budget of work, [44:23] ilan? [44:24] I don't have the number with me, Mr. Chair, [44:26] kasi iba-iba po siya per quarter. [44:27] Who would know sa DepEd? [44:28] Kami po. [44:29] I could find out now po. [44:30] Sabi mo, it's for the whole academic calendar. [44:33] Yes po. [44:34] We would know for one academic calendar, [44:35] for grade one, grade two, [44:37] ilan ba yung competency na rin-require ninyo? [44:40] I could find out now, Mr. Chair. [44:42] So, just to clarify rin po, [44:43] nung quarterly system po tayo, [44:45] yung budget of work po, [44:46] usually, ang gumagawa po noon [44:48] are divisions and regions. [44:49] So, kanya-kanya po silang, [44:51] siguro, interpretation. [44:53] So, pero still, yung buong competency [44:55] galing sa central office. [44:56] Yes po. [44:57] Ang division, [44:58] ang region, [45:00] siya ang magdi-divide noon. [45:01] Yes po. [45:02] Before I continue, [45:04] let me ask, [45:05] let me acknowledge the presence [45:06] of the lady from the Parties Kabataan, [45:09] the Honorable Renee Louise M. Co. [45:11] Welcome, Ma'am. [45:12] Ma'am Ruby, [45:13] huwag natin iwanan yung issue na to. [45:14] So, ano yung issue natin sa budget of work? [45:16] Kasi, tama ba ang sinasabi ng DepEd? [45:18] Nung quarterly, wala. [45:20] Walang gano'n na budget of work [45:22] binibigay from the central office. [45:23] Ang bibigay lang sa inyo, [45:25] ang aabot sa inyo, [45:26] ay yung competencies lang per quarter. [45:29] Ganun ba? [45:30] Yes, Mr. Chair. [45:32] Ang question talaga namin, [45:34] Mr. Chair, [45:35] yung di ba? [45:36] So, una-una. [45:37] So, isn't it a better system now? [45:39] Yung buong taon, [45:40] binigyan na kayo ng DepEd. [45:41] Buong taon, [45:42] ito yung competencies [45:43] per grade level [45:44] na kailangan, [45:45] hopefully, [45:46] makomplete. [45:48] It is up to you, [45:49] up to the teacher [45:50] to budget it per SEM. [45:52] Yes, [45:53] under the four quarters, [45:55] wala palang gano'n eh. [45:57] Mr. Chair, [45:58] to clarify po, [45:59] meron pa rin learning competencies [46:00] na binigay. [46:01] Pero, [46:02] ang pagbabago lang po ngayon, [46:03] ninespecify na nila [46:04] for a particular term [46:05] kasi kailangan nilang gawin yun eh. [46:07] Dahil from four [46:08] grading periods, [46:09] kailangan malaman namin [46:10] anong mga learning competencies [46:11] ang nilagay doon [46:12] sa first, [46:13] second, third term. [46:14] No? [46:15] That's why it's budget effort. [46:16] Yes? [46:17] May nadagdag ba [46:18] na competencies [46:20] ngayon na [46:21] three semesters sila [46:22] compared to the four quarters [46:24] or pareho lang? [46:25] In totality, [46:26] yung buong taon? [46:27] In totality, I think, [46:28] Mr. Chair, [46:29] ganun pa rin eh. [46:30] Wala namang binago. [46:31] It's the same. [46:32] It's the same, Mr. Chair. [46:33] So ano yung difficulty natin? [46:34] Knowing that, [46:35] pag four quarters naman, [46:37] ano lang ito ah, [46:38] hypotetika lang. [46:39] Yes. [46:40] Kunyari eh, [46:41] nung four quarters tayo, [46:42] one academic calendar, [46:43] meron silang [46:45] 100 competencies. [46:47] Ngayon, [46:48] sa three terms, [46:49] 100 competencies pa rin. [46:51] Pero sinabi lang nila, [46:53] may suggested sila [46:54] na sana ito yung period [46:56] na ilaan ng isang guru [46:57] para sa particular competency [46:59] o competencies. [47:00] Pero, [47:01] sabi nila sa atin [47:02] nung last hearing, [47:03] kung hindi matapos [47:04] in one semester, [47:06] that can be carried on [47:07] to the next semester. [47:08] Yun ang sinabi nyo sa amin [47:09] yung last ano. [47:10] So isn't that even [47:11] a better system now? [47:13] Actually, yun yung hindi po [47:16] namin maunawaan. [47:17] Yung pag hindi nyo po [47:18] natakel, [47:19] pwedeng ilagay doon [47:21] sa term two. [47:22] Kasi sa actual po, [47:24] tulad din nung sinabi ko po [47:25] nung nakaraang komite, [47:26] ang practice po talaga, [47:28] kailangan makuha namin [47:29] yung lahat ng mga competencies [47:30] kasi yan yung lalabas doon [47:32] sa mga formative assessment, [47:33] summative assessment, [47:34] even periodical exam that time. [47:36] So yun yung question namin, [47:38] paano yun sa implementation? [47:39] Ang isa pa po, [47:40] Mr. Chair. [47:41] Wait, wait, bago yun. [47:42] Sige po. [47:43] I will give you the chance [47:44] for the second, [47:45] para maliwanag. [47:46] Director Gerson, [47:47] paano nga yun? [47:48] Kasi tama ba yung intindi ko? [47:49] Sinabi nyo sa amin [47:50] last committee hearing, [47:52] meron kayong number of competencies [47:54] na di-divide ninyo [47:55] for the whole year. [47:57] For the whole year. [47:58] Pero in the three semesters, [48:00] binigyan nyo ng time, [48:01] suggested time frame [48:03] for the teacher. [48:04] Ang question nga ni Ma'am Ruby, [48:06] tama yun eh. [48:07] Even that time, [48:08] tinanong ni Ma'am Ruby, [48:09] sinabi nyo kasi, [48:10] kung hindi nyo matapos [48:11] in the first sem, [48:12] yung 100 competencies, [48:16] kanyari, [48:17] pwede nyo ituloy yun [48:18] sa next semester. [48:20] So, paano nga yung final grade [48:21] for that first semester? [48:23] Yung final grade po, [48:25] and that's why we want to [48:27] also reiterate po this as well. [48:29] Kapag summative assessment po, [48:30] we really urge that it should be [48:32] teacher-made summative assessments po. [48:35] What do you mean by that? [48:36] Teacher-made po si teacher po, [48:37] kung ano po yung na-cover ni teacher [48:39] during that term, [48:40] yun po yung ma-assess niya po. [48:41] Walang standard final exam per quarter. [48:45] Ang standard exams po natin, sir, [48:47] would be the National Achievement Test, [48:49] and that's done as a system assessment. [48:51] Yes, but that National Achievement Test [48:52] would cover all the competencies [48:54] that you suggested for one sem. [48:57] Yes po. [48:58] For the whole year. [48:59] Sabi nga ni Ma'am Ruby, [49:00] yun ang question eh. [49:01] Pasensya na, [49:02] yun ang sinasabi ni Ma'am Ruby, [49:03] at tama yung point niya. [49:04] Paano kung hindi nyo matapos, [49:06] sabi nyo, [49:07] o teacher ah, [49:08] ito yung suggested namin, [49:09] first sem, [49:10] tapusin nyo itong 100 competencies. [49:12] Pero kung hindi nyo matapos, [49:13] ayos lang. [49:14] Sa next sem, [49:15] pwede nyo carry over. [49:16] Yes po. [49:17] Eh, pero sabi mo nga, [49:19] yung test would cover that. [49:22] Hindi po. [49:23] The test actually, [49:24] so we allowed teachers, [49:25] teachers should be allowed [49:26] to use summative assessments [49:27] that they designed. [49:28] Kung ano po yung na-cover ni teacher, [49:30] yun po yung dapat, [49:31] kung ano yung tinatest. [49:32] Yes. [49:33] The National Achievement Test [49:34] is given once a year. [49:35] Yes po. [49:36] So sa end na yun. [49:37] Yes po. [49:38] But these are... [49:39] Ma'am Ruby, [49:40] sabi nga nila ngayon, [49:41] ah, [49:43] pasensya na Ma'am Ruby ah, [49:44] pero ang sinasabi ng DepEd ngayon [49:46] sa teachers, [49:47] may tiwala kami sa inyo eh. [49:50] Sinasabi ng DepEd sa inyo, [49:51] we trust the teachers [49:53] yung kakayanan ninyo. [49:54] So sinasabi nang namin, [49:55] ito yung suggested namin. [49:57] Pag hindi nyo natapos [49:59] in this first sem, [50:00] pwede kayo magbigay ng test [50:02] based on kung ano [50:03] ang natapos ninyo. [50:04] At kayo ang magsasabi sa amin, [50:06] sa DepEd, [50:07] ibig sabihin ah, [50:08] kung pasado ba yung bata [50:10] sa first sem o hindi. [50:11] Hindi ba magandang hakbang yun? [50:16] Mr. Chair, [50:17] ibig sabihin po ba [50:18] wala ng test [50:19] na manggagaling sa region [50:20] or division? [50:21] Mr. Chair, [50:22] yun po yung question ko. [50:23] That, again, [50:25] yun yung naiintindi ko, [50:26] pero Director Gerson, [50:27] please be express about this. [50:29] Kasi tama yung question. [50:30] Baka iba na naman yung... [50:31] Yes po, I agree. [50:32] And I think that's one thing [50:33] that we have to coordinate [50:34] with the regions and divisions. [50:35] Yes po. [50:36] Tama yung concern ni Ma'am Ruby [50:37] at nung teachers niya. [50:38] Kasi, [50:40] pero of course, [50:41] that will come by the end of the sem. [50:43] Okay naman, [50:44] pwede pang mahabol yun. [50:45] Yes po. [50:46] Pero ang point nga, [50:47] baka mamaya sa kahuli-hulihan, [50:49] sabihin ninyo, [50:50] ito ang standard na test nyo [50:52] for this sem. [50:53] Eh, hindi nga nila naabot. [50:55] So, ngayon, [50:56] magkaka-paperwork na additional. [50:58] Additional paperwork sa 75 [51:00] na required ng DepEd na [51:02] i-justify ninyo sa amin [51:04] bakit hindi nyo natapos [51:06] at i-justify ninyo [51:07] bakit pasado yung bata. [51:10] Hindi, yun na eh. [51:11] Hindi nagka-problema ulit [51:12] ng teachers. [51:13] Yes. [51:19] Definitely. [51:20] Thank you po, Mr. Chair, [51:21] and thank you for that comment. [51:22] I think, [51:23] ito po talagang [51:24] one of the biggest [51:25] challenges na [51:26] yung [51:27] what [51:28] siguro paga-decentralization [51:30] aspect of it. [51:31] Kasi gusto natin [51:32] mag-decentralization. [51:33] Yes. [51:34] So, yun nga lang. [51:36] Hopefully, [51:37] hindi tayo umabot [51:38] dun sa punto. [51:39] Ay, hindi naman [51:40] ang DepEd [51:41] na bigla nilang [51:42] may additional [51:43] paperwork [51:44] sa huling [51:45] sa pagpa-end na [51:46] ang SEM [51:47] asking each teacher, [51:48] bakit hindi mo na [51:50] tapos? [51:51] Yun yung magiging [51:53] issue talaga eh. [51:54] So, [51:55] Ma'am Jenny, [51:56] can you help us out here? [51:57] Director Gerson. [51:58] Kasi, [51:59] this is such a valid [52:00] point eh. [52:03] But sa akin, [52:04] Ma'am Ruby, [52:05] gusto ko talaga [52:06] ma-empower ang teachers eh. [52:07] That is why [52:08] talagang sa totoo, [52:09] okay ako dito. [52:10] Kasi, [52:11] marami na ako nakausap [52:12] ng teachers na [52:13] kaya nila talaga [52:14] on their own eh. [52:15] Pero ang problema, [52:16] ay hindi sila [52:17] nabibigyan ng autonomy eh. [52:18] So, [52:20] pero gusto naman natin [52:21] hindi yung autonomy [52:22] na ang dami na naman [52:23] papers, forms. [52:24] So, [52:25] Director Jenny, [52:26] Director Gerson, [52:27] please help us out. [52:28] Dr. Jenny, [52:29] paano tayo dito? [52:30] Thank you, [52:31] Mr. Chair. [52:32] From the Teacher Education [52:33] Council's perspective, [52:34] Mr. Chair, [52:35] we fully support the direction [52:37] for teacher agency. [52:38] That's what TEC is [52:40] espousing really. [52:41] Yes. [52:42] At sa amin pong pagkakaintindi rin [52:44] sa mga papel [52:45] sa Department of Education, [52:47] matatag-curriculum pa lang, [52:48] sir, [52:49] tinanggal na talaga [52:50] yung standardized test. [52:51] Right? [52:52] Binigyan po, [52:53] tinanggal yung budget of work. [52:54] Binigyan ng laya, [52:55] ang guro, [52:56] na bigyan ng importansya [52:58] yung kakayahan ng kanya [52:59] mga studyante [53:00] na sumabay sa anong [53:01] pangangailangan ng curriculum. [53:02] So, Director Jenny, [53:04] sa paperwork na 75, [53:06] kasama na pala ito. [53:07] Kung hindi nila, [53:09] sabi nyo nga, [53:10] di ba, [53:11] under the matatag-curriculum, [53:12] binigyan nyo na talaga [53:13] ang mga guro [53:14] ng authority [53:15] na sabihin na [53:16] mag-adjust, [53:17] maging flexible [53:18] depending dun sa level [53:20] ng kanilang mga tinuturuan. [53:22] So, [53:23] is this part of the 75 remaining forms [53:26] that now they have to justify [53:28] kung bakit hindi nila natapos? [53:30] Kasi sabi ng EDCOM 2, [53:33] may naiiwan na 75 forms. [53:35] In fairness sa inyo, [53:36] marami kayo natanggal. [53:38] Pero may 75 forms [53:40] pakasama po ba ito? [53:41] Sir, I think DEPED [53:43] can better respond to that. [53:44] I don't think there is a form [53:46] that the teacher needs to submit [53:48] to justify [53:49] bakit natapos [53:50] or hindi nga natapos. [53:51] Dr. Ibanez, [53:52] Dr. Ibanez, [53:53] Dr. Ibanez, [53:54] you have been a [53:55] Schools Division Superintendent [53:56] for how many years? [53:59] For six years now. [54:00] Six years. [54:01] So, nakabuta mo yung introduction [54:02] ng matatag-curriculum? [54:03] Yes, sir. [54:04] Okay. [54:05] Can you help us out with this issue? [54:06] Paano ngayon ito? [54:08] How does this work? [54:09] What do you suggest? [54:10] Basically, we followed the policy of DEPED [54:16] but since we're given the certain degree of empowerment [54:22] in terms of how we innovate the curriculum at our end. [54:29] So, first, there's no... [54:32] We follow strictly the budget of work [54:58] but we try to... [55:00] Kaya nga, paano Dr. Ibanez, [55:02] in your experience this last six years? [55:05] Kasi sinabi sa matatag-curriculum pala, [55:07] ganito na rin yung style. [55:08] Paano nga kung hindi? [55:09] Sinabi ninyo, [55:10] teacher, [55:11] magtulungan tayo dito, [55:13] tiwala kami, [55:14] mas alam ninyo, [55:15] isa sa amin. [55:16] Pero, nagsuggest pa rin ang DEPED Central [55:19] ng minimum number of competencies. [55:23] Pero, sabi ng DEPED, [55:24] pag hindi umabot doon, [55:25] ayos lang. [55:26] Ang teacher na ang pwedeng gumawa ng exam [55:30] at magsabi na okay lang hanggang dito, [55:34] pasado pa rin siya [55:35] yung minimum, [55:36] para pumasa siya ng SEM na ito [55:39] and later on, the whole level. [55:41] So, okay sa inyo yun? [55:43] Yes, sir. [55:44] Because the transition now is... [55:47] Okay. [55:48] How will you implement that? [55:50] Assuming ngayon, [55:51] may isang school [55:53] sa district po ninyo, [55:55] lumapit na ngayon sa'yo. [55:57] Dr. Ibanez, [55:58] hindi namin matatapos yung competency [56:00] na re-require sa amin [56:03] for this whole semester. [56:05] Anong i-advise mo sa kanila? [56:07] There's such a thing as collaborative expertise [56:13] where teachers met themselves. [56:16] And in the transition now [56:19] of summative assessment, [56:21] teachers are the ones preparing [56:23] their table of specifications [56:25] and their teaching items as well. [56:27] So, they have... [56:29] they are given that certain... [56:31] Bakit hindi niya naabot [56:54] yung suggested competencies [56:56] for that SEM? [56:57] Yes, because that's part of our validation [57:00] and editorial. [57:01] Correct. So, in questioning that, [57:03] magre-require ka ngayon [57:04] ng bagong forms [57:06] na masasubmit sa'yo. [57:07] Is that correct? [57:09] I think that doesn't need additional form. [57:13] Okay. [57:14] Because that has to be discussed [57:15] only at the school level. [57:16] So, verbal na lang? [57:17] With the support of our supervisors. [57:18] Yes, sir. [57:19] Verbal na lang yon? [57:20] Yes, sir. [57:21] Or even just a one-page letter [57:22] from the principal [57:24] or from the teacher? [57:25] From the principal. [57:26] From the principal. [57:27] With the support of our division supervisor. [57:29] Correct. [57:30] And that's you, di ba? [57:32] Ma'am Aguinaldo, [57:33] you're a principal, di ba? [57:35] Yes, sir. [57:37] Yes. [57:38] Narinig mo naman lahat, eh. [57:39] Narinig mo. [57:40] Sinabi ng central office, [57:41] tiwala kami sa teachers. [57:43] We will give them [57:44] a degree of autonomy, [57:45] especially... [57:46] Kasi gusto natin yon, eh. [57:47] Kasi one size does not fit all. [57:49] May mga lugar [57:51] na talagang yung learnings [57:52] dapat iba-iba. [57:53] At yung kakayanan. [57:55] Sabi nila, [57:57] re-respetuhin nila yon. [57:59] Sabi ni superintendent, [58:01] naiintindihan niya yon. [58:03] And full support [58:04] si superintendent doon. [58:05] Sabi lang niya, [58:06] tatanong nyo si principal lang [58:08] without additional forms, [58:09] just a letter siguro na, [58:10] o ano, [58:11] hindi nyo natapos yung ano, [58:13] suggested. [58:14] Hindi nyo natapos. [58:15] Sabihin ko lang, [58:16] tatanong ko lang sa principal [58:17] kung bakit. [58:18] Okay kayo doon. [58:19] Actually, [58:21] mayroon po kaming mga [58:22] distributor advisors [58:23] to give as technical assistance [58:25] for that purpose. [58:26] Yes, yes. [58:27] So, okay nga kayo doon. [58:29] Sasabihin sa'yo ng assistant [58:32] di SDS, [58:33] yung mga deputy, [58:35] yung superintendent, [58:36] o technical support [58:37] para ma-determine [58:38] kung naabot ba o hindi [58:40] yung competency [58:41] ng isang teacher. [58:42] Yes. [58:43] Okay. [58:44] Okay ka doon, di ba? [58:47] Anong i-re-require mo ngayon kayo teacher? [58:49] As SDS, [58:51] Ibanez, [58:52] a while ago, [58:53] there is a collaborative expertise [58:55] between teachers. [58:56] Correct, correct. [58:57] Correct. [58:58] Pero, [58:59] hindi naman ikaw ma'am principal [59:00] ang nagkulang doon, di ba? [59:02] Yes. [59:03] Kasi hindi naman ikaw [59:04] yung may teaching load eh, di ba? [59:05] Ang may teaching load, [59:06] ang may authority to say, [59:08] hindi namin naabot [59:09] kasi hinabol ko [59:10] kung anong kaya ng student ko. [59:11] Yung teacher yun, di ba? [59:13] Yes. [59:14] On your part, [59:15] as principal of a particular school, [59:17] atong Congalo National High School, [59:19] pag sinabi nga sa'yo ngayon [59:21] ang teacher mo, [59:22] in-adjust ko. [59:23] Abulin ko na lang ito sa next, [59:25] ano, [59:26] sa next sem. [59:27] Kasi medyo, [59:28] gusto ko, [59:29] mas ma-perfect pa ng mga bata, [59:32] yung learning competence [59:34] ng mga, [59:35] yung mga building blocks niya. [59:36] O anong, [59:37] will you, [59:38] pag sinabi sa'yo ngayon sa teacher yun. [59:40] That is acceptable. [59:41] Yes. [59:42] What will you require of the teacher? [59:43] Nothing na. [59:44] Okay na kayo? [59:46] They will prepare the competencies [59:48] to teach the following grading period. [59:52] So, [59:54] paano kung, [59:55] one hundred, [59:56] can we ask everybody to tie it down, [59:58] para makinig naman tayo, [59:59] kung hundred competencies for that sem, [1:00:02] ang naabot lang ni teacher, [1:00:05] sampo. [1:00:06] That's impossible, [1:00:08] kung sampo ang naabot lang niya. [1:00:10] Why impossible? [1:00:11] Kasi we have four quarters. [1:00:14] No, no, no. [1:00:15] One sem lang. [1:00:16] For sem muna tayo. [1:00:17] Yes. [1:00:18] And the one sem, [1:00:19] marami pong araw. [1:00:20] Kaya nga, [1:00:21] isang daan na competency para dun sa sem, [1:00:23] suggested nila. [1:00:24] O, ang naabot lang ni teacher, [1:00:28] 75%. [1:00:29] Okay yun, [1:00:30] o hindi? [1:00:32] Actually, [1:00:33] hindi pa rin. [1:00:34] Hindi pa rin pwede. [1:00:35] Paano nga kung 75 lang? [1:00:37] Kasi nga, [1:00:38] sabi ni teacher, [1:00:39] sinabi niya sa amin, [1:00:40] kami ang may autonomy, [1:00:41] kami ang alam namin, [1:00:42] alam namin dapat kung paano mag-adjust. [1:00:44] Tingin namin, [1:00:45] kung magproceed kami sa remaining 25, [1:00:48] hindi rin nila na-master yung first 75. [1:00:50] Sabi mo, [1:00:51] hindi acceptable yun. [1:00:52] Siguro po, [1:00:53] Mr. Chair, [1:00:54] may mga competencies [1:00:55] na pwedeng paghaluin [1:00:57] na doon sa mga 100 competencies. [1:00:59] Assuming hindi umabot [1:01:01] sa 100 for one sem, [1:01:03] you will accept that [1:01:06] or you will require the teacher [1:01:07] to justify that? [1:01:08] Yes, [1:01:09] I will require the teacher [1:01:10] to justify [1:01:11] and make a list of the competencies [1:01:14] na hindi na nabot. [1:01:15] Yes. [1:01:16] And then at that point, [1:01:17] doon ka lang mag-decide [1:01:18] kung acceptable yung exam [1:01:20] na binigay niya, [1:01:21] kung papasay yung student [1:01:22] or hindi? [1:01:23] Yes, Your Honor. [1:01:24] So, possible na hindi, [1:01:25] sasabihin mo, [1:01:26] ah, hindi pa saan din yung students mo [1:01:28] dahil hindi na abot [1:01:29] ang certain number of competencies. [1:01:30] Paano yun? [1:01:32] Pwede naman po kasing makita [1:01:38] based on the results [1:01:40] of the performance of the students. [1:01:43] Mr. Chair. [1:01:44] How will you see that [1:01:45] kung hindi nga maabot? [1:01:46] Sabi kasi ng DepEd eh, [1:01:48] hindi naman raw kailangan [1:01:50] suggested nila itong competencies [1:01:52] for the year. [1:01:53] Renake daw nila into three semesters. [1:01:57] Pag hindi mo natapos [1:01:59] in the first semester, [1:02:00] pwede mong i-carry over [1:02:02] sa second semester. [1:02:03] Ang tanong ni Teacher Ruby, [1:02:05] kung gagawin namin yun, [1:02:06] ano yung final exams [1:02:08] na bibigay namin [1:02:09] for that SEM? [1:02:10] Ang sagot ng DepEd kay Teacher Ruby, [1:02:12] ano, [1:02:13] ina-empower namin kayo [1:02:15] na kayo nang gumawa ng exams [1:02:17] kasi mas alam ninyo. [1:02:19] So, ang tanong ko, [1:02:21] may additional paperwork ba yun? [1:02:23] Secondly, [1:02:24] other than, [1:02:25] more importantly, [1:02:26] pwede nyo bang i-veto [1:02:28] yung test nila? [1:02:31] Or, pwede nyo i-veto [1:02:32] yung pagpasa niya [1:02:33] to the second semester [1:02:34] nung bata? [1:02:38] Sabi ni principal [1:02:39] ni superintendent, [1:02:40] okay sa kanya yun. [1:02:41] Year three, [1:02:42] Central District, [1:02:44] and you all use this big word, [1:02:47] summation, summation, summation, [1:02:49] na hindi naman naintindihan [1:02:50] nung lahat. [1:02:51] Ano ibig sabihin nun? [1:02:52] Siguro po, [1:02:56] I think, [1:02:57] ang DepEd ay magbigay po [1:02:59] ng clear guidelines on that. [1:03:01] Kung ano ang minimum? [1:03:02] Kung ano minimum? [1:03:03] Yes, Mr. Chair. [1:03:04] Teacher Ruby, [1:03:05] yung ba ang tinatanong mo? [1:03:06] So, kunyari, [1:03:08] may 100 for the first semester, [1:03:11] at least man lang may minimum. [1:03:13] Central, [1:03:14] meron ba kayong ibibigay [1:03:16] na at least minimum? [1:03:17] Pwede po namin i-discuss yun, [1:03:20] Mr. Chair. [1:03:21] I'll get back. [1:03:22] Again, [1:03:23] sorry ah, [1:03:24] Director Gerson ah, [1:03:25] kailan kaya natin malalaman [1:03:27] itong minimum na ito [1:03:28] for SEM [1:03:29] at for the year? [1:03:30] Hindi kasi, [1:03:31] yun yung alinlangan talaga [1:03:32] ni Teacher Ruby [1:03:33] kanina pa eh, [1:03:34] at yung last ano. [1:03:35] Kaya nga, [1:03:36] kahit nasabihin ko sa kanya, [1:03:37] may birth pains ito, [1:03:38] Teacher Ruby, [1:03:39] intindihin mo ng konti. [1:03:40] Sinabi na nga niya sa atin ngayon, [1:03:42] Oo, sige, [1:03:43] may birth pains. [1:03:44] Pero merong mga minimum [1:03:45] na hindi namin [1:03:46] we cannot live without. [1:03:47] So, saan tayo doon din? [1:03:50] Pasensya na Director Gerson ah, [1:03:52] pero maybe this is the right venue for you. [1:03:54] Yes, Mr. Chair. [1:03:55] And just to clarify po, [1:03:56] ang naririndig ko po ngayon [1:03:57] sa conversation natin, [1:03:58] parang yung difficult balance [1:04:00] of giving teachers [1:04:01] autonomy and flexibility, [1:04:03] but at the same time [1:04:04] ensuring quality [1:04:05] and ensuring that [1:04:06] there's accountability. [1:04:07] And also for the teacher to know na, [1:04:08] hindi nyo sila papagalitan [1:04:10] sa kahuli-hulian [1:04:11] or that you will not burden them [1:04:13] and add to these forms ulit. [1:04:16] Yes, sir. [1:04:19] You will take a look at that? [1:04:20] Yes, we will, Mr. Chair. [1:04:21] Promise? [1:04:22] Yes, ma'am. [1:04:23] It's not yet included. [1:04:24] Hindi pa private schools, [1:04:26] hindi pa private schools. [1:04:27] Hindi pa private schools. [1:04:28] Honorable tin nyo din, [1:04:29] Dr. Loreta, [1:04:30] I will call you. [1:04:31] Don't worry. [1:04:32] Honorable tin nyo muna. [1:04:33] Well, Chair, [1:04:34] ito nga yung ni-raise natin [1:04:36] kahit nung last hearing. [1:04:38] Yes. [1:04:39] Yung question I was asking, [1:04:41] ano na nangyari dun sa milk? [1:04:43] Diba? [1:04:44] Minimum, ano nga yan? [1:04:46] Most essential. [1:04:47] Most essential learning competence. [1:04:49] That's correct. [1:04:50] Kapos categorically, [1:04:51] sinabi ng mga taga-deped, [1:04:52] wala na po yan. [1:04:53] Flexibility na po. [1:04:55] Diba? [1:04:56] That is correct. [1:04:57] Until now, yun ang sinasabi nyo. [1:04:58] Oh, until now. [1:04:59] Individual teacher will have flexibility [1:05:01] in the classroom. [1:05:02] Yes. [1:05:03] Ngayon, I have sympathy [1:05:04] for the administrators [1:05:06] like the school heads [1:05:08] na meron kang, let's say, [1:05:10] 50 teachers in your school. [1:05:14] Ngayon, [1:05:15] ang sinasabi nila, [1:05:16] well, [1:05:17] bawat isa dyan may unique. [1:05:19] That is correct. [1:05:20] Unique na kaso. [1:05:21] Ibig sabihin, [1:05:22] iba-iba talaga. [1:05:23] That's correct. [1:05:24] Sa isang term, [1:05:25] iba ang test nila. [1:05:27] Possible. [1:05:28] It will have to be reviewed [1:05:30] by our school head [1:05:33] and then approved [1:05:34] and then she has to make sure [1:05:35] na at the end of the term [1:05:37] and the end of the school year, [1:05:39] lahat ng mga competencies [1:05:40] somehow [1:05:41] ay na-cover. [1:05:42] Hindi rin. [1:05:43] They're not saying that. [1:05:44] They are saying, [1:05:46] let's not put words [1:05:47] in their notes. [1:05:48] Ang sinasabi nila sa atin, [1:05:50] meron silang suggested [1:05:52] learning competencies [1:05:53] per level [1:05:54] per year. [1:05:55] And they have a suggested [1:05:57] breakdown [1:05:58] per semester. [1:05:59] Pero, [1:06:00] na-understand rin ng DepEd [1:06:02] because part of [1:06:03] basic governance natin [1:06:05] which we are pushing [1:06:06] also since 2003 ba to? [1:06:08] We've been pushing that. [1:06:09] Finally, [1:06:11] magtiwala naman tayo [1:06:12] sa teachers natin [1:06:13] because they know better [1:06:14] than us. [1:06:15] May birth pains [1:06:16] pero, [1:06:17] ang sinasabi nila, [1:06:18] yung suggested namin [1:06:19] for that first SEM, [1:06:21] pwede nyo i-carry over [1:06:22] yung hindi matatapos [1:06:23] to the second SEM. [1:06:24] Pwede nyo mak-carry over [1:06:25] into the third SEM. [1:06:26] Ang tiwala namin ngayon [1:06:30] nasa sa inyo. [1:06:31] Pero, [1:06:32] the question really being asked [1:06:33] is, [1:06:34] ano yung minimum noon? [1:06:35] Kasi yung quality. [1:06:36] Yes, [1:06:37] and at the end, [1:06:38] okay, [1:06:39] pwede maki-carry over dito, [1:06:40] but the end of the school year, [1:06:41] what happens? [1:06:42] Pagka hindi matapos lahat, [1:06:43] yun ang sinasabi ng death ed. [1:06:45] Hindi nasesaaring matapos lahat, [1:06:46] yun ba talaga [1:06:47] ang sinasabi ng death ed? [1:06:49] And yet, [1:06:50] meron pa rin kayong not [1:06:51] na baba? [1:06:53] Or are you doing away [1:06:54] with the not? [1:06:55] No, the not remains. [1:06:56] The not remains. [1:06:57] At the end of the year. [1:06:58] Ano pagbabatayan ng not? [1:06:59] Well, [1:07:00] that not, [1:07:01] I assume, [1:07:02] can be adjusted based on the whole [1:07:03] But how will you adjust it [1:07:04] if iba-iba nga yung [1:07:06] iba-iba nga yung level? [1:07:08] No? [1:07:09] At iba-iba yung level [1:07:10] per class. [1:07:11] No? [1:07:13] So, [1:07:14] sa totoo lang, [1:07:15] parang, [1:07:16] I'm sorry to say this, [1:07:20] parang hindi talaga [1:07:22] lapat sa lupa [1:07:23] yung sinasabi nyong [1:07:25] flexible model. [1:07:27] In the end, [1:07:28] ano mangyayari dyan? [1:07:30] Kaya nga yung [1:07:31] ating school heads, [1:07:32] sinasabi nila, [1:07:33] we want clear guidelines. [1:07:35] Because in the end, [1:07:36] yung central office [1:07:37] magbababa ng not. [1:07:38] Correct. [1:07:39] At pagka mababa [1:07:42] yung achievement results, [1:07:45] o sino ang, [1:07:47] sino ang mapuputukan dito? [1:07:48] Diba? [1:07:49] Either that [1:07:51] or, [1:07:52] mangyayari na naman dito [1:07:53] ay, [1:07:54] papasa sila somehow. [1:07:56] Parang, [1:07:57] you know, [1:07:58] yun ang sinasabing mass promotion [1:08:00] or whatever, [1:08:01] walang official policy, [1:08:02] pero, [1:08:03] parang ganun ang nangyayari. [1:08:06] So, [1:08:07] kaya nga po, [1:08:08] yun ang kailangan ng lahat. [1:08:10] Kailangan merong most essential. [1:08:14] Pero, [1:08:15] inalis nyo. [1:08:17] Again, [1:08:18] Director Gerson, [1:08:20] Dr. Jenny, [1:08:22] I think you are hearing many of that. [1:08:24] You have to really discuss these things. [1:08:26] Kasi yung sa regional, [1:08:28] sa superintendent, [1:08:30] talagang kakampinin nyo pati principal eh. [1:08:32] Pero ang problema nga is, [1:08:34] yung pinakabipa, [1:08:35] ano nga kung hindi matapos? [1:08:37] So, [1:08:38] we will have another hearing also. [1:08:40] Open-ended muna tayo dito. [1:08:41] Again, [1:08:42] ano, [1:08:44] we have to go towards this direction. [1:08:45] Pasensya na sa lahat. [1:08:47] Because, [1:08:48] ako, [1:08:49] lahat na nakakausap kung teachers, [1:08:50] talagang, [1:08:51] sa totoo lang, [1:08:52] kahit organized or unorganized, [1:08:54] alam nila ang tama eh. [1:08:55] And they want this autonomy. [1:08:57] But then, [1:08:58] they must be given, [1:09:00] not only the flexibility, [1:09:02] pero the confidence to do it, [1:09:04] na may backing sila ng central office [1:09:07] when they start implementing, [1:09:09] yung binibigay nyo autonomy. [1:09:11] Ah, [1:09:12] Director Torre Campo, [1:09:13] could you also, [1:09:14] yes, [1:09:15] SDS, [1:09:17] di ba? [1:09:18] Yes, [1:09:19] Schools Division, [1:09:20] Secretary, [1:09:21] Torre Campo. [1:09:23] Ah, [1:09:24] that issue sir, [1:09:25] is one of the discussions we had, [1:09:27] about the flexibility. [1:09:29] Okay naman po sir, [1:09:30] dun sa mga magagaling na teachers, [1:09:32] na they can, [1:09:33] they can adjust with the competencies. [1:09:36] But the problem sir, [1:09:37] hindi mo po masisigurado talaga, [1:09:39] na yung lahat, [1:09:40] ay kayang, [1:09:41] mag-budget of work. [1:09:43] Ako sir, [1:09:44] trained po kasi ako, [1:09:45] kapag, [1:09:46] binaba po yung budget of work, [1:09:47] in the divisions I passed to. [1:09:50] Binabudget po namin, [1:09:53] minimit po po lahat ng supervisors, [1:09:55] per subject, [1:09:56] para po, [1:09:58] pag, ah, [1:09:59] inaayos po namin yung time schedule, [1:10:01] itong subject, [1:10:02] itong competency na ito, [1:10:03] ilang araw ito, [1:10:04] nangyungunin. [1:10:05] Parang po, [1:10:06] pag, [1:10:07] simula ng school, [1:10:08] may guide po yung mga teachers. [1:10:10] Guide lang sir. [1:10:11] Director Torricampo, [1:10:12] pagdating nung, [1:10:14] sa school ninyo, [1:10:15] yung head, [1:10:16] kunyari nung, [1:10:17] a particular program, [1:10:18] yun, [1:10:19] walang question, [1:10:20] kaya nilang gumawa ng budget of work. [1:10:21] Sir, [1:10:22] dapat po, [1:10:23] division office. [1:10:24] Pag, ah, [1:10:25] dati po, [1:10:26] nung last time po, [1:10:27] nanguna po ang NCR. [1:10:28] Ah, [1:10:29] Professor Matt, [1:10:30] division office nga pala. [1:10:31] Division office, [1:10:32] i-meet mo yung mga specialists. [1:10:34] Mga supervisors. [1:10:35] Supervisors. [1:10:36] Tapos po, [1:10:37] inuupuan po namin, [1:10:38] by grade level, [1:10:40] by subject, [1:10:41] para po malaman namin. [1:10:43] So, ngayon, [1:10:44] Dr. Torricampo, [1:10:45] dati kasi, [1:10:46] walang gano'n eh, [1:10:47] walang suggested daw kong Central. [1:10:49] Sabi nila kanina, [1:10:50] correct me if I'm wrong, [1:10:51] anytime, [1:10:52] dati wala kayong suggested, [1:10:53] ngayon, [1:10:54] meron na. [1:10:55] Ibababaan nyo ngayon, [1:10:56] sa regional, [1:10:57] ibababa sa inyo. [1:10:58] May kita nyo ngayon yung suggested [1:10:59] ni Central. [1:11:00] Apo, sir. [1:11:01] Malang sked eh. [1:11:02] So, ang gagawin po. [1:11:03] One week to do this, [1:11:04] yun o kanina. [1:11:05] Correct. [1:11:06] Ngayon, sir, [1:11:07] ginagawa po namin by, [1:11:08] ginagawa pa po namin, [1:11:09] ini-specify po po namin [1:11:10] by days. [1:11:11] What if you don't agree [1:11:12] with the Central Office? [1:11:14] Yung po nga po, sir, [1:11:15] ang pinakikiusap namin [1:11:17] sa Central. [1:11:18] Kung hindi kayo nag-agree, [1:11:19] pwedeng masunod yung inyo. [1:11:21] Kasi naman po, [1:11:22] suggested naman po sa teachers. [1:11:23] Correct. [1:11:24] Anong sagot nyo dun? [1:11:25] Yes po, [1:11:26] meron pong flexibility po. [1:11:27] Apo. [1:11:28] Meron kayo. [1:11:29] Kung hindi ngayon, [1:11:30] may suggested kayo, [1:11:31] divisions office ka, [1:11:32] ibababaan nyo ngayon [1:11:34] kay principal. [1:11:35] O paano kung si principal ngayon, [1:11:37] yung budget of work ngayon, [1:11:38] may suggestion siya, [1:11:39] pwede niyang galawin yun [1:11:40] on her own, [1:11:41] his own, [1:11:42] or babalik siya sa inyo? [1:11:43] Sir, [1:11:44] basta po, [1:11:45] within the timeframe pa rin po, [1:11:46] ay dapat po... [1:11:48] Ma'am Aguinaldo, [1:11:49] ikaw ngayon, [1:11:50] tapos na si SDS, [1:11:52] ipapasa niya ngayon sa'yo. [1:11:55] Diba? [1:11:56] School head. [1:11:57] Sasabihin niya sa inyo, [1:11:58] ito yung sabi ni Central, [1:11:59] na correct na namin yan, [1:12:00] medyo mali sila, [1:12:01] or i-revise namin. [1:12:03] So, bibigyan na, [1:12:04] ito yung suggested ng divisions office. [1:12:06] Do you review that, [1:12:09] or do you accept that as is, [1:12:11] and just pass it on to your teachers? [1:12:13] We will review first, [1:12:14] Mr. Chair. [1:12:15] Okay. [1:12:16] Who is we? [1:12:17] The teachers involved. [1:12:18] So you will call all your teachers. [1:12:20] For subject area. [1:12:21] For subject area. [1:12:22] Ano to? [1:12:23] Through the LAC? [1:12:24] Or special meeting? [1:12:25] Yes. [1:12:26] LAC session. [1:12:27] LAC session, [1:12:28] which is held once a month, [1:12:29] once a week? [1:12:30] Twice a month. [1:12:31] Twice a month. [1:12:32] Takusapin niyo ngayon yung LAC sa LAC, [1:12:34] yung iba-ibang teachers ninyo per program, [1:12:36] tatanungin niyo ito yung suggestion. [1:12:38] Yes. [1:12:39] They will validate [1:12:41] or tignan nilang mabuti kung kaya nila [1:12:44] in the particular days, [1:12:46] a week. [1:12:47] Yes. [1:12:48] Paano kung may magrace na Hansi teacher Roby? [1:12:50] Ano ngayon siya sa Don Gallo National High School? [1:12:52] Sabihin ni teacher Roby sa inyo. [1:12:54] Principal Aguinaldo, [1:12:56] hindi namin matatapos lahat. [1:12:59] Ano sabihin niyo ngayon? [1:13:01] Sasabihin ko po sa kanila, [1:13:02] they will draft kung ano yung mga hindi matapos, [1:13:05] and I will consult the superintendent for that. [1:13:08] So ano lang yun? [1:13:09] Just a simple, [1:13:10] hindi naman additional form na napakirap. [1:13:12] Hindi naman. [1:13:13] Teacher Roby, [1:13:14] what do you think? [1:13:15] What do you think, teacher Roby? [1:13:16] Yes, Mr. Chair. [1:13:19] Thank you po. [1:13:20] You get my point. [1:13:21] Yun po talaga, [1:13:22] ang worry lang talaga namin, [1:13:23] yung makadagdag pa talaga [1:13:24] ito sa mga teachers. [1:13:25] Pero yung autonomy, [1:13:26] that's good. [1:13:27] Fair. [1:13:28] Ang sinasabi ni, [1:13:29] I'll finish lang, [1:13:30] ni Director Gerson, [1:13:32] Ma'am Jenia, [1:13:33] again ano, [1:13:34] yung pinaka-importanting point [1:13:35] na isa pa sinabi ni teacher Tino tuloy, [1:13:39] ni Honorable Tino, [1:13:40] yung end of year rin. [1:13:42] Kasi pag hindi natapos, [1:13:45] iba-iba, [1:13:46] papano ang not? [1:13:47] Diba? [1:13:50] I think you should know [1:13:51] or have, [1:13:52] ah, [1:13:53] iba-ibang alternatives ngayon [1:13:55] if that is possible ah. [1:13:57] Kung ano, [1:13:58] how to handle that, [1:13:59] or how to respond to that. [1:14:00] Or yung pinaka, [1:14:01] yung pinaka, [1:14:02] sa 100 for the whole year, [1:14:04] ano yung minimum, [1:14:05] yung 80, [1:14:06] yung 20, [1:14:07] baka pwede nyo yung gawin, [1:14:08] bonus questions. [1:14:09] Sa atin may ganun eh. [1:14:11] Yung elementary ako, [1:14:12] may bonus questions ang teacher sa huli eh. [1:14:14] Para ma-increase mo yung grade mo eh. [1:14:15] Si Honorable Tino. [1:14:17] Chair, [1:14:18] I distinctly remember, [1:14:20] and the records I'm sure will bear me out, [1:14:24] yung si Asik Buendiaje. [1:14:26] He was explaining flexibility. [1:14:28] Tapos sinabi nga niya, [1:14:29] meron kaming nilabas na competencies, [1:14:32] binaba namin sa regions and divisions. [1:14:34] Tapos pinupuna niya, [1:14:35] sabi niya, [1:14:36] ang problema yung mga division, [1:14:38] naglagay sila ng mga suggested days [1:14:43] per competency, [1:14:45] which according to him, [1:14:46] that defeats the very concept of flexibility, [1:14:49] giving flexibility to the individual teacher. [1:14:52] No? [1:14:53] So yun ang intindi ko [1:14:56] sa gusto mangyari ng DepEd. [1:14:58] Talagang radical flexibility meaning, [1:15:01] ito competencies teacher, [1:15:03] ikaw nang bahala. [1:15:04] Narinig na ba natin ng isang SDS, [1:15:06] si SDS po, no? [1:15:08] SDS Territory Campus, [1:15:10] sabi niya, [1:15:11] para matulungan ang aming mga teacher, [1:15:13] kami na ang naglagay. [1:15:14] Diba yun ang sinabi niyo ma'am? [1:15:17] Per competency, [1:15:18] five days for this, [1:15:20] three days for that, [1:15:21] and so on and so forth. [1:15:22] So, [1:15:23] ngayon palang nakikita natin [1:15:25] na hindi po [1:15:27] nagtutugma eh, [1:15:28] yung guidance ng Central [1:15:31] o yung gusto mangyari ng Central [1:15:33] at saka yung nasa field [1:15:35] because alam nila, [1:15:36] I mean, you know, [1:15:37] ako, [1:15:38] inaalagahan ko rin yung, [1:15:41] yung, [1:15:43] alam yan ng division [1:15:45] tsaka ng school head, [1:15:47] alam nila na, [1:15:48] in practical terms, [1:15:50] no? [1:15:51] Yes, there can be flexibility [1:15:53] pero meron kang minimum guidance. [1:15:57] Otherwise, [1:15:58] edi iba-iba na yan, [1:15:59] diba? [1:16:00] You know, [1:16:01] we're talking about 42, [1:16:03] 42,000 ba? [1:16:04] 42,000 ba? [1:16:05] 42,000 schools [1:16:07] and [1:16:08] 40, [1:16:10] okay, sorry, [1:16:11] 47,000 schools here [1:16:13] and how many classes? [1:16:15] Okay, [1:16:16] Honorable Tinio, [1:16:17] para ano, [1:16:18] para we're all on the same page [1:16:19] but I can be corrected, [1:16:20] baka mali yung rinig ko. [1:16:22] Ang sinasabi ni Director Gerson kanina, [1:16:24] ang kasama dun sa budget of work [1:16:27] na bababa galing sa Central [1:16:29] is really yung suggested lang nila [1:16:31] na how long [1:16:33] you should take [1:16:35] in these particular competencies [1:16:38] or competencies [1:16:39] meaning [1:16:40] two days dyan [1:16:41] o one week. [1:16:42] Ang kay [1:16:43] superintendent natin [1:16:45] sila naman [1:16:46] ipuputin nila into the weeks na [1:16:48] ilang weeks [1:16:49] so hindi pa [1:16:50] hindi pa tayo [1:16:51] nagkakaroon dun ng problema eh [1:16:52] kasi [1:16:53] kanila naman is [1:16:54] week one [1:16:55] dapat matapos ninyo [1:16:56] yung sinasabi nilang [1:16:57] in one week [1:16:58] na matapos ninyo [1:16:59] and then pupunta kay Ma'am Aguinaldo [1:17:00] who is the school head [1:17:02] and i-meet niya ngayon yung teachers niya [1:17:04] and then from there [1:17:05] pabalik na naman [1:17:06] kung may mali. [1:17:07] Pero ang issue nga [1:17:08] yung sinasabi mong issue [1:17:09] still remains [1:17:10] and walang sagot dun sa tanong mo kanina [1:17:13] honorable Tunchi [1:17:14] papano [1:17:15] kung hindi matapos [1:17:17] papano yung ano yung [1:17:18] kailangan pa rin ng minimum eh [1:17:20] o kasi kung hindi [1:17:22] diba ang sinasabi [1:17:24] correct me if I'm wrong rin [1:17:25] honorable Tino [1:17:26] ang end game rin kasi [1:17:28] iwala tayo talaga sa teachers [1:17:30] walang problema [1:17:31] pero papano kung [1:17:32] sinabi kong example kanina [1:17:34] sabi ni Ma'am Torricampo [1:17:35] o Ma'am Aguinaldo [1:17:36] impossible [1:17:37] papano kung [1:17:38] to one hundred [1:17:39] sampu lang ang matapos [1:17:41] papano yung kalidad naman [1:17:42] ng edukasyon [1:17:43] honorable Gachalian [1:17:45] Mr. Chair [1:17:47] yan yung concern ko [1:17:48] ang kinakatakutan ko dito [1:17:50] by end of the [1:17:52] the last term [1:17:53] which is the third term [1:17:54] baka nag-pile up [1:17:55] na yung competencies [1:17:56] patong-patong [1:17:57] either i-cram nila [1:17:59] or hindi nila matapos [1:18:00] mag-suffer yung [1:18:01] quality ng education [1:18:02] so [1:18:03] siguro yun nga [1:18:04] kailangan ng mga [1:18:05] teachers [1:18:06] ng guidance nga [1:18:07] and how [1:18:08] para hindi mangyari [1:18:09] itong effect na ito [1:18:11] kasi mag-ano yun [1:18:12] mag-ano yun [1:18:13] magpapatong talaga yan eh [1:18:15] o mag-accumulate yan eh [1:18:17] so [1:18:21] honorable Gachalian [1:18:22] naniniwala ko [1:18:23] kayo ng teacher eh [1:18:24] lahat ng kausap kong teacher [1:18:25] in fact [1:18:26] even sa textbooks eh [1:18:27] ang gusto nga na yun [1:18:29] ang suggestion sa akin [1:18:30] ng ibang teachers [1:18:31] bakit hindi na lang kami [1:18:32] yung gumawa ng sarili namin [1:18:33] kasi mas alam pa namin eh [1:18:35] at alam namin yung level [1:18:36] nung [1:18:37] nung [1:18:38] in fact the teachers know eh [1:18:39] in fact may malasakit rin sila eh [1:18:41] so [1:18:43] hindi ako nagdududa [1:18:44] na magagawa nila actually [1:18:45] yung ano [1:18:46] pero what if [1:18:47] yung konting what if [1:18:48] na yun [1:18:49] Mr. Church [1:18:50] siguro kailan ng precautionary [1:18:51] kasi sabi natin [1:18:52] for the most part nagawa [1:18:53] pero there will be [1:18:54] exceptions [1:18:55] mga ilan siguro [1:18:57] na behind [1:18:58] kawawan naman yung bata [1:18:59] na mabibahind dun [1:19:00] kung may ganun na senaryo [1:19:02] eh sana makover natin yun [1:19:04] ah [1:19:05] cases na ganun [1:19:06] para at least clear cut [1:19:07] sa mga teachers rin po [1:19:08] thank you Mr. Church [1:19:09] will expect a [1:19:10] kailan nyo kaya kahit [1:19:12] in writing mapadala sa [1:19:13] committee na to [1:19:14] para [1:19:15] I think yung ah [1:19:16] Honorable Tonchitinho [1:19:17] has been [1:19:18] mentioning this [1:19:19] since the [1:19:20] previous ano [1:19:21] previous hearings [1:19:22] on this matter [1:19:23] so I think [1:19:24] ah [1:19:25] the committee [1:19:27] deserves [1:19:28] and the members deserve [1:19:29] a registered response [1:19:30] from DepEd [1:19:31] maaaring kung ano yung hakbang [1:19:34] na ginagawa ninyo [1:19:35] ano yung plano [1:19:36] ano yung objective [1:19:37] para sa next hearing naman [1:19:38] baka sakali naman [1:19:39] we can go to another issue [1:19:41] di ba hindi pa ulit-ulit [1:19:42] kasi walang sagot eh [1:19:43] sorry ah [1:19:45] I don't mean anything [1:19:46] negative about that [1:19:47] pero sa totoo [1:19:48] ah naintindihan nyo kayo nga [1:19:49] si Director Gerson [1:19:50] understands exactly the issue eh [1:19:52] kasi yung quality [1:19:53] siya nagbanggit eh [1:19:54] so he understands [1:19:55] kung ano yung concern rin [1:19:56] ng lahat eh [1:19:57] ah [1:19:59] sa ating mga principal [1:20:00] sa ating superintendent [1:20:02] the teacher Ruby [1:20:03] ang private sector [1:20:04] ano ah [1:20:05] wag na muna kasi [1:20:06] hindi naman kayo affected pa eh [1:20:07] yes [1:20:10] but you are not required [1:20:11] you're not mandatory [1:20:12] eh ito mandatory [1:20:13] sa DepEd schools eh [1:20:14] so [1:20:15] but but we will [1:20:16] we will go to you [1:20:17] but for these purposes lang [1:20:19] ah [1:20:20] gusto ko lang [1:20:21] ma-resolve yung issues [1:20:22] nung talagang ma-affect [1:20:23] nung pagsimula [1:20:24] ng June 6th [1:20:25] or 8th [1:20:27] ng June 8th [1:20:29] okay [1:20:30] pero sige para [1:20:31] para ma-rap up natin [1:20:32] I will give [1:20:33] one minute each lang ah [1:20:34] oh [1:20:35] ma'am Lourdes [1:20:36] because you attend [1:20:37] all our hearings [1:20:38] we value your [1:20:39] ah inputs [1:20:40] thank you honorable [1:20:41] um [1:20:42] chairman Romulo [1:20:43] actually we are very much [1:20:45] um [1:20:46] brief about this [1:20:47] because we were already asked to [1:20:49] attend twice [1:20:50] one was held in [1:20:52] Tanghalang Pasigenyo [1:20:53] that [1:20:54] DepEd officials were there [1:20:55] and then [1:20:56] kaming mga private school [1:20:57] nasa Rizal Theater [1:20:58] and then all others [1:20:59] yung mga [1:21:00] Philippine cultural schools [1:21:01] sa Manila [1:21:02] and all others Valenzuela [1:21:03] marami [1:21:04] so we [1:21:06] they really try their best [1:21:07] for us to have an appreciation [1:21:08] and then the latest [1:21:09] was last week [1:21:10] wherein we were at [1:21:11] Lourdes School of Bandaluyong [1:21:12] wherein the theater was filled [1:21:14] with almost 700 [1:21:16] and then 300 more [1:21:17] in Albachina Hall [1:21:19] so [1:21:21] that time [1:21:22] we were encouraged [1:21:23] all private schools [1:21:24] were encouraged [1:21:25] nasa bayan namin [1:21:26] although hindi kaya [1:21:27] pwede kami next year [1:21:28] yes [1:21:29] but what I'm pointing is that [1:21:30] I really appreciated [1:21:31] what Edcom 2 presented a while ago [1:21:33] they are all very much valid [1:21:35] sana po i-review natin yun [1:21:37] let's discern on that [1:21:38] and then I also appreciate [1:21:39] the program of DepEd [1:21:41] kasi alam kong lahat ang mga reforms [1:21:43] talagang gusto natin [1:21:44] gumawa ng something [1:21:46] to address the problem [1:21:47] especially on literacy [1:21:49] number 80 na tayo [1:21:50] out of 80 countries [1:21:51] pero [1:21:52] sana po tignan din natin na [1:21:54] the success in any undertaking [1:21:56] for it to be assured [1:21:57] kailangan po yung planning [1:21:59] and preparation [1:22:00] which I feel yun ang kulang [1:22:02] naawa ko sa mga teachers [1:22:03] natin din sa public [1:22:04] okay [1:22:05] ma'am Lourdes [1:22:06] let's go straight to [1:22:07] kasi [1:22:08] nandito na tayo sa specific issues [1:22:09] yes [1:22:10] ang point po [1:22:11] congressman [1:22:12] yung mga teacher natin [1:22:13] sanay sila ng four [1:22:14] kasi isa lang naman [1:22:15] ang gusto natin [1:22:16] they are there already [1:22:18] nandito na tayo [1:22:19] huwag na tayo [1:22:20] sa motherhood statements [1:22:21] because we want to resolve [1:22:23] specific questions [1:22:24] ang sinabi sa atin [1:22:26] budget of work [1:22:27] we've resolved that [1:22:28] can we go to a specific [1:22:30] ang problem po natin [1:22:31] sila ang papagawain natin [1:22:32] na exam [1:22:33] na dependent [1:22:34] kasi dun nga [1:22:35] sa profile ng trainer [1:22:36] una sabi natin [1:22:37] nakita ko po eh [1:22:38] aral program after class [1:22:39] wala pa tayo sa aral program [1:22:41] please [1:22:42] dito muna tayo sa academic [1:22:43] mag work po kasi [1:22:44] itong program na to [1:22:45] kung lahat yung bata [1:22:46] na hindi pa sila literate [1:22:48] magkakasama sa classroom [1:22:49] kasi kawawa ang teacher [1:22:50] na mix ang class niya [1:22:52] ang profile ng student [1:22:53] ito hindi niya naiintindihan [1:22:56] andyan lang yung bata [1:22:57] nahihirapan [1:22:58] pero mamaya pa kasi [1:22:59] siya i-address eh [1:23:00] after class pa [1:23:01] so napakahira po sa teacher [1:23:03] nun para talagang [1:23:04] ma-meet niya [1:23:05] yung competency [1:23:06] na nire-require [1:23:07] kasi yung mix [1:23:09] at profile [1:23:10] ng kanyang mga student [1:23:11] inside the classroom [1:23:13] and then [1:23:14] congressman kasi po [1:23:15] yung mga teachers [1:23:16] meron na silang [1:23:17] set of mga exam nila [1:23:18] tama po ang sinabi [1:23:19] ng DepEd [1:23:20] binibigay lang in the past [1:23:21] ang minimum learning competency [1:23:22] so tama po yun [1:23:24] bahala ang teacher [1:23:25] siya gumagawa ng mga exam [1:23:26] Ma'am Lourdes [1:23:27] I think we understand already [1:23:28] okay [1:23:29] pasensya na Ma'am Lourdes [1:23:30] medyo [1:23:32] napang-usapan na lahat yan [1:23:33] mahirapan po kasi sila [1:23:34] let's move on to the next na [1:23:35] mahirapan po sila [1:23:36] na gagawin yun [1:23:37] submit the writing [1:23:38] we will give it to them [1:23:39] para ano [1:23:40] wag na pa ulit ulit kasi [1:23:41] kasi [1:23:42] we are now here [1:23:43] in that specific na tayo [1:23:45] na mention na ni teacher [1:23:46] Ruby yung budget of work [1:23:47] I want to tackle it [1:23:48] per problem [1:23:49] hindi na yung general [1:23:50] ang gusto ko lang sana i-recommend [1:23:52] napakagandang programa [1:23:53] pero preparation [1:23:54] and planning [1:23:55] baka pwede i-defer [1:23:56] for next school year [1:23:57] kasi [1:23:58] in one month time [1:23:59] pinaka-appreciate [1:24:00] natin lahat [1:24:01] thank you po [1:24:02] someone is raising a hand again [1:24:04] one minute [1:24:05] okay na [1:24:06] please state your name [1:24:08] and the association [1:24:09] or institution [1:24:10] you belong to [1:24:11] good morning for Mr. Chair [1:24:12] Mr. Noli Benaventura po [1:24:13] from the National Association [1:24:15] of Public School Heads [1:24:17] Inc. under the leadership [1:24:18] of Dr. Roland L. De La Cruz [1:24:20] we concurred [1:24:21] dun po sa statement po [1:24:22] ni Honorable Gatchelian [1:24:24] na kailangan nga po talaga [1:24:26] na magkaroon nga po [1:24:27] ng minimum learning competency [1:24:29] na maibibigay po si DepEd [1:24:31] soon [1:24:32] clear guidelines po [1:24:33] Mr. Chair [1:24:34] kasi po [1:24:35] we're there already [1:24:37] na-agree na po yan [1:24:38] ah sige po [1:24:39] we don't need a reason anymore [1:24:40] alam natin kailangan [1:24:41] that we support na lang po [1:24:42] okay po [1:24:43] we support [1:24:44] Sino pang next? [1:24:46] State name [1:24:47] and the [1:24:48] institutionalization [1:24:49] off lang yung mic [1:24:50] para mo [1:24:53] Good morning Chairman [1:24:54] I am Mr. Ricardo Victoria [1:24:55] Dr. President [1:24:56] Now we support DepEd [1:24:59] about this team [1:25:00] we have the same sentiment [1:25:02] with Mr. Ruby [1:25:03] dun sa training [1:25:05] kasi minsan nga [1:25:07] nagiging duplication pa [1:25:09] pang the national [1:25:10] regional [1:25:11] and in the division level [1:25:12] Now about the budget of works [1:25:14] hindi ho namin masyadong concerned [1:25:16] doon [1:25:17] because sometimes [1:25:18] we follow the budget of works [1:25:20] pero ho pag meron kami [1:25:21] mga disruptions [1:25:22] kami ho meron [1:25:24] kaming autonomy [1:25:25] na magpapasok [1:25:26] so ho na po [1:25:27] kompleto ho namin [1:25:28] so yun lang ho yung aming ano [1:25:30] naiintindihan ko po yung side [1:25:31] ng DepEd [1:25:32] kasi nga [1:25:33] hintayin pa nila [1:25:35] kung magpapapasok ba [1:25:36] ang [1:25:37] ang [1:25:38] nasyonal [1:25:39] sa amin po on our own [1:25:40] as private schools [1:25:41] we can do that [1:25:42] kasi [1:25:43] why [1:25:44] kakaiba ho yung aming sitwasyon [1:25:48] kailangan nyo namin [1:25:49] ibigay lahat [1:25:50] yung pinangako namin [1:25:51] sa perils [1:25:52] kung hindi [1:25:53] mawawalan kami ng estudyante [1:25:54] and then I agree also with [1:25:55] Dr. [1:25:56] Oxon [1:25:57] about doon [1:25:58] sa agency ng teachers [1:25:59] usually ho nangyayari yun [1:26:01] lalo ho sa grade 1 [1:26:03] to grade 3 [1:26:04] hindi ho nating [1:26:05] pwedeng paspasan [1:26:06] kung karamihan sa ating estudyante [1:26:08] hindi pa nakakasabay [1:26:09] sa literacy and university [1:26:11] dun po yun [1:26:12] now about [1:26:13] honorable tino [1:26:16] yung not exam nga [1:26:17] dahil [1:26:18] nagawa na nga ho siya [1:26:20] eh ho nangyayari [1:26:21] minsan yung mga teacher [1:26:22] lalo na sa public [1:26:24] teach to test [1:26:25] ito ho yung nangyayari [1:26:26] so [1:26:28] kung maaari nga ho [1:26:29] na sana [1:26:30] ma-reform natin yung [1:26:32] not exam [1:26:33] yun lang po kami [1:26:34] hindi ho namin [1:26:35] masyadong concerned [1:26:36] sa [1:26:37] especially I don't [1:26:38] kokopya [1:26:39] marami na silang [1:26:41] training na nagawa [1:26:42] hindi ho namin [1:26:43] concerned yung twitter [1:26:44] we can start with [1:26:45] the school year [1:26:46] thank you very much [1:26:47] so para sa budget of work [1:26:49] I think [1:26:51] DepEd [1:26:52] you should [1:26:53] kailan nyo masasubmit [1:26:54] yung [1:26:55] response nyo [1:26:56] to the various issues [1:26:58] exactly like [1:26:59] ano ba yung [1:27:00] will there be a minimum [1:27:01] para to ensure [1:27:02] at least may kalidad [1:27:03] pangalawa [1:27:04] papano kung iba iba nga [1:27:06] yung levels [1:27:07] sa pagtapos [1:27:08] after the whole [1:27:09] academic calendar [1:27:10] papano yung nap [1:27:11] and then forms [1:27:14] additional forms ba [1:27:16] na mangyayari dito [1:27:17] kasi [1:27:18] paano yung hindi [1:27:19] makatapos [1:27:22] Mr. Chair give us a week po [1:27:23] to response [1:27:24] this [1:27:25] Thursday po [1:27:26] baka po by [1:27:27] early next week po [1:27:28] we'll have a response [1:27:29] sent to the committee po [1:27:30] yes sir [1:27:31] with that [1:27:32] yung budget of work [1:27:33] medyo bitin pa [1:27:34] we will [1:27:35] find out from DepEd [1:27:36] yung response nila [1:27:37] but [1:27:38] with the permission [1:27:39] of everyone [1:27:40] kasi lahat naman gusto rin natin [1:27:41] marinig yung response dun sa [1:27:42] questions earlier [1:27:43] raised by edcom 2 [1:27:45] so could we go one by one [1:27:47] una [1:27:48] are the 75 remaining forms [1:27:51] and their associated [1:27:52] checking [1:27:53] encoding [1:27:54] consolidation [1:27:55] workflows [1:27:56] actually manageable [1:27:57] within the four day opening [1:27:59] and five day end of term block [1:28:01] without eating to the [1:28:04] eating the time of instructional time [1:28:06] 75 forms [1:28:08] ilan yung original forms [1:28:10] sa mic na lang [1:28:13] yes [1:28:14] yes [1:28:19] director Pante [1:28:20] director Dexter [1:28:21] good morning Mr. Chair [1:28:25] ah [1:28:26] yung total universe na nareview po namin [1:28:28] is handled 75 [1:28:30] ah [1:28:31] and then [1:28:32] ah [1:28:33] natitira na lang po na [1:28:34] accomplished by teachers IR [1:28:35] ah [1:28:37] mga 75 forms [1:28:38] 75 forms [1:28:39] 75 forms [1:28:40] yes but [1:28:41] ah [1:28:42] I'm looking at these forms Mr. Chair [1:28:44] iba iba rin yung nature na mga forms eto eh [1:28:46] gusto ko silang i-classify na meron kang [1:28:49] frequently used forms meron ding parang [1:28:52] seasonal or occasional forms [1:28:54] ang [1:28:55] tingin namin Mr. Chair [1:28:57] iba dapat ang treatment natin sa different forms [1:28:59] ang [1:29:00] in address namin at the moment Mr. Chair [1:29:02] yung mga frequently used forms na [1:29:04] these are school forms 1 to 10 [1:29:06] na every year [1:29:07] every month [1:29:08] ginagamit ng teachers natin [1:29:10] for example Mr. Chair yung [1:29:12] learner registry [1:29:13] annual po yan [1:29:14] annual po yan [1:29:15] and then yung [1:29:16] ah [1:29:17] learner daily attendance [1:29:18] so daily po siya [1:29:19] in accomplish ng teachers natin [1:29:21] so [1:29:22] ah [1:29:23] understanding these forms Mr. Chair [1:29:25] ang ginagawa namin ay [1:29:26] we're [1:29:27] coming up with a system Mr. Chair [1:29:29] na online [1:29:30] madigitize [1:29:32] and then yung mga [1:29:34] forms na to [1:29:36] may mga common [1:29:37] ah [1:29:38] duplicates [1:29:39] na kinu-collect from teachers [1:29:41] sige so para maliwanag [1:29:42] originally 175 form [1:29:45] yes Mr. Chair [1:29:47] ah [1:29:48] kailan nabawasan to 75 [1:29:49] itong parating na [1:29:50] academic calendar pa lang [1:29:51] o last academic calendar [1:29:52] 75 [1:29:53] remaining [1:29:54] nag start na Mr. Chair [1:29:55] nung in-streamline namin yung [1:29:57] teacher workload [1:29:58] yes [1:29:59] so in-identify namin dito yung [1:30:01] yung 175 kasi Mr. Chair [1:30:03] chair [1:30:04] sa presentation nila [1:30:05] nakalagay po 174 [1:30:06] sinasabi ni [1:30:09] director [1:30:10] ay 175 [1:30:11] ano po ba talaga [1:30:12] ah [1:30:13] 174 [1:30:14] be precise please [1:30:15] ah [1:30:16] i stand corrected [1:30:17] 174 form [1:30:18] 174 [1:30:19] so nawala na ngayon [1:30:20] nabawasan nyo ito [1:30:21] 75 [1:30:22] so nakabawas kayo ng 99 [1:30:23] yung ba natanggal ninyo [1:30:26] mga 100 [1:30:27] 99 [1:30:29] sabi nga ni [1:30:30] oh [1:30:31] honorable 15 nyo [1:30:32] maging precise tayo [1:30:33] so [1:30:34] 174 [1:30:35] naging 75 [1:30:36] so nabawasan natin ng [1:30:37] 99 [1:30:38] 99 [1:30:39] yung 99 na yon [1:30:40] completely nawala [1:30:41] na wala [1:30:43] or [1:30:44] ginawa nyo yung part 2 [1:30:45] in any of the remaining 75 [1:30:49] Mr. Chair ito kasing [1:30:50] ah [1:30:51] nawalang form [1:30:52] mga [1:30:53] forms na dapat [1:30:54] hindi siya ginagawa ng [1:30:55] teacher [1:30:56] ito ay ginagawa ng [1:30:58] other school personnel [1:30:59] na [1:31:00] tingin namin [1:31:01] mga [1:31:02] AO2 ito ang gagawa nito [1:31:03] or mga [1:31:04] school help [1:31:05] yung 99 na nawala [1:31:06] hindi talaga nawala yung forms [1:31:07] except that [1:31:08] in unburden nyo na [1:31:09] from the teachers [1:31:10] rinipat nyo na [1:31:11] sa [1:31:12] AO's yung mga [1:31:13] administrative assistant [1:31:14] that's correct [1:31:15] that's correct [1:31:16] teacher Ruby [1:31:17] teacher Benjo [1:31:18] tama ba to [1:31:22] sorry [1:31:23] hindi po namin maramdaman [1:31:24] Mr. Chair [1:31:25] nanabawasan eh [1:31:26] um [1:31:28] sa actual po talaga [1:31:29] actually [1:31:30] tingin ko hindi lang siya [1:31:31] number eh [1:31:32] yung mismong [1:31:33] sa praktika po [1:31:34] kasi manual na ginagawa eh [1:31:36] yung sulat kamay nga [1:31:37] yung sinasabi namin [1:31:38] at manual din na binabasa [1:31:40] yun yung isa sa mga [1:31:41] tingin ko added burden pa [1:31:44] more than dun sa bilang [1:31:45] nung forms [1:31:46] dapat matanggal na talaga [1:31:47] yung manual [1:31:48] na may reading of forms [1:31:50] at manual na pagsusulat [1:31:51] nung forms [1:31:52] kasi [1:31:53] digitalization [1:31:54] 21st century teacher [1:31:55] tayo pero [1:31:56] andun pa rin po kami [1:31:57] sa manual [1:31:58] na [1:31:59] computation [1:32:00] ano ba tayo [1:32:01] manual na ang ginagamit [1:32:02] or [1:32:03] are you already [1:32:04] going towards [1:32:05] uh [1:32:06] digitalization [1:32:07] or hindi pwede [1:32:08] we're on that track [1:32:09] Mr. Chair [1:32:10] meron na kaming [1:32:11] na commission na [1:32:12] developers [1:32:13] na nagre-review [1:32:14] nung [1:32:15] ah [1:32:16] sampung frequently [1:32:17] used school forms [1:32:18] na [1:32:19] sinabi rin ni [1:32:20] ah [1:32:21] ma'am ruby na [1:32:22] ah [1:32:24] manual in accomplish [1:32:25] manual din na [1:32:26] so sampu na lang ito [1:32:27] na napakahirap [1:32:28] na manually accomplish [1:32:29] ito po [1:32:30] ito po nakafocus kami [1:32:31] ngayon [1:32:32] ah [1:32:33] so is that correct [1:32:34] teacher benjo [1:32:35] teacher ruby [1:32:36] sampu na lang talaga itong mabigat [1:32:37] ah [1:32:38] manually in accomplish [1:32:39] Mr. Chair [1:32:42] sampu yung pangalan ng forms [1:32:45] pero halimbawa po [1:32:46] ah [1:32:47] alam to ng mga teachers [1:32:48] sampu yung pangalan ng forms [1:32:51] pero halimbawa ako may 58 students ako [1:32:53] 58 cards yung isusulat ko [1:32:55] 58 ah [1:32:56] school forms yung isusulat ko [1:32:58] ganun po siya kadami [1:32:59] but [1:33:00] teacher ruby [1:33:01] teacher benjo [1:33:02] okay [1:33:03] you accept the fact [1:33:04] na mandat [1:33:05] kailangan talaga itong forms na ito [1:33:06] yes [1:33:07] Mr. Chair [1:33:08] ang sinasabi nyo lang [1:33:09] huwag lang sana manual [1:33:10] oh [1:33:12] tama rin teacher benjo [1:33:13] yes [1:33:14] so yun naman pala [1:33:15] so [1:33:16] ah [1:33:17] yes [1:33:19] ah [1:33:20] ah [1:33:21] before the [1:33:22] the end of the school year [1:33:23] ah [1:33:24] pumunta ako sa ilang mga schools [1:33:26] to observe how [1:33:27] itong tinatawag na reading of forms [1:33:30] forms [1:33:31] is done [1:33:32] di ba [1:33:34] talagang elaborate ritual po yan [1:33:36] merong [1:33:37] merong grupo ng mga teacher [1:33:38] isa isa [1:33:39] babasahin yung grade [1:33:41] nung bawat class [1:33:43] may isa naman [1:33:44] i-verify na tama [1:33:45] no [1:33:46] tapos i-re-record sa form [1:33:48] and so on and so forth [1:33:49] ah [1:33:50] tapos [1:33:51] yung proseso na yan [1:33:52] sa school level [1:33:53] gagawin uli yan [1:33:54] sa [1:33:55] division level [1:33:56] meron magbabasa rin [1:33:58] isa isa [1:33:59] pangalan [1:34:00] grade [1:34:01] per subject [1:34:02] tapos may nagbe-verify [1:34:04] it is a manual [1:34:05] maintindihan natin [1:34:06] na [1:34:07] that system was developed [1:34:09] in the [1:34:11] in the old days [1:34:12] na wala [1:34:13] talagang yun yung paraan [1:34:15] para ma-verify [1:34:16] ma-check mo [1:34:17] na accurate yung grades [1:34:20] kasi yun ang [1:34:21] so it's an effective system [1:34:23] pero purely manual [1:34:24] and labor intensive [1:34:25] eh [1:34:26] 2026 na po tayo chair [1:34:28] siguro nung panahon ng Tomasites [1:34:30] ganun ang sistema [1:34:31] no [1:34:33] pero [1:34:34] 2026 na po [1:34:35] ganun pa rin po [1:34:36] parang ritual po talaga [1:34:38] no [1:34:39] in the meantime [1:34:40] if you look at [1:34:42] safe private schools [1:34:44] or [1:34:45] state universities [1:34:46] and colleges [1:34:47] ah [1:34:48] hindi [1:34:49] hindi [1:34:50] the system is [1:34:51] merong registrar [1:34:52] di ba [1:34:53] tapos [1:34:54] yung teacher [1:34:55] i [1:34:58] ah [1:34:59] i-accomplish [1:35:00] yung grades [1:35:01] i-submit sa registrar [1:35:02] yung registrar ang bahala [1:35:04] and nowadays [1:35:05] there's such a thing as [1:35:06] ah [1:35:07] information technology [1:35:09] ah [1:35:10] kaya na po magawa yun [1:35:12] in an automated manner [1:35:13] with verification [1:35:15] no [1:35:16] so [1:35:17] unfortunately [1:35:19] we still have this [1:35:20] highly manual and labor intensive system [1:35:22] na gumugugul po sa malaking oras [1:35:26] ng mga teacher natin [1:35:28] especially at the end of every term [1:35:31] no [1:35:32] yun po [1:35:34] yun ang gusto ko lang [1:35:35] ma [1:35:36] di-invite [1:35:37] asik janir or [1:35:38] director dexter [1:35:39] ah [1:35:40] ito ito yung issue [1:35:41] that [1:35:42] ito siguro yung end of school year na [1:35:44] wala nang magawa yung teacher [1:35:45] kung hindi talagang ano [1:35:48] manually entered yung grades [1:35:50] ah [1:35:52] ah [1:35:53] we recognize that as an issue [1:35:55] talagang [1:35:56] ginagawa yan sa field [1:35:57] because yung [1:35:58] yung po yung quality control mechanism para [1:36:00] yes [1:36:01] is there any other way [1:36:02] to ensure quality control [1:36:03] other than by [1:36:04] reading it one by one [1:36:05] and meron isang magsasabi [1:36:07] tama yung binabasa niya [1:36:09] yes [1:36:10] through digitization [1:36:11] automation of grades [1:36:12] Mr. Chair [1:36:13] yes [1:36:14] so why [1:36:15] ang question nga [1:36:17] bakit ayaw natin [1:36:18] pumunta dun sa [1:36:19] ano [1:36:20] kung quality will also be verified [1:36:22] sigurado natin yung integrity [1:36:23] pareho naman [1:36:24] yun na po yung [1:36:25] ginagawa ng [1:36:26] DepEd Mr. Chair [1:36:27] na [1:36:28] I mentioned na meron ng [1:36:29] developer [1:36:30] sige [1:36:31] how long pa [1:36:32] maghihintay yung [1:36:33] kasi [1:36:34] magsastart pa lang tayo yung [1:36:35] academic calendar [1:36:36] by the end of this coming [1:36:38] academic calendar [1:36:39] can DepEd tell this committee [1:36:42] na hindi na magiging manual yung pagpasok [1:36:45] ng grades [1:36:47] ah [1:36:48] for this school year Mr. Chair [1:36:50] Mr. Chair [1:36:51] ang development approach is prototyping [1:36:55] so [1:36:56] for [1:36:57] coming school year [1:36:58] ah [1:36:59] up to [1:37:00] September [1:37:01] magagawa yung mga [1:37:02] ah [1:37:03] school form 2 [1:37:04] yung daily attendance ng [1:37:06] learner [1:37:07] school form 3 [1:37:09] yun yung inventory ng mga textbook [1:37:11] magagawang ano [1:37:13] magagawa yung prototype Mr. Chair [1:37:15] and then papatest namin [1:37:16] so hindi nga [1:37:17] hindi magagawa [1:37:18] prototype lang [1:37:19] hindi mangyayari in all schools [1:37:22] well [1:37:23] next year po yung ano yung [1:37:25] target [1:37:26] target na [1:37:27] lahat po ng schools natin [1:37:28] by next year [1:37:29] next academic calendar [1:37:30] or next year [1:37:31] meaning [1:37:32] end of this academic calendar [1:37:33] we can [1:37:34] pilot the entire system [1:37:36] until [1:37:37] end of [1:37:38] this school year Mr. Chair [1:37:40] Bakit ang hirap mag [1:37:41] sabi nga ni Tonchi eh [1:37:43] 2026 na ngayon [1:37:45] yung technology [1:37:46] why is it [1:37:47] is it the problem of [1:37:48] procurement [1:37:49] or is it the problem of [1:37:51] technology [1:37:52] sa ibang bansa [1:37:53] so ibang bansa [1:37:54] ganito rin [1:37:55] I suppose [1:37:56] kasi ito yung [1:37:57] kung hindi pa kayo ng technology eh [1:37:59] di ba [1:38:01] ganito rin sa ibang bansa [1:38:02] meron kami sa review namin [1:38:05] ng mga existing system [1:38:06] Mr. Chair [1:38:07] meron mga [1:38:08] open [1:38:09] open source system [1:38:10] silang ginagamit [1:38:11] but [1:38:12] we didn't [1:38:13] proceed with [1:38:14] adapting [1:38:15] dos [1:38:16] kasi meron tayong unique needs [1:38:17] in depth ed [1:38:18] like [1:38:19] ano yung unique [1:38:20] example [1:38:21] parang may tindihan lang namin [1:38:22] na [1:38:24] well yung [1:38:26] ah [1:38:27] ano yung unique needs [1:38:29] in depth ed [1:38:30] o ng Pilipinas [1:38:31] kaya talagang napaka [1:38:34] hirap ng technology na [1:38:35] kung anong kailangan natin [1:38:38] well yung [1:38:40] ah [1:38:41] let me check Mr. Chair [1:38:43] ah [1:38:47] would you just ano [1:38:48] para we don't belabor the point [1:38:49] kasi ang [1:38:50] ang punto lang [1:38:51] ay talagang [1:38:52] ang hirap nito [1:38:53] yung end [1:38:54] yung end [1:38:55] of term na [1:38:56] ito lang gagawin ng teacher [1:38:57] tapos uulitin sa division [1:38:59] uulitin pa ulit ulit lang [1:39:02] at I think [1:39:03] alam niyong problema yun [1:39:04] so ang question lang [1:39:05] bakit hindi nga tayo [1:39:06] maka [1:39:07] maka [1:39:08] adopt ng isang teknolohiya [1:39:09] para [1:39:10] this coming academic calendar [1:39:11] yun na yung gawin natin [1:39:13] ah [1:39:14] yung 4-5 days niya [1:39:15] sinasabi ng [1:39:16] ng EDCOM 2 [1:39:17] na napakahi [1:39:18] baka hindi rin magawa doon [1:39:19] yung opening block [1:39:20] and end of term [1:39:21] matapos na yung problema nito [1:39:24] if you're able to go towards [1:39:26] ah [1:39:27] the right technology [1:39:28] so [1:39:29] could you submit [1:39:30] in writing [1:39:31] within [1:39:32] by early next week [1:39:33] sabay na nung isa [1:39:34] kung ano yung timetable ninyo [1:39:38] at kung bakit [1:39:39] hindi nyo magagawa [1:39:40] itong academic calendar na ito [1:39:42] is it a problem of technology [1:39:44] is it a problem of [1:39:45] the bidding process [1:39:46] para alam rin namin [1:39:49] paano maka [1:39:50] maka assist sa inyo [1:39:51] for any other problem [1:39:56] or challenges [1:39:57] Mr. Chair [1:39:58] those [1:39:59] those comments [1:40:00] and those observations [1:40:01] are duly [1:40:02] acknowledged actually [1:40:03] those are valid concerns [1:40:05] especially in the field [1:40:06] we'll provide [1:40:08] I'll talk to [1:40:09] music wheelie [1:40:10] regarding the HROD [1:40:11] process po Mr. Chair [1:40:13] and we'll provide [1:40:14] the report needed by the committee [1:40:16] um [1:40:17] yes [1:40:18] yes [1:40:19] yes [1:40:20] yes [1:40:21] if I may quickly just share [1:40:23] actually sa ibang school na napuntohan ko [1:40:24] sila na mismo may use a technology [1:40:25] use a technology to make it easier [1:40:26] sabi ng Edcom 2 [1:40:27] baka hindi rin maging [1:40:29] magawa ng 4-day opening block [1:40:31] and 5-day end of term [1:40:33] kung hindi kayo [1:40:34] if you will not use the right technology [1:40:38] we acknowledge those Mr. Chair [1:40:40] we'll provide that report requested by the committee [1:40:43] and sana magawa na diba [1:40:45] yes Mr. Chair [1:40:46] if I may quickly just share [1:40:48] actually sa ibang school na napuntohan ko [1:40:51] ah [1:40:52] sila na mismo [1:40:54] may dinevelop na mga [1:40:56] ah [1:40:57] or gumagamit ng software [1:41:00] essentially google sheets [1:41:03] no [1:41:04] at ah [1:41:05] yun parang hybrid na yung system nila [1:41:07] meron paring reading [1:41:08] pero naka [1:41:09] naka encode na sa google sheets [1:41:11] no [1:41:12] ang problema lang dahil unofficial to [1:41:14] hindi may mga issues ng securing the data [1:41:17] everyone can access it [1:41:19] basta meron kang link [1:41:20] and so on and so forth [1:41:21] and [1:41:22] anyone can tamper with it actually [1:41:25] parang ganon no [1:41:26] so [1:41:27] kasi nga hindi siya [1:41:28] ay kumbaga parang in improvised lang [1:41:30] para makatulong at mapabilis [1:41:32] nagpapabilis naman daw [1:41:33] hindi secure [1:41:34] there are data privacy issues and so on [1:41:37] ah [1:41:38] pero [1:41:39] ginagawa na nga nila yun [1:41:40] kasi nga [1:41:41] parang mapabilis no [1:41:42] given [1:41:43] lalo kung malaking school ka [1:41:44] ang dami mong studyante [1:41:45] and so on and so forth [1:41:46] so very urgent po talaga [1:41:47] itong need na to [1:41:49] asik janir [1:41:50] of course we also [1:41:51] ano [1:41:52] ah [1:41:53] please tell us kung yung issue nga is [1:41:54] walang technology na secure [1:41:56] so if it's a technology problem [1:41:57] para alam namin [1:41:58] how to respond to you [1:42:00] ah [1:42:01] i'm not privy to the [1:42:02] to the system that's being developed [1:42:03] Mr. Chair [1:42:04] but we include all of those things [1:42:05] of course data privacy is a must no [1:42:07] and it has to be secure also [1:42:09] para hindi po kahit sino nakaka-upsell [1:42:11] sa private schools [1:42:14] sa private schools [1:42:15] how do you grade [1:42:16] how do you [1:42:17] ah [1:42:18] at the end of the term [1:42:19] or mas konti lang yung studyante kaya pwedeng manual [1:42:24] computerized also [1:42:25] that's why the teachers [1:42:26] all that they have to do [1:42:28] use excel [1:42:29] and then [1:42:30] ready [1:42:31] ma'am lord is secure ba [1:42:32] yung ano [1:42:33] ay yes [1:42:34] kasi po ang ano natin no [1:42:35] ah [1:42:36] every quarter may assessment [1:42:37] meron kami yung PTC [1:42:38] which I think they also have [1:42:40] so kaya ang nangyayari po [1:42:42] pagdating ng end of the year [1:42:44] bago mag-end ng April [1:42:46] yung vacation ng teacher [1:42:48] tapos na lahat yan [1:42:50] talagang nasa ano na tayo [1:42:52] training preparation [1:42:53] ma'am lord is sure ba kayo [1:42:55] na yung napapasok dun [1:42:57] kasi apparently [1:42:58] kaya niyo manual ang ginagawa [1:42:59] may magbabasa [1:43:00] may magsumsulat [1:43:01] para sure nila na [1:43:02] tama yung nabasa [1:43:03] sa system ninyo [1:43:05] assured rin yun [1:43:06] ah yes [1:43:07] kasi pagka po nagawa na yan [1:43:08] iti check pa rin naman yan [1:43:09] ng ano eh [1:43:10] academic ordining tour [1:43:11] and then after [1:43:12] check [1:43:13] una natapos ko [1:43:14] tinsiro ko tinsure siya [1:43:15] exchange kami [1:43:16] tinsure you check my work [1:43:17] I check your work [1:43:18] and then kung aturat na yan [1:43:19] they are very sure [1:43:20] sasubmit na nila [1:43:21] sa academic ordining tour [1:43:22] the academic ordining tour [1:43:23] the different subject [1:43:24] would also check [1:43:25] and then [1:43:26] pag tinresent [1:43:27] sa administrator [1:43:28] ay nang end [1:43:29] isa na nang nagsasubmit [1:43:30] yun sa desk [1:43:31] Have you ever had [1:43:32] any instance [1:43:35] na may nagcomplay [1:43:36] na mali yung napasok na grade [1:43:38] yung integrity ng grade [1:43:39] yung grade mali [1:43:40] o yung may nangyari na ba [1:43:42] sa experience [1:43:43] so far [1:43:44] walang na experience po namin [1:43:45] kaya mali [1:43:46] may discrepancy [1:43:47] ang form 137 [1:43:48] tsaka form 138 [1:43:49] kasi nagpagawa sa rek [1:43:50] so [1:43:51] dahil ayaw bayaran ng school [1:43:52] tumawag po ang [1:43:53] saint aunts academy [1:43:54] to say na [1:43:55] bakit po [1:43:56] it's not mentioned [1:43:57] i'm sorry [1:43:58] anyway [1:43:59] school kasi namin yun [1:44:00] yung [1:44:01] yung nasa form 137 [1:44:02] tsaka form 138 [1:44:03] may discrepancy [1:44:04] nung sinabi sa akin [1:44:05] ni sister yung name [1:44:06] sister [1:44:07] limang anak po yan [1:44:08] hindi ka biminayaran [1:44:09] for 4 years [1:44:10] so handle na pala [1:44:11] at gagraduate na na [1:44:12] sa another school [1:44:13] na college [1:44:14] pagpagawa sa rek [1:44:15] marami pong [1:44:16] explain [1:44:17] but in terms of [1:44:18] dun na yung [1:44:19] dun na yung [1:44:20] if ever may mali [1:44:21] dahil doon [1:44:22] hindi dahil mali yung [1:44:23] deliberately [1:44:24] minali yung grade [1:44:25] na pinaso [1:44:26] kasi talagang [1:44:27] chile check po yan eh [1:44:28] sa registrar talagang [1:44:29] we're very simple [1:44:30] ano yung student population [1:44:31] that you're talking about [1:44:32] kahit po yung mga middle [1:44:34] I mean medium size [1:44:35] yes [1:44:36] which would have [1:44:37] how many numbers [1:44:38] ang mga medium po [1:44:39] mga 300, 500 [1:44:40] 300, 500 [1:44:41] whole school [1:44:42] or per level [1:44:43] kasi po [1:44:45] the whole level [1:44:46] to tell [1:44:47] ano po natin [1:44:48] ang parents natin [1:44:49] I'm sorry no [1:44:50] pero sa private school [1:44:51] very grade conscious sila [1:44:52] na pinatanggal namin yun [1:44:53] sabi namin [1:44:54] it's not really the grade [1:44:55] or the honor [1:44:56] but it's whether your child [1:44:57] be their best [1:44:58] kasi we argue [1:44:59] the difference [1:45:00] hirap man siya [1:45:01] sa academic [1:45:02] pero nag excel [1:45:03] naman siya [1:45:04] sa performing arts [1:45:05] o kaya [1:45:06] in leadership [1:45:07] Ma'am Lourdes [1:45:08] do you see any problem [1:45:09] kung mas scale up [1:45:10] ng depth ito [1:45:11] kasi [1:45:12] million yung studyante nila eh [1:45:14] do you see any problem [1:45:15] with the system like this [1:45:17] pag sinale up ka nila [1:45:19] that's indeed done [1:45:20] that's workable [1:45:21] lalo na po ngayon [1:45:22] yung 21 [1:45:23] in terms of security [1:45:24] na tama yung grade [1:45:25] pangalawa [1:45:26] yung data privacy protection [1:45:28] ng bata naman [1:45:29] at saka bawat teacher [1:45:30] should have the accountability [1:45:31] na alam mo na [1:45:33] when you do this [1:45:34] accuracy is always important [1:45:36] not just the timeliness [1:45:38] in submitting [1:45:39] but the accuracy [1:45:40] pero maiwasan po yan [1:45:42] kung every quarter pa lang [1:45:44] chile check na natin [1:45:46] Ma'am Lourdes [1:45:47] Director Dexter [1:45:48] bakit hindi nyo ma-adopt [1:45:51] yung system nila? [1:45:52] what is the difficulty? [1:45:53] kasi apparently [1:45:54] nagagawa [1:45:55] na private eh [1:45:56] of course [1:45:59] alam namin [1:46:00] iba yung volume ninyo [1:46:01] compared to them [1:46:02] pero sabi ni Ma'am Lourdes [1:46:03] sa atin dito [1:46:04] wala naman silang problema [1:46:05] sa integrity [1:46:06] with the grades [1:46:07] hindi rin sila napapasok [1:46:08] even ateneo [1:46:09] they have thousands of students [1:46:10] no parents [1:46:11] they use technology? [1:46:12] yes [1:46:13] and no parents [1:46:14] had problem [1:46:15] Director Dexter [1:46:16] bakit hindi pwedeng ma-adopt [1:46:17] yung system [1:46:18] ng private school [1:46:19] as described by [1:46:20] Ma'am Lourdes [1:46:21] Ma'am Lourdes [1:46:22] well [1:46:24] nung nagre-review kami [1:46:25] ng mga systems [1:46:26] Mr. Chair [1:46:27] wala kaming access [1:46:28] honestly din sa system nila [1:46:30] so [1:46:31] yes but they just used [1:46:32] Google Forms [1:46:33] opo [1:46:34] tsaka kami po [1:46:35] naka-access ko [1:46:36] ang ginagawa ng teacher [1:46:37] anytime [1:46:38] kasi yung [1:46:39] Google Drive [1:46:40] Google [1:46:41] everybody would have access [1:46:43] Honorable Pinyo [1:46:44] Ma'am Lourdes [1:46:45] we will ask you again [1:46:46] Dr. Pinyo [1:46:47] Honorable Pinyo [1:46:48] No Chair [1:46:49] ako actually [1:46:50] yeah [1:46:52] one time [1:46:53] meron po sa Dubaguete [1:46:54] meron kaming [1:46:55] consultation with teachers [1:46:56] grupo ng public school teacher [1:46:58] at grupo ng private school teacher [1:47:00] so nag compare notes kami [1:47:02] at tinanong ko nga [1:47:03] anong isang mga kaibahan [1:47:04] one was [1:47:05] textbooks [1:47:06] yung deaf ed teachers [1:47:07] hindi ko magamit ng textbooks [1:47:09] yung mga private school teachers [1:47:11] magamit tayo [1:47:12] the other was forms [1:47:13] no [1:47:15] so sabi nung [1:47:16] of course yung mga public school teacher [1:47:17] eto na nga [1:47:18] yung sinasabi natin 75 forms [1:47:20] tinanong natin yung private school teachers [1:47:23] eh [1:47:24] lesson plan [1:47:25] anong isasabi nila [1:47:26] lesson plan [1:47:27] tsaka grades [1:47:28] mainly [1:47:29] that's it [1:47:30] you know [1:47:31] start differences [1:47:33] pero [1:47:34] now as to [1:47:35] bakit [1:47:36] hindi ka [1:47:37] ako [1:47:38] naiintindihan ko rin naman [1:47:39] kung bakit [1:47:40] I mean [1:47:42] bakit may forms [1:47:43] at bakit ganito kaiba [1:47:44] kasi [1:47:45] yung private schools generally [1:47:46] self-contained [1:47:48] diba [1:47:49] they don't have to report to a [1:47:52] district [1:47:53] to a division [1:47:54] region [1:47:56] to central office [1:47:57] eh kasi [1:47:58] ang deaf ed [1:47:59] centralized [1:48:00] eventually yung [1:48:01] yung records [1:48:02] ng [1:48:03] nasa local [1:48:04] kailangan [1:48:05] umabot hanggang sa taas [1:48:06] hence forms [1:48:07] okay [1:48:08] yun ang problema natin [1:48:10] okay [1:48:12] that's a trade-off for having a [1:48:14] massive centralized public school system [1:48:18] okay [1:48:20] and public funds [1:48:21] ngayon [1:48:22] ah [1:48:23] pero [1:48:24] sabi ko nga [1:48:25] 21st century na tayo [1:48:27] one pwedeng mabawasan talaga yung forms [1:48:29] two [1:48:30] gumamit ng [1:48:31] technology [1:48:32] ah [1:48:33] I mentioned earlier [1:48:34] sabi nga [1:48:35] mahirap i-compare yung kalagayan ng public school [1:48:39] sa private school [1:48:40] on a school level [1:48:41] kasi nga [1:48:43] wala naman yung [1:48:44] massive bureaucracy na kailangan pag-ulatan itong [1:48:47] ah [1:48:48] so [1:48:49] baka the more [1:48:50] ah [1:48:51] hindi pa rin exacto [1:48:52] yung state university nga [1:48:53] ako I came from [1:48:54] UP [1:48:55] in the 1990s [1:48:56] nung nagtuturo ako [1:48:57] up to early [1:48:59] wala namang issue nyan [1:49:00] I make my grades [1:49:01] I submit to the registrar [1:49:02] yung registrar [1:49:03] ang ah [1:49:05] bahala dun sa [1:49:06] encoding [1:49:08] verifying [1:49:09] and certifying [1:49:10] na tama [1:49:11] and [1:49:12] they were the one [1:49:13] dati manual yan [1:49:14] pero I'm sure [1:49:15] ngayon [1:49:16] computerized [1:49:17] na rin [1:49:18] so yun yung wala sa [1:49:19] DepEd [1:49:20] is ah [1:49:21] parang yung registrar [1:49:22] di ba [1:49:23] from the school level [1:49:24] to the [1:49:25] maybe sa division level [1:49:26] meron [1:49:27] pero again [1:49:28] largely manual [1:49:29] no [1:49:31] now that would take [1:49:32] significant investment [1:49:34] obviously [1:49:35] no [1:49:36] especially given the size of [1:49:38] the bureaucracy [1:49:40] however [1:49:41] ah [1:49:42] kumbaga [1:49:43] in terms of yung [1:49:45] time saving [1:49:46] para mas [1:49:47] pakapagfocus yung [1:49:48] teachers [1:49:49] eh [1:49:50] tawagin natin [1:49:51] low hanging fruit [1:49:52] diba [1:49:54] kaya lang [1:49:55] may investment ka [1:49:56] yun [1:49:57] opo [1:49:58] ah [1:50:00] so [1:50:01] ngayon may [1:50:02] tanong may plano na ba [1:50:03] may buong plano na ba [1:50:05] ang DepEd [1:50:06] you know [1:50:07] a three-year plan [1:50:08] a five-year plan [1:50:09] to [1:50:10] essentially establish [1:50:13] a [1:50:14] registrar system [1:50:16] parang ganon [1:50:17] no [1:50:18] a school registrar system [1:50:19] ah [1:50:21] Honorable Tonchi [1:50:22] ah [1:50:23] parang [1:50:24] with what you describe [1:50:26] and [1:50:27] with what [1:50:28] Ma'am Lourdes was mentioning earlier [1:50:29] parang doable nga ito ka agad eh [1:50:31] ah [1:50:33] that's why [1:50:34] requires [1:50:35] requires funding essentially [1:50:37] diba [1:50:38] and choosing the right [1:50:39] the appropriate technology [1:50:41] no [1:50:42] yes [1:50:43] yun [1:50:44] what's wrong with the technology being used by other [1:50:47] ah [1:50:49] ah [1:50:50] well hindi [1:50:51] I'm sure case to case yan per [1:50:53] per school diba [1:50:54] Director Dexter [1:50:55] pagbiyak ko muna kasi nagtaas ng kamay na eh [1:50:57] ah [1:50:58] we agree Mr. Chair na doable siya [1:51:00] ah [1:51:01] sa part na mga consultation namin [1:51:03] meron isang [1:51:04] ah [1:51:05] teacher din na nakadevelop ng kanyang [1:51:07] ng system [1:51:08] digitizing itong sampung for [1:51:09] full forms [1:51:11] sampung [1:51:12] school forms [1:51:13] ah [1:51:14] and we [1:51:15] ano siya [1:51:16] we use that [1:51:17] we use that prototype as our model [1:51:19] so [1:51:21] ang ginagawa na lang po namin ay [1:51:23] ah [1:51:24] in ensure namin na [1:51:25] ah [1:51:26] when this system is developed [1:51:27] ah [1:51:28] it is scalable [1:51:29] scalable meaning [1:51:30] it can [1:51:31] it can [1:51:32] sabi nga ni [1:51:34] honor [1:51:35] sa UP system [1:51:36] ginagamit na ito [1:51:37] before pa [1:51:38] eh [1:51:39] ang laki rin ang population [1:51:40] ng UP [1:51:41] maybe not [1:51:42] as big as [1:51:43] depth as a whole [1:51:44] pero by division [1:51:45] one division [1:51:47] would siguro be the same as the whole UP system [1:51:49] eh [1:51:50] 90s pa rin [1:51:51] 90s pa lang ginagawa na nila [1:51:52] bali si [1:51:54] teacher [1:51:55] tonchi [1:51:56] gagawa siya ng [1:51:57] dalawang class card [1:51:58] isa [1:51:59] isasabit niya sa registrar [1:52:00] or [1:52:01] isa [1:52:02] isasabit niya sa [1:52:03] kukunin ng student [1:52:04] mabiverify kung tama [1:52:05] so yun ang tanong namin [1:52:07] bakit hindi natin [1:52:08] magawa [1:52:09] ah [1:52:10] sinabi ni [1:52:11] ah [1:52:12] honorable team niyo [1:52:13] ang suggestion nga niya [1:52:14] pwedeng by division muna gawin [1:52:16] hindi naman [1:52:17] hindi naman [1:52:18] central office lahat [1:52:20] kasi kung milyon milyon [1:52:21] so [1:52:22] hindi ba natin [1:52:24] hindi ba pwedeng i-consider [1:52:25] ng department of education [1:52:26] para [1:52:27] again ma-unload lang [1:52:30] yung teacher [1:52:32] load na yun eh [1:52:33] ang babasahin ng teacher [1:52:34] isa isa [1:52:35] hindi na [1:52:36] they can submit [1:52:37] and ma-verify yun [1:52:38] kasi the student will see [1:52:39] he's her own [1:52:40] her own grade [1:52:41] pag nakita niya [1:52:42] yung iba yung [1:52:43] iba yung sinabi ng school [1:52:44] pwede niya [1:52:45] questionin yun [1:52:46] kaagad-agad [1:52:48] yes mr. chair [1:52:49] um [1:52:50] may we [1:52:51] just submit the committee [1:52:52] yes yes [1:52:53] again ano po to ah [1:52:54] design design [1:52:55] sir regarding the [1:52:56] oh [1:52:57] and yung time period kasi [1:52:59] oh [1:53:00] honorable gachal yan [1:53:02] mr. chair [1:53:03] i i i [1:53:04] concur kay [1:53:05] ah [1:53:06] actually matagal na ito [1:53:07] ever since [1:53:08] ah [1:53:09] if you compare lang naman [1:53:10] sa private companies [1:53:11] dito sa atin [1:53:12] lahat nag-automate na [1:53:13] since 90s pa lang eh [1:53:14] and slowly nag-adapt yan [1:53:16] and became more automated [1:53:17] or more future proof [1:53:19] ah [1:53:20] i think ang problema natin [1:53:21] ah [1:53:22] mr. chair is [1:53:23] ah [1:53:24] hindi [1:53:25] not to put down our department [1:53:26] no it's [1:53:27] i think they didn't invest time to [1:53:29] ah [1:53:30] go to the [1:53:31] ah [1:53:32] future [1:53:33] no parang ah [1:53:34] ah [1:53:35] nag stay tayo dun sa normal manual process natin [1:53:37] pero walang [1:53:38] planning na [1:53:39] up to this point [1:53:40] ah [1:53:41] hindi [1:53:42] hindi pa rin nakas [1:53:43] latag yun future proof ah [1:53:44] automation natin [1:53:45] so [1:53:46] siguro [1:53:47] mr. chair i if i can suggest ah [1:53:49] ah [1:53:50] the department should start investing in technology [1:53:51] where ah [1:53:52] ah [1:53:53] all of these are achievable ah [1:53:54] ah [1:53:55] it's matter of investment [1:53:56] pero importante may planning may road map tayo [1:53:58] kung kailan ah [1:54:00] anong dapat natin gawin [1:54:01] and slowly how we can implement sa mga areas na medyo siyempre may mga challenges like internet [1:54:07] maganda pero lahat yan ah [1:54:09] mister chair i think it's a very achievable [1:54:11] it's just we have to start planning right now and [1:54:13] start ah [1:54:14] looking at ah [1:54:15] ah [1:54:16] schools na [1:54:17] who are implementing all of this already and matter of ano lang compiling that and [1:54:21] ano lang i i set up lang na tailor fitted sa atin sa DepEd [1:54:27] pero very achievable it's very simple lang yan eh kung nagagawa nga sa manual na excel [1:54:32] mabilis na yun i ano i secure no so for data privacy for ah [1:54:39] storage and all those data basing so ah marami naman company rin na nag ah [1:54:44] ah [1:54:45] nag co consult on how we can do this eh [1:54:48] so yun lang mister chair i think ah we need to start investing on that ah automation [1:54:52] Honorable Gatchalian [1:54:54] yung unang narinig ko kay Honorable Tonchi [1:54:56] in fact hindi naman kailangan ng ah [1:54:58] gano'ng kagrabing technology eh [1:55:00] even the first step lang [1:55:02] na hindi man lang mag re-read out one by one [1:55:05] para ma-verify [1:55:06] yun pa lang will save the teacher sometime [1:55:09] makakagaan na [1:55:10] sabi nga ni Ma'am Lourdes [1:55:11] ginagawa kahit hanggang middle school [1:55:13] nagagawa na yung gano'ng system [1:55:15] hindi naman hindi lahat [1:55:16] masyadong technology investment ang kailangan eh [1:55:20] sabi ni teacher Tin Tonchi [1:55:23] nung teacher siya [1:55:24] sasubmit lang niya sa registrar [1:55:26] it's a physical submission also I suppose [1:55:29] or yun lang eh [1:55:30] hindi naman lahat kailangan ng [1:55:32] kasi kung lahat [1:55:33] all in one [1:55:34] sa solve natin [1:55:35] dapat may wifi [1:55:36] may technology [1:55:37] magtatagal pa [1:55:38] talagang [1:55:39] baka nag retire na tayong lahat [1:55:42] yan pa rin yung problema [1:55:43] but immediate yung problema ng teacher [1:55:45] lalo na sa end eh [1:55:47] makakaproblema sa end of [1:55:48] yung end block na yun eh [1:55:50] kahit sa quarters eh [1:55:52] baka naman may system [1:55:53] na hindi na kailangan basahin [1:55:54] one by one [1:55:56] magtanong na tayo sa UP [1:55:57] baka pwedeng maimbitahan si [1:55:59] President Jimenez [1:56:00] ang Ateneo [1:56:01] si Ma'am Lourdes [1:56:02] baka pwedeng yung [1:56:03] mga conference lots sila [1:56:05] just for them to advise you [1:56:07] kahit yung maliliit lang na [1:56:09] daily steps [1:56:10] pero wala na sa teacher [1:56:11] that's right Mr. Chair [1:56:12] siguro mas [1:56:13] mas simulate lang natin [1:56:14] sa isang [1:56:15] school [1:56:16] at least makita yung system [1:56:17] pa paano gagawin [1:56:18] i-simulate lang [1:56:19] and then [1:56:20] from there [1:56:21] maka cascade naman yan [1:56:22] slowly [1:56:23] tapos ma-identify kung [1:56:24] sino yung mga school [1:56:25] na mas mahirap i-implement [1:56:26] sino yung mga school [1:56:27] na pwede i-implement [1:56:28] Yes, Honorable [1:56:29] Chair [1:56:30] pwedeng-pwede magpilot sa [1:56:32] forward-looking city of [1:56:34] Valenzuela [1:56:35] di ba? [1:56:36] Chair [1:56:38] The point is [1:56:39] parang hindi naman siya [1:56:40] rocket science eh [1:56:41] and at the end of the day [1:56:43] we don't have to reinvent the wheel eh [1:56:45] kung nagagawa na [1:56:48] of course security is important [1:56:50] and your accuracy [1:56:51] pero you can do that [1:56:52] Ma'am Lourdes you wanted to say something [1:56:54] Yes, when we started it [1:56:57] you know only my math teacher [1:57:00] did it in excel [1:57:02] and then [1:57:03] did the formula [1:57:04] and then [1:57:05] showed it to us [1:57:06] and then shared it with the other teachers [1:57:07] in it [1:57:08] basap na yung nage-encode [1:57:09] and then undo na yung formula [1:57:10] ayan po agad [1:57:11] and then kami rin pong private school [1:57:12] every year [1:57:13] and nagsasubmit po kami sa DepEd [1:57:15] through the division [1:57:18] Lourdes [1:57:19] ang sabi ni Honorable Tonchi [1:57:21] nung teacher siya sa UP [1:57:23] 90s yun [1:57:25] of course napakatagal na nun ano [1:57:26] talaga ngayong panahon na yun [1:57:27] medyo malayo na [1:57:29] but then [1:57:30] nagawa pa rin nila [1:57:31] doing [1:57:32] easing the burden [1:57:33] from the teachers [1:57:34] and the [1:57:36] school heads [1:57:37] baka it's a matter of hiring eh [1:57:40] diba [1:57:41] yung sa division ah [1:57:42] dun na talaga [1:57:43] baka you [1:57:44] you can [1:57:45] do something about it [1:57:46] diba [1:57:47] someone [1:57:48] yes [1:57:49] Ma'am Elma [1:57:50] please state your full name [1:57:51] and the institution [1:57:52] group you belong to [1:57:54] Elma A. Panuncio [1:57:55] from Napshipo [1:57:56] and at the same time [1:57:57] department head po ako [1:58:00] ng mathematics [1:58:01] so I confer with ma'am no [1:58:03] kasi ito pong sinasabi ninyo [1:58:05] mga forms na to [1:58:06] actually po [1:58:07] ginagamit na namin sa field [1:58:09] for the information of everyone [1:58:12] ginagamit na po namin [1:58:13] ang problema lang po namin dito [1:58:15] ay security [1:58:16] kasi nga po baka mapunta sa maling kamay [1:58:19] makuha yung data ng bata [1:58:21] but sa amin sa sa sa curriculum ko [1:58:24] kasi curriculum chairman ako [1:58:26] I see to it na kami lang ako lang [1:58:29] at yung aking mga advisors [1:58:31] ang nakakahawak na mga form [1:58:33] actually this is a program [1:58:35] ano [1:58:36] excel po [1:58:37] naka excel siya [1:58:38] so we started with the SF1 [1:58:40] to down to SF10 [1:58:42] lahat po yan naka link [1:58:44] so we just encode our learners name [1:58:47] and other info [1:58:49] actually po [1:58:50] when I started it was [1:58:51] Calderon [1:58:52] G Calderon High School [1:58:54] nung 2000 ano pa po ito [1:58:57] 2006 if I'm not mistaken [1:59:00] I am with one of the officer [1:59:03] of ano na ngayon [1:59:04] nasa central office na [1:59:05] yung isa kong kasama [1:59:07] na nag develop nito [1:59:08] kasama ko ko siya [1:59:10] that unti-unti namin siyang ginawa [1:59:11] we started actually [1:59:12] from SF1 [1:59:13] to SF5 [1:59:14] and later on [1:59:16] naging SF [1:59:17] 6 [1:59:18] 7 [1:59:19] 8 [1:59:20] 9 [1:59:21] until 10 [1:59:22] ngayon po ginagamit namin [1:59:23] hanggang SF10 [1:59:24] yung security aspect [1:59:25] kasi baka yun yung concern [1:59:26] yes po [1:59:27] yun po actually [1:59:28] ang aming [1:59:29] takot [1:59:30] kasi baka mamaya [1:59:31] makasuhan kami ni DepEd [1:59:33] kaya ayaw po namin na [1:59:35] ilabas sa iba [1:59:36] kasi kami lang yung nakakaalam [1:59:38] so how did you ensure [1:59:39] na secure yung data? [1:59:41] ang aming pong ginagawa [1:59:42] ay yung [1:59:43] USB namin [1:59:45] kami kami lang [1:59:47] okay [1:59:48] you submit the USB to me [1:59:49] after [1:59:50] na naming ma-read yung form [1:59:52] hindi na pwedeng [1:59:53] maibigay sa iba [1:59:54] at [1:59:55] baka nga mas maganda [1:59:56] walang wifi eh [1:59:57] actually sir hindi wifi po [1:59:58] ang ginagamit namin [1:59:59] stand alone na [2:00:00] o computer [2:00:01] dun ipapasok [2:00:02] dun lang po [2:00:03] USB ang ililipat sa [2:00:04] schools division [2:00:05] or [2:00:06] diba [2:00:07] yes sir [2:00:08] para pati security [2:00:09] hindi na magka problema [2:00:10] sa transmission [2:00:11] baka ma-intercept [2:00:12] ma-intercept [2:00:13] yes sir [2:00:15] yes your honor [2:00:16] yes di ba [2:00:17] yun lang po [2:00:18] so sharing lang po [2:00:20] yes sir just to share din [2:00:21] dun po sa aming mga network [2:00:23] meron na kung at least apat po [2:00:25] meron sa Northern Samar [2:00:27] meron sa Pampanga [2:00:28] sa Bulacan [2:00:29] sa Iriga City [2:00:30] na gumagamit po ng automation [2:00:32] baka nakita na rin ang DepEd dun [2:00:34] at [2:00:35] tingin po namin [2:00:36] ang dami nating talent [2:00:37] sa Department of Education [2:00:39] alone po [2:00:40] sa loob [2:00:41] na pwede i-harness [2:00:42] ng DepEd [2:00:43] para gawin [2:00:44] so ito yung manifestation po [2:00:45] na even yung ating mga tao [2:00:46] sa ibaba [2:00:47] yung ating mga teacher [2:00:48] yung ating mga principles po [2:00:49] yung nag-iisip ng paraan [2:00:51] beyond doon [2:00:52] sa traditional [2:00:53] na paraan [2:00:54] na ginagawa po [2:00:55] ng DepEd [2:00:56] as a whole [2:00:57] baka kailangan na po talaga [2:00:58] natin itong [2:00:59] hindi po [2:01:00] 2024 po [2:01:01] na pag-usapan na rin naman namin [2:01:02] sa office ni Yusek [2:01:04] Pabral po ito [2:01:05] at mukhang [2:01:06] dun sa huli kong nakitang [2:01:09] notice [2:01:10] sa DepEd [2:01:11] ay parang ginagawa naman po nila ito [2:01:12] sana madali na [2:01:14] hindi po ito [2:01:16] tama po kayo [2:01:17] hindi mahal [2:01:18] hindi po natin [2:01:19] kailangan ng malaking [2:01:20] malaking [2:01:21] kumpanya [2:01:22] para gumawa po nito [2:01:23] yung mga bata nga namin [2:01:24] mga isudyante namin [2:01:25] nakakagawa eh [2:01:26] Imbit natin lang secure [2:01:27] yes sir [2:01:28] yes sir [2:01:29] at saka syempre [2:01:30] dapat meron din [2:01:31] ah [2:01:32] um [2:01:33] necessary support po [2:01:34] sa ating mga teacher [2:01:35] teacher benjo [2:01:36] yung laptop nga po [2:01:38] may laptop na rin [2:01:39] teacher benjo [2:01:40] teacher ruby [2:01:41] so kayo akong sasagot [2:01:42] ng question na to [2:01:45] sa remaining 75 forms [2:01:47] manageable ba yan [2:01:49] na magawa [2:01:50] dun sa 4 day opening block [2:01:52] and sa 5 day end of term [2:01:54] yes or no na lang [2:01:55] hindi po Mr. Chair [2:01:57] hindi [2:01:58] teacher benjo [2:02:00] ah [2:02:01] mahirap to [2:02:02] hindi talaga [2:02:03] ah [2:02:04] pasensya na ma'am [2:02:05] ma'am aginaldo as a principal [2:02:06] kilala mo lahat ang teacher mo [2:02:07] alam mo yung dinadaanan ng teachers ninyo [2:02:10] tingin po ninyo [2:02:11] as head of school [2:02:13] manageable ba [2:02:14] na magawa yung [2:02:15] masubmit [2:02:17] magawa at masubmit on time [2:02:19] yung remain [2:02:20] yung 75 forms [2:02:22] dun sa 4 day opening block [2:02:24] and 5 day [2:02:25] end of term [2:02:26] term [2:02:27] as for me Mr. Chair [2:02:28] hindi po [2:02:29] hindi kaya [2:02:30] ah [2:02:31] Dr. Torricampo [2:02:32] ikaw naman [2:02:33] ano naman [2:02:34] jurisdiction mo yung mga principal [2:02:36] alam mo yung experience [2:02:37] na mga [2:02:38] baka naging principal rin po kayo [2:02:40] based on your experience [2:02:41] yung tanong kasi ng EDCOM 2 [2:02:43] simple lang eh [2:02:44] without eating up [2:02:46] on the [2:02:47] extractional days [2:02:48] kaya ba yung 75 forms [2:02:49] kasi they're in sir [2:02:50] dun sa blocks [2:02:51] talagay ko po hindi kaya [2:02:52] mag i-extend pa rin sila sir [2:02:53] sa ibang block [2:02:54] Dr. Ibanez [2:02:55] naging principal rin po kayo [2:02:57] Dr. Ibanez [2:02:58] or [2:03:00] teacher [2:03:01] principal [2:03:02] ah [2:03:03] regional supervisor [2:03:04] po [2:03:05] in your experience [2:03:06] but if it's an unfair question [2:03:07] do you think [2:03:08] you can [2:03:09] you can say [2:03:10] hindi mo [2:03:11] ano to [2:03:12] ah [2:03:13] is it possible [2:03:14] yung 75 remaining forms [2:03:15] kaya magawa [2:03:16] ng isang team [2:03:17] for the 3 calendar [2:03:19] ah [2:03:20] meron 4 days eh [2:03:21] sa opening block [2:03:22] at 5 days [2:03:23] end of term [2:03:24] yun yung binibigay na period [2:03:26] under the proposed [2:03:28] 3 terms [2:03:29] kaya ba yung 75 forms [2:03:31] na magawa [2:03:32] at may submit [2:03:33] completely [2:03:34] as superintendent [2:03:35] we always tried [2:03:36] to get things done [2:03:37] yes [2:03:38] we understand that [2:03:39] I'm sure [2:03:40] pero mahirap rin [2:03:41] very difficult [2:03:42] disability wise [2:03:43] ah [2:03:44] if [2:03:45] during the opening block [2:03:46] and [2:03:47] the end of the term [2:03:48] block [2:03:49] that would be [2:03:50] very difficult [2:03:51] but if we're given the flexibility [2:03:52] like for example [2:03:53] we have schools [2:03:54] with single shift [2:03:55] maybe in the afternoon [2:03:57] yes [2:03:58] so may chance [2:03:59] na ma-eat up nga [2:04:00] yung tinatanong kasi ng [2:04:01] attorney salinas [2:04:02] is your question [2:04:03] kung mag i-eat up ito dun sa [2:04:05] instructional days [2:04:06] na medyo konti na rin [2:04:07] ah [2:04:08] yes sir [2:04:09] so that's been the [2:04:10] primary concern of EDCOM [2:04:11] in terms of [2:04:12] ensuring protection [2:04:13] of the instructional time [2:04:14] which is the impetus [2:04:15] of the policy [2:04:16] given the magnitude [2:04:18] and the current [2:04:19] streamlining [2:04:20] anong mangyayari [2:04:22] will we be able to [2:04:23] you know [2:04:24] do it in such a way [2:04:25] that it does [2:04:26] fulfill the requirement [2:04:27] and it [2:04:28] the data will be [2:04:29] scalable and [2:04:30] undertaken properly [2:04:31] pero [2:04:32] given that short runway [2:04:33] of time [2:04:34] kahain at kahain po ba siya [2:04:35] sa instructional period [2:04:36] moving forward [2:04:37] asik janir just submit to us in writing [2:04:40] by early next week [2:04:41] your response to this question [2:04:43] kung kaya [2:04:44] and kung kaya [2:04:47] again [2:04:48] we will talk to you na lang [2:04:49] the next [2:04:50] pero kung hindi kaya [2:04:51] ano yung proposal [2:04:52] ng DepEd [2:04:53] kasi yung instructional days [2:04:54] yung prima protect natin eh [2:04:55] di ba [2:04:56] konti na nga nung instructional days [2:04:57] baka kainin pa [2:04:59] so early next week [2:05:00] so tatlong report na yun no? [2:05:01] concept [2:05:03] alright [2:05:04] parang we don't belabor the point [2:05:05] kasi yun naman talaga yung issue dito eh [2:05:08] next question nila [2:05:09] can DepEd clarify which forms are due [2:05:16] when [2:05:17] they must be submitted [2:05:18] and who is responsible [2:05:20] yung 75 forms na ito [2:05:22] iba iba [2:05:23] meron dito in charge [2:05:24] ang superintendent ba? [2:05:26] meron dito in charge [2:05:27] ang principal [2:05:28] meron bang in charge dito teacher? [2:05:31] o lahat teacher? [2:05:32] Mr. K itong 75 teacher [2:05:36] teachers ng lahat yun [2:05:37] teachers [2:05:38] pero hindi naman po sila [2:05:39] everyday [2:05:40] alasabay-sabay gagawin [2:05:41] magbigay lang po ako [2:05:42] ng isang halimbawa [2:05:43] ah [2:05:44] yung [2:05:46] nakalagay dito [2:05:47] ah [2:05:48] intake sheet [2:05:49] ito yung incident report [2:05:50] na in-accomplish [2:05:51] ng guidance [2:05:52] designate [2:05:53] ah [2:05:54] i-accomplish lang po ito [2:05:55] Mr. Chair kung [2:05:56] siyempre kung meron [2:05:57] incidents ng bullying [2:05:58] that's correct [2:05:59] so [2:06:00] ang gagawin na lang namin [2:06:01] Mr. Chair ay [2:06:02] alin dito sa mga 75 forms [2:06:04] ang [2:06:05] kailangang [2:06:06] ah [2:06:07] i-accomplish sa opening block [2:06:08] tapos [2:06:10] you will break that down [2:06:11] yes [2:06:12] and then [2:06:13] ah you will also break down [2:06:14] kung kahit [2:06:15] kasi yung question is [2:06:16] hindi lang sino yung gagawa [2:06:17] yung exactong period kung kailangan i-submit [2:06:20] and ah [2:06:22] kung hindi ma-submit [2:06:23] ah [2:06:24] sino ang may ano [2:06:25] responsibility at ano yung ano [2:06:28] penalty [2:06:29] you will give that to us na lang [2:06:31] right [2:06:33] the third question is [2:06:34] attorney Salinas [2:06:35] is that acceptable [2:06:36] wait the submission na lang po [2:06:39] Mr. Chair [2:06:40] thank you [2:06:41] what is the third [2:06:42] what is Deped's concrete timeline [2:06:43] for [2:06:44] ito na [2:06:45] nasagot na natin kanina to eh [2:06:46] yung pag-apagamit ng ah [2:06:48] technology [2:06:49] so for this [2:06:50] for this [2:06:51] set of questions [2:06:52] tatlo lang yun [2:06:54] yes Mr. Chair [2:06:55] so any member [2:06:56] with respect to dito [2:06:57] sa una pa lang [2:06:58] na issue [2:06:59] before we go to the [2:07:00] RL program [2:07:03] we will wait for the response [2:07:04] of the Deped [2:07:07] if that is amenable [2:07:08] to all members here [2:07:10] din naman tayo sa aral [2:07:12] scheduling natin [2:07:13] so who [2:07:16] is anyone going to speak [2:07:17] for sa on behalf of Deped [2:07:18] o direction na tayo sa question [2:07:20] direction na [2:07:21] kasi ilambes na [2:07:22] Deped [2:07:23] Edcom do you have something [2:07:24] for [2:07:25] attorney Salinas [2:07:27] yes Mr. Chair [2:07:29] yes Mr. Chair [2:07:30] sandali lang to [2:07:31] yes Mr. Chair [2:07:32] please proceed [2:07:33] we're mindful of the time as well [2:07:34] Mr. Chair [2:07:35] we'll take it [2:07:37] yes once again good morning [2:07:38] good morning to our resource persons [2:07:39] good morning to our esteemed [2:07:40] members of the committee [2:07:41] so thank you for giving us [2:07:42] this very short [2:07:43] runway of opportunity [2:07:45] to present some of the key [2:07:46] findings and policy [2:07:47] recommendations of Edcom [2:07:49] with respect to the various [2:07:51] learning recovery program [2:07:52] specifically focusing on the [2:07:54] adal implementation of the [2:07:56] adal law [2:07:57] particularly due to a [2:07:58] on-site site visit by our [2:08:01] Edcom commissioners and co-chairs [2:08:03] held earlier this week this [2:08:04] Tuesday [2:08:05] next slide [2:08:07] so just to just to give a very [2:08:12] quick refresher [2:08:13] addressing functional literacy [2:08:15] is part and parcel of Edcom's key [2:08:17] end of school year targets under [2:08:19] its national it's a national [2:08:21] workforce development plan its [2:08:23] ten-year workforce development plan [2:08:24] for that was presented earlier this [2:08:27] year so there's a goal to ensure [2:08:30] that the comprehensive reader [2:08:31] learning assessment [2:08:33] state grades will be able to be scaled [2:08:35] up and also our fill IRI or rapid [2:08:39] our IRI or rapid improvement for [2:08:45] grade 10 students will also be [2:08:47] addressed so that's the proposal [2:08:49] next slide [2:08:50] so based on data submitted by Edcom [2:08:53] by DepEd to Edcom there had been [2:08:56] improvements in terms of the [2:08:58] outcomes for some but particularly [2:09:03] for CRLA for key stage one learners [2:09:06] based on DepEd submission there has [2:09:10] yet to be a substantial improvement [2:09:12] in terms of young findings from [2:09:15] 2024 to 2025 and end of school year [2:09:18] for 2025 to 2026 the goal is to be [2:09:21] able to scale that up from 47.74% [2:09:25] which is the baseline 57% by 2026 [2:09:29] 66% by 2027 and then finally 75% by [2:09:33] 2020 next slide for fill IRI which is [2:09:37] basically the reading assessment for [2:09:39] our grade 10 students there had been [2:09:42] a marked improvement from 14 from [2:09:45] 18.1% at the baseline as of now [2:09:48] where there was a marked improvement [2:09:50] in terms of seeing that it now went [2:09:52] up to 49% of those that are reading [2:09:54] at the grade level at the targeting [2:09:56] grade level next slide and of course [2:10:01] for mathematics which is has always [2:10:03] been a pain point in terms of our [2:10:05] students assessments and their [2:10:07] learners assessment there also had [2:10:09] been a mark marginal but a marked [2:10:12] improvement from 40.49% from the [2:10:15] previous end of school year to 42% [2:10:17] from this end of school year so [2:10:19] basically in terms of the entire [2:10:22] policy outlook edcom in its during [2:10:25] next next slide that's okay next so [2:10:27] with the from 2024 during the 19th [2:10:29] Congress edcom had filed our edcom [2:10:32] commissioners our house commissioners [2:10:33] house resolution 1805 which we believe [2:10:36] gave impetus to the expanded scope of [2:10:40] the learning recovery programs that we [2:10:42] believe that that has been able to [2:10:44] fully implement so this was based on the [2:10:46] fact that there were findings by our [2:10:48] partners at USAID that the suspension [2:10:51] of the regular academic program for [2:10:53] eight to twelve weeks to implement a [2:10:55] focused learning intervention recovery [2:10:56] program would give way to an [2:10:58] improvement in terms of learning outcomes [2:11:01] for regions five and six so that's [2:11:04] basically the key design dedicated [2:11:06] interrupted mere meditation period [2:11:08] focus on literacy and numeracy and [2:11:10] pre and post assessments to ensure [2:11:11] recovery next slide so once again this [2:11:16] is just a brief landscape of the depth [2:11:19] ed library learning recovery programs [2:11:20] that were undertaken since 2024 national [2:11:23] learning camp the bought [2:11:25] bali can about what [2:11:26] amabasa pilipino LRP and that [2:11:28] forced our program next slide also as [2:11:33] we can see there has been substantial [2:11:35] resource investment from 2024 to [2:11:38] 2026 for 8.93 billion for this year [2:11:40] and so with that once again just a [2:11:42] quick landscape the national learning [2:11:45] camp and then the thought bottom [2:11:47] a basa program from 20 24 and 2025 [2:11:51] respectively next slide and that's up [2:11:53] Next slide. [2:11:55] And as of now, we're currently in the process [2:11:57] of fully implementing our program. [2:12:01] So we have adult summer for reading, [2:12:03] adult summer for math, and then of course, [2:12:05] senior high school mediation in English. [2:12:08] So basically what's more important here is we see [2:12:12] that there have been marked improvements [2:12:15] in terms of the implementation of the program. [2:12:17] But the next slide, there's despite that, [2:12:21] there is still that marked problem that we have [2:12:23] in terms of that 40% of learners, [2:12:26] despite these scalable and implemented [2:12:30] learning recovery program, 40% of all learners [2:12:33] from across all grade levels still struggle [2:12:36] in terms of their reading comprehension. [2:12:39] For instance, in grades two to six, [2:12:41] one third of learners are struggling. [2:12:43] For grades seven to 10, nearly half are frustrated. [2:12:46] And this actually, next slide, while, you know, [2:12:51] as mentioned earlier, there have been promising gains, [2:12:53] but we're still fully yet to ascertain [2:12:56] whether these can be directly correlated [2:12:58] or co-stated from the learning recovery programs, [2:13:01] particularly for adults, since this is its full year [2:13:04] of fully-scaled implemented programs. [2:13:07] Next slide. [2:13:10] However, we do want to point out that one key data point [2:13:13] that we received from DepEd just this April [2:13:16] is the fact that as of this finding, [2:13:19] only 12% of learners in the 11th grade level [2:13:24] are independent learners or learners or readers [2:13:26] that are fully able to comprehend and understand [2:13:29] as expected from their grade level, [2:13:31] what the outcomes or the information is supposed to be. [2:13:35] 28.5% and 58%, which is the most urgent number [2:13:42] to be addressed, 58.9% of them still feel a frustration [2:13:46] at not being able to achieve or present the learning outcome. [2:13:51] So, 87% of grade 11 students is a big number that you want to have. [2:13:57] Next slide. [2:13:58] So, we do take note of the fact that there had been a 12.2% increase from 2025. [2:14:04] So, from 289,000 to 362, now there are 3.52 million learners [2:14:11] because, as we understand previously, it was voluntary. [2:14:14] It was the participation for the students was voluntary. [2:14:18] But this time, scaling-wise, there are now assessments [2:14:21] to determine whether these students should be participating. [2:14:25] Next slide. [2:14:27] So, as we had seen, with respect to the two earlier programs, [2:14:32] primarily those in 2024 and 2025, [2:14:34] Edcom had found that if the learning recovery programs [2:14:38] are assessed and grouped by need, placed in smaller classes, [2:14:41] supported by trained shooters or teachers, [2:14:43] with ready-to-use accurate materials, [2:14:45] and sustained through attendance and home support as well, [2:14:49] then these learning recovery programs are effective and so far as their targets. [2:14:54] We'd also take note of the fact that department ordered number 10 series of 2026, [2:14:59] only the placement in smaller classes is fully implemented. [2:15:03] All of the others are only partially implemented [2:15:06] or in the process of full implementation. [2:15:08] Next slide. [2:15:10] So, with that, we'd like to take this opportunity to present some of the key findings [2:15:14] that we had during this week, this Tuesday, just this last Tuesday, [2:15:19] with our chairperson and also our new co-chair for basic education, [2:15:24] the Senate, Senator Lauren Legarda. [2:15:26] Edcom participated in a summer adult site visit implement— [2:15:30] summer adult site visit wherein we had focus group discussions, [2:15:35] we also had a session and learning and listening session, [2:15:38] an ample observation of the summer adult recovery learning slide. [2:15:42] So, these are some of the key findings that we'd like to point out. [2:15:46] So, first, there seemed, as discussed also in the side here with that teacher, [2:15:52] with teacher Libby. [2:15:53] First, there's no clear incentive for the teachers that participate. [2:15:59] There's a reliance on volunteerism. [2:16:02] There's a reliance on teachers that are willing to take the time out [2:16:05] to be able to accomplish the summer hour program. [2:16:09] So, that also has stemmed from the fact that there appeared to be a— [2:16:14] an ability to fully engage external teachers, whether that's with respect to policy or hiring. [2:16:20] Another concern was the fact that, since there's already a limited pool [2:16:25] and relies solely on volunteers, then there are other grade levels that are not covered, [2:16:29] despite the fact that they do have learners or grade levels that urgently do require, [2:16:34] or will meet the assessment requirement to participate in that. [2:16:38] Finally, these materials were found to have— [2:16:42] the materials submitted for the participation of the program were found to have multiple errors, [2:16:47] and the printed copies—actually, the teachers themselves were the ones that printed these copies. [2:16:52] They were not distributed or downloaded properly. [2:16:55] It was pretty much just undertaken in terms of give you the copies of the files, [2:17:00] and they were left to print to their own device. [2:17:02] We also take note of the fact that the teacher training for summer adult programs [2:17:08] only took place one time. [2:17:10] Granted, there was a teacher training for the adult program as a whole in general for September of 1925, [2:17:16] but for summer adult, only one online training. [2:17:20] And then finally, we also took note of the fact that there appeared to be a problem in terms of participation of the students. [2:17:28] So these students signed up. There were students that signed up. [2:17:31] However, the universe of students that signed up and then the universe of students that actually showed up [2:17:37] seemed to be shrinking in terms of the people that were targeted. [2:17:41] Next slide. [2:17:42] So with that, we submit that there should be— [2:17:46] Maybe DepEd or some of our other policy makers can consider how we implement adult during the school year itself. [2:17:55] For instance, compelling students to attend an extra hour after class, [2:17:59] especially in schools that have double or triple shift. [2:18:02] I mean, some students, unfortunately, do need to work. [2:18:05] Some learners do need to also go home right away. [2:18:09] This, you know, in the hierarchy of needs, they decided to no longer participate in terms of further adult organization. [2:18:18] We also do present that these need to not be done in a one-size-fits-all manner. [2:18:23] You have to differentiate them based on their skills, based on their capabilities. [2:18:27] They have to be met where they are in terms of being able to fully implement and undertake the goals of the ARL program. [2:18:34] Third, it's the ARL program for all its policy and intentions. [2:18:40] Maybe there's a way for us to expand it to not just be focused on learning outcomes, but a more holistic outcome as well in terms of understanding their home conditions. [2:18:50] Maybe some of them are affected by bullying. [2:18:52] Understand other factors, not just the metrics in terms of . [2:18:57] And finally, based on what we have presented, that 87% of those in grade 11 are not independent readers or do not read at the grade level that they should be in. [2:19:11] There's a need for us to really understand that maybe that can reconsider the design of the strength in senior high ARL programming. [2:19:18] And so finally, we have here just some series of questions for the consideration, once again, in the committee. [2:19:25] In any case, the targeting of external tutors, being able to provide incentives to teachers. [2:19:30] We've also informed that vision screening, we believe, in accordance with Republic Act 11358, does have to be undertaken as well. [2:19:38] How will that be? The screening tools will be required. [2:19:41] And finally, for the 88% of non-independent leaders have a revised senior high school elective support in the committee. [2:19:49] So thank you for your time, Mr. Chair. Thank you as well to the rest of the committee. [2:19:55] Thank you, EDCOM2. First, the members. [2:19:58] Oh, wait. Before we go, maybe we also have with us, oh, Dr. Jenny Hoxson. [2:20:05] Do you want to comment on any of these things happening to our program from the Teacher Education Council's point of view? [2:20:14] Thank you, Mr. Chair. [2:20:15] Mr. Chair, the role of the Teacher Education Council in support of the external tutors or volunteer tutors from the pre-service teacher education curriculum. [2:20:25] For 2025, Mr. Chair, for the school year that just ended, we were able to support the TEIs wanting to join the DEFED in terms of the program. [2:20:38] What we need to accomplish, sir, and we're very delayed, and that's an admission of guilt, Your Honor. [2:20:44] The word delayed is that to support the TEIs in terms of integrating it in the program. [2:20:49] In particular, Your Honor, two perspectives. One is in the extension program of all of the teacher education institutions. [2:20:56] The challenge there, Mr. Chair, is that our TEIs wanted very much to include our program in their extension. [2:21:03] However, that's not given any point by accreditation or anything. [2:21:07] So we're trying to harmonize, Mr. Chair, that that be included as their point or additional support from the Commission on Higher Ed [2:21:17] and Accrediting Agencies. The second integration that we would like to accomplish, Mr. Chair, is in the practicum component of the pre-service teacher ed curriculum. [2:21:28] However, because of the challenges in the Commission on Higher Education's reframed general education program, [2:21:36] the TEC also deemed necessary to delay the implementation of the reframed pre-service teacher education curriculum, [2:21:44] in which the practicum component or the experiential program component has embedded the AREL program. [2:21:51] So in this coming school year, Mr. Chair, we will download two directions to our teacher education institutions. [2:22:00] One to support the extension, the other one to support the experiential learning and or practicum to support the TEIs. [2:22:07] We hope that we are, by engaging our TEIs heavily in the areas where the needs are worst, [2:22:16] where there's a big need in terms of AREL, we can support. [2:22:20] Ang challenge din lang po namin, Mr. Chair, and colleagues ay wala kasing malinaw na perspektibo mula sa Departamento ng Edukasyon [2:22:29] kung paano gagamitin ang aming pre-service students. [2:22:32] Saan sila papasok, paano, anong oras sila kailangan, and in particular also training. [2:22:39] But we're communicating constantly with our colleagues in the DepEd, Mr. Chair, we're part of the TWG of AREL. [2:22:47] So nasasagot naman namin little things, ang mga bagay-bagay na yan. [2:22:52] Kaya lang, hindi lang one-size-fits-all, Mr. Chair. [2:22:54] Thank you, sir. [2:22:55] Thank you, sir. [2:22:56] Dr. Hoxton, what about from the National Association of Public Secondary Schoolheads? [2:23:00] May comment kayo dito sa AREL program? [2:23:03] Sorry, sir. [2:23:05] Yung AREL po ay ginagawa na po sa schools, no? [2:23:10] And at the same time, yung... [2:23:12] Ang nangyayari nga lang po... [2:23:14] Magiging toto. [2:23:16] Hindi po talaga namomonitor ng maayos yung ating mga bata. [2:23:26] Ibig ko sabihin, hindi po talaga siya namimeasure in toto. [2:23:31] Kasi based on the teacher, sa part ng teacher, ang sabi niya, eto yun. [2:23:40] Pero, di ba may baseline tayo? Pwede na. [2:23:44] Kaya kung talagang susuriin nating mabuti, mukhang hindi pa talaga pwede. [2:23:49] Kaya yung percentage kanina tinitingnan kong mabuti, mukhang ang mas mataas pa nga ang nakalagay diyan [2:23:57] kumpara dun sa katotohanan sa field. [2:24:00] Ang ang... [2:24:01] Are you referring to the 87%? [2:24:03] Yes, sir. [2:24:04] So, sinasabi mo, more than 87% of grade 11 students are not independent readers. [2:24:12] Yes, sir. [2:24:14] Malikan ko po, maliban po sa 11, meron pa po tayong problema dun sa incoming grade 7. [2:24:22] Sa gaya po sa... [2:24:23] Pero medyo mataas yun. [2:24:24] Yung 80, kung ang based on the pilot assessment na ginawaan ng DepEd, [2:24:30] na almost 87% sa grade 11 ay hindi independent readers, [2:24:37] sinasabi niyo baka umabot pa ng 90 yun. [2:24:40] Yes, sir. [2:24:41] Higher? [2:24:42] Yes, sir. [2:24:43] Tingin ko siguro sa 90%, sir. [2:24:46] Ang hindi pa independent. [2:24:48] Yes. [2:24:49] Say for example, [2:24:50] state ko yung actual na ginawa namin itong kasukan po ng grade 7. [2:24:54] Yes. [2:24:56] Grade 7 po muna ako. [2:24:57] Sa 100 na estudyante na nag-enroll sa amin. [2:25:02] Yes. [2:25:04] Ang makakapagbasa at makakapag-intindi ng binabasa niya sa 100, wala pa pong sampu. [2:25:14] Actually, itong mga batang ito ay may mga gradong 90 pataas. [2:25:18] Yes. [2:25:19] Yes. [2:25:20] Yes. [2:25:21] Ang binasa. [2:25:22] Kung ano yung konteksto ng binasa niya, hindi niya po maipaliwanag. [2:25:25] Yes. [2:25:26] Yes. [2:25:27] Yun po ang sinasabi ko. [2:25:28] Okay. [2:25:29] Magaling ka magbasa. [2:25:30] Ano ang ibig sabihin ng binasa? [2:25:31] Comprehension ang wala. [2:25:32] Yes, sir. [2:25:33] So, tingin ko, kapag sinabi nating literacy, hindi pa rin po yun. [2:25:36] Hindi pa rin siya functional literate. [2:25:39] Tama ka. [2:25:40] Thank you, Mama. [2:25:42] Pero narinig ko na rin yan sa iba eh, actually. [2:25:45] Pero minsan, pag narinig mo, sinakalimutan mo. [2:25:47] Hindi natin alam mo sino maimbita dito. [2:25:49] So, busy rin lahat eh. [2:25:51] Ng mga pwedeng. [2:25:52] But kaya maraming salamat for that input, Mama Elma. [2:25:54] From the Philippine Elementary School Principals Association. [2:25:58] Do you have any comment on this? [2:26:01] Or later na? [2:26:04] Okay. [2:26:05] Ma'am Ruby, ACT Teachers. [2:26:08] Thank you, Mr. Chair. [2:26:10] Sisigundahan ko po yung sinabi ni Ma'am. [2:26:12] Kasi sa totoo lang po, napaka para po sa aming mga teachers, [2:26:17] kitang-kita namin talaga eh, yung learning gap ng mga bata. [2:26:20] Conservative pa sa tingin namin yung target na 6 million [2:26:24] para dun sa mga studyanteng, [2:26:26] galing dun sa mga assessment na ginawa, [2:26:29] yung CARLA, FELI, ELNA, etc. [2:26:31] Marami pa talaga. [2:26:33] Pero conservative na nga po yung target natin, Mr. Chair. [2:26:37] Hindi pa natin talaga mare-resolve dahil nga doon sa implementation ng aral program. [2:26:43] Gusto ko lang pong i-register din po o, na pinatupad po ito, August 2025. [2:26:49] Secretary Angara said dun sa isang press conference na zero budget talaga ito, [2:26:56] pero in-implement po ito on the ground. [2:26:58] So yung data po na nakikita ninyo, we owe it to the teacher. [2:27:02] Naghinampanan po yung kanilang papel, no, dito sa aral program, [2:27:07] without overtime pay, without compensation. [2:27:10] Wala po learning materials. [2:27:13] Binanggit ko na po ito last January pa, [2:27:15] na gusto namin bantayan talaga yung implementation nito this year [2:27:19] kasi meron tayong 8.9 billion. [2:27:22] Sa 8.9 billion na ito, hindi pa rin po namin ito nakita [2:27:26] in the implementation of aral summer program, Mr. Chair. [2:27:29] Kasi nung May 4, nagkaroon ng online orientation, [2:27:33] May 6, expected po ang implementation ng aral summer program. [2:27:37] Nagkukundamahog po May 5, yung mga teachers natin na mag-print on their own. [2:27:42] 12 midnight para may magamit kinabukasan. [2:27:47] Ganyan po yung sakripisyon ng mga teachers natin. [2:27:51] Kaya po, kami po sa Lions of Concerned Teachers, [2:27:54] gusto talaga natin ma-address nung crisis na ito. [2:27:57] Gusto natin matuto yung mga bata. [2:27:59] Pero, mahihirapan po kaming gawin ito without support, syempre. [2:28:04] Kasi, unang-una ang nakita po namin kahit anong kumbinsi namin sa mga bata [2:28:09] na pumunta dun sa mga sessions this summer program. [2:28:13] Hirap po kami kasi walang pambaon, walang pangkain. [2:28:16] While, in fact, ang nakalagay po meron po tayong pondo for food and transportation. [2:28:20] Even our teachers, ang sinasabi po nila, ang pangako lang po sa amin ay service credit, certificate. [2:28:27] Pero I think we deserve din po compensation. [2:28:30] Kaya po, hinakapag po namin dito sa committee na dapat yung ating mga teachers more than service credit [2:28:37] and yung certificate, we need remuneration. [2:28:42] Kailangan po meron din compensation yung ating mga gurong nag-conduct ng RR program. [2:28:46] Thank you, Mr. Chair. [2:28:47] Thank you, Mr. Chair. [2:28:48] Teachers Dignity Coalition, Sir Benjo. [2:28:50] Yes, Mr. Chair, magandang parang wala na akong sasabihin. [2:28:55] Sasabi na ni Teacher Rubin. [2:28:57] Saka yung ang ganda ng presentation po nung EDCOM, [2:29:00] nagtutugma po dun sa kasi we had an independent survey din. [2:29:05] Yun din po yung lumalabas more or less, no, Mr. Chair. [2:29:09] Ang pinakamalaki, ang ipopokus ko na lamang po yung impact nito sa teacher, no. [2:29:13] At itong summer RR program, ito'y parang preview, no, [2:29:19] doon sa gagawin nating implementation ng RR program sa school year na ito na parating. [2:29:24] Una, may nakita po tayo dito, no, yung mga bata, eh, [2:29:28] they are not actually willing, no, to go to school, no. [2:29:31] At baka sa panahon na ito, no, sa pagpasok po ng regular school year po natin, [2:29:37] baka ganun pa rin. [2:29:38] No, ang isa nga namin, ang isa nga pong comment ng mga teacher po dyan, eh, [2:29:43] kung doon sa regular classes nga, hindi siya pumapasok paano pa sa aral. [2:29:46] No, but of course, that's another matter po, no. [2:29:49] Pa dalawa, no, yung, yung, nabanggit na rin, no, yung mga teacher po talaga yung, [2:29:55] yung gumawa ng mga resources, no, ng mga materials, no, para po dito. [2:30:00] No, and of course, ang pinakamalaki talaga po, no, etong, etong remuneration, no, etong, [2:30:05] kasi batay sa aming ginagamit na batas, of course, no, [2:30:09] ang, ang, ang, ang aral kasi, aral lo, magbinabanggit niya, eh, yung, yung, [2:30:15] yung, section 7, ang sinasabi, pwede na may mga teacher, no. [2:30:18] No, ah, doon kami medyo nag-aalangan talaga, no, Mr. Chair, [2:30:22] kasi kapag ginamit po natin yung mga teacher natin, as tutors, aral program, no, [2:30:27] lulusot, eh, yung sinasabi nung, nung, ah, Deped, with due respect, no, po. [2:30:31] Ang sinasabi nila, pag yung teacher ay wala pang anim na oras na nagtuturo ng actual, [2:30:35] pwedeng hugutin siya at magturo sa aral. [2:30:38] To compensate yung, ah, iba pang oras na nawawala. [2:30:41] Eh, sa tingin namin po, that's exploitation, that's exploitative, no. [2:30:45] Kasi po, nagtuturo siya, eh, yung regular classes po natin, [2:30:48] ang regular po na na, na, na, na, na, na, na, na, na, na paguturo ng teacher, [2:30:53] kanina nandidiscuss na po natin yan. [2:30:55] Meron siyang advisory class, salimbawa, meron siyang tatlong sections na tinuturuan, [2:30:59] meron siyang dalawang preparation, salimbawa, [2:31:01] ang bigat po nyan, ang bigat, napakabigat po nyan. [2:31:04] Tapos, bibigyan siya ng another, no, aral, ah, duties po. [2:31:08] No, kapag kayon ay pumasok na, naku, sobrang bigat lalo. [2:31:12] No, kasi parang, it's like, um, um, doubling, no, the, the tasks of our teachers, huh? [2:31:17] teachers, no, para po dito [2:31:19] sa aral. So, ang sa amin dito, sana [2:31:21] huwag naman, huwag gamitin, [2:31:22] huwag, kasi itong narinig namin sa Deped, [2:31:25] actually, Mr. Chair, no, [2:31:26] sa section 13 ng Magna Carta, [2:31:29] yun yung ginagamit pa nila, no, [2:31:30] ginagamit nila ito na sinasabi, [2:31:33] no, dapat ay, o pwede yung teacher [2:31:35] ay pagturuin ng hanggang 6 na oras, no. [2:31:37] So, nagamit pa yung batas na supposed [2:31:39] to be protection sa amin, nagamit [2:31:41] para lalong ma-exploit yung teacher, para dito [2:31:43] sa free labor, sa free [2:31:45] na oras ng paguturo. [2:31:47] Kasi libre po ito. Hindi na siya i-compensate [2:31:49] kasi nga naman, wala ka pang [2:31:51] 6 na oras, kaya magturo ka sa aral [2:31:52] ng another 2 hours, no. So, siguro, [2:31:55] Mr. Chair, yun yung gusto po namin [2:31:56] talagang ma-i-clarify dito, no, [2:31:59] na sana yung mga teacher po natin [2:32:01] na may regular na teaching [2:32:02] load, ay huwag nang [2:32:05] pilitin, no, at huwag [2:32:07] nang isiksik sa kanya yung paguturo [2:32:09] nito pong aral [2:32:11] program natin. Dahil this is a separate [2:32:13] program of the government na ginawa. [2:32:15] In fact, meron nga itong sariling batas. [2:32:17] So, yun lang po sana. Sana mag-hire [2:32:19] talaga tayo ng mga tutors. So, kung hindi [2:32:21] man, yung mga teacher natin, [2:32:22] gawin nating aral tutors [2:32:24] talaga. At yun lang ang yung gagawin nila. [2:32:27] Yun lang muna, Mr. Chair. Maraming issue, pero [2:32:29] yun lang muna. Thank you po. [2:32:30] Para maliwanag, before I call the next [2:32:32] ano, yung aral program [2:32:34] itong break na ito, [2:32:36] nandun ako eh, sa [2:32:37] base ko. I attended both eh. [2:32:41] Ang intindi ko sa teachers, voluntary. [2:32:43] Walang pinilit sa kanila. [2:32:46] Sa regular class na ito, I was there, [2:32:48] talagang ano, yung sa regular, [2:32:50] academic, voluntary ba yun [2:32:52] sa teacher, or does [2:32:54] DepEd require them? [2:32:58] Voluntary lang. Sir Benjo, I was there [2:33:00] in ano eh, voluntary. In fact, tinanong ko eh. [2:33:03] Ako yung nagtanong sa mga teachers eh. [2:33:05] Sinabi ko sa kanila, [2:33:06] kung ano yung nakukuha nila. [2:33:08] Ang sinagot nila sa akin, [2:33:10] nagkaroon sila ng consultation. [2:33:13] Ang sinabi sa kanila, [2:33:15] service credit leave lang. [2:33:17] Tinanong namin, what about [2:33:19] meal allowance, transfer? [2:33:21] Sinabi nila nga, hindi raw [2:33:22] pinangako sa kanila yun. [2:33:25] Sinabi lang sa kanila, [2:33:26] service credit leaves. [2:33:28] So tinanong namin ng EDCOM 2 [2:33:29] when we were there. Pero sabi nila, [2:33:31] gusto nilang gawin. [2:33:32] So pero voluntary, [2:33:34] yun ang klinaro nila. [2:33:36] Sa regular academic calendar, [2:33:38] hindi ba voluntary? [2:33:40] Sabi nung DepEd ngayon, [2:33:40] voluntary. [2:33:41] Eh hindi po gano'n [2:33:42] nang lumalabas eh. [2:33:44] Pagtignan po natin doon, [2:33:45] kahit doon sa, ano po, [2:33:46] sa three-term calendar po natin. [2:33:49] Doon sa supposed class program, [2:33:53] na template yun, [2:33:55] ng Department of Education. [2:33:56] Meron yan, [2:33:57] raise na po namin yan [2:33:58] noong nakaraan po. [2:33:59] Pangalawa, [2:33:59] ang voluntary lang po, [2:34:00] itong summer. [2:34:01] It's not even voluntary in impact na po. [2:34:04] Marami po dito, [2:34:05] Pinerza. [2:34:06] Hindi, ganito. [2:34:06] Give us that record. [2:34:07] Because I was there. [2:34:09] Tinanong ko eh. [2:34:10] Kasi nga, [2:34:10] nagulat ako, [2:34:11] na walang transportation allowance, [2:34:14] walang meal allowance, [2:34:16] non-committal yun. [2:34:17] So I asked the teachers, [2:34:19] nandun ako sa forum eh, [2:34:20] I asked the teachers, [2:34:22] bakit kayo pumayag na walang, [2:34:23] ano, [2:34:24] walang, [2:34:25] kahit meal allowance, [2:34:26] wala raw pinangako sa kanila. [2:34:29] Ang sinabi lang sa kanila, [2:34:31] service credit leave lang [2:34:33] ang ibibigay sa kanila. [2:34:34] That is why, [2:34:35] sa totoo, [2:34:36] talagang, [2:34:38] pareho ninyo, [2:34:39] talagang tuntunga kami sa teachers, [2:34:41] we praise them around, [2:34:42] kasi, [2:34:43] talagang grabe yung sakripisyo. [2:34:44] Ngayon, [2:34:45] kaya tinalong ko, [2:34:46] clarify ko, [2:34:46] voluntary ba yun? [2:34:48] Kung meron dito [2:34:49] noong summer program, [2:34:50] ng aral na, [2:34:52] mare-report kayo [2:34:53] na hindi voluntary, [2:34:54] please, [2:34:54] ano, [2:34:54] submit to the committee, [2:34:56] para pwede namin, [2:34:57] ano, [2:34:57] matanong ka agad sa, [2:34:58] sa DepEd, [2:35:00] bakit nang, [2:35:00] kasi, [2:35:01] at least yun sa base ko, [2:35:02] sure ko, [2:35:03] kasi nandun ako eh, [2:35:04] I was the one who asked the question, [2:35:06] in fact, [2:35:06] kasi nasurprise ako eh, [2:35:08] ngayon, [2:35:08] yung sa regular academic calendar, [2:35:10] ang sagot sa atin ng DepEd ngayon, [2:35:12] voluntary yan. [2:35:13] So, [2:35:13] itong coming, [2:35:14] parating ngayon to, [2:35:15] diba, [2:35:16] pag merong hindi voluntary doon, [2:35:17] please, [2:35:18] ano, [2:35:18] report to us, [2:35:19] para, [2:35:20] we can confirm [2:35:21] with ano, [2:35:22] ano nangyari. [2:35:22] Chair, [2:35:23] yes sir, [2:35:24] Benjo first, [2:35:27] yes. [2:35:27] Sige ano po, [2:35:27] i-send na lang tayo namin po sa inyo yung, [2:35:29] Yes, please, [2:35:30] kasi ano eh, [2:35:31] result ng survey. [2:35:32] Oo, [2:35:32] nandun ako, [2:35:33] in the names, [2:35:34] kasi papatawag namin, [2:35:35] kasi, [2:35:36] I was there sa base ko, [2:35:37] nung tinanong ko, [2:35:37] I was, [2:35:38] sa totoo, [2:35:39] na-amaze rin ako sa teachers natin, [2:35:41] tinanong, [2:35:42] tinanong, [2:35:42] paulit-ulit yung meal allowance, [2:35:44] tinatanong sa kanila, [2:35:45] kahit meal allowance, [2:35:46] in fact, [2:35:47] ang next question ko, [2:35:49] tinanong ko si principal eh, [2:35:51] sabi ko kay principal, [2:35:52] bakit pumayag [2:35:53] na wala man lang meal allowance? [2:35:55] Sabi ko, [2:35:56] bakit hindi nyo man lang sinulatan yung mga LGU ninyo? [2:36:00] To ask, [2:36:01] para matulungan rin kayo. [2:36:03] I went that far, [2:36:04] kasi nga, [2:36:05] imagine, [2:36:06] pinapunta nyo, [2:36:06] nandun sila whole day, [2:36:08] pero, [2:36:08] tight meal allowance, [2:36:09] wala. [2:36:10] Yung mga nagtuturo pa, [2:36:12] meron mga nagtuturo dun sa baseco schools that we went to, [2:36:16] na hindi sila nakatira sa Maynila. [2:36:19] So, [2:36:19] may transportation costs. [2:36:21] I asked them personally, [2:36:22] I was doon ng ASEM, [2:36:23] sabi ko, [2:36:24] pumayag kayo na walang tight trans po. [2:36:26] Ang sabi nila sa amin, [2:36:29] meron kasing iba dun na, [2:36:31] sila yung regular teachers talaga sa school na yun, [2:36:34] gusto rin nila matulungan raw yung students nila. [2:36:36] Yung altruism was very strong. [2:36:39] In fact, [2:36:39] baka recorded pa nga yun eh. [2:36:41] That is why, [2:36:41] yun lang, [2:36:42] we need that, [2:36:42] ano, [2:36:42] para, [2:36:43] we can, [2:36:44] we can, [2:36:44] we can, [2:36:45] take to task the Department of Education [2:36:48] kung hindi nila ginawang voluntary to. [2:36:50] Yes sir, [2:36:51] tama po, [2:36:52] actually, [2:36:54] the core message is, [2:36:55] yung mga teacher po, [2:36:56] they don't oppose, [2:36:57] this aral program. [2:36:59] In fact, [2:36:59] very supportive po yung ating mga teacher. [2:37:02] Ang sinasabi lamang naman po natin, [2:37:04] while, [2:37:05] while of course, [2:37:06] yung teachers ay voluntarily, [2:37:07] gusto nilang magturo, [2:37:08] abay, [2:37:09] bigyan naman po. [2:37:10] 100%, [2:37:10] hindi lang yun. [2:37:12] At the very least, [2:37:13] itong summer, [2:37:13] dapat man lang, [2:37:14] nagkaroon ng meal allowance, [2:37:15] and transportation allowance, [2:37:17] at the very least. [2:37:19] Pero again, [2:37:19] ano, [2:37:19] amazed lang ako, [2:37:22] nung kausap namin yung teachers during, [2:37:25] nagkaroon ng forum kasi with the teachers, [2:37:27] nagkaroon ng forum with the parents, [2:37:30] and with the students themselves, [2:37:31] parang sineparate yun eh. [2:37:33] So, [2:37:34] pero yung una pinuntahan ko, [2:37:35] were with the teachers, [2:37:36] and I was surprised, [2:37:38] nung sinabi nila na, [2:37:39] wala man lang, [2:37:40] wala man lang na-offer sa kanila. [2:37:43] In fact, [2:37:43] hindi pa yun. [2:37:45] Yung sa materials, [2:37:46] and yung announcement, [2:37:47] that is why walang volunteers, [2:37:48] kasi the announcement was May 6 or May 11. [2:37:53] So, [2:37:53] not even enough time eh. [2:37:55] Diba? [2:37:56] But anyway, [2:37:57] Honorable Kina. [2:37:58] Chair, [2:37:59] ilang punto. [2:37:59] Una po, [2:38:00] yung dun sa, [2:38:01] sabi nyo, [2:38:01] okay, [2:38:02] voluntary itong summer program, [2:38:04] pero what about the regular school year? [2:38:08] Voluntary rin. [2:38:09] Pero, [2:38:10] ah, [2:38:11] ang kalakaran itong nakaraang school year, [2:38:13] it was not voluntary. [2:38:15] No? [2:38:16] Ang nangyayari po, [2:38:17] dahil, [2:38:18] ah, [2:38:19] magkaug na ito, [2:38:19] kaug na ito, [2:38:20] dun sa reduction of, [2:38:23] ah, [2:38:24] minutes, [2:38:25] under the matatag, [2:38:27] formerly called the matatag, [2:38:29] ah, [2:38:30] curriculum. [2:38:31] Yung dating isang oras na turo sa subject, [2:38:33] inawang 45 minutes. [2:38:35] No? [2:38:36] So, [2:38:37] because of that, [2:38:38] yung limang, [2:38:39] yung teacher na normally, [2:38:41] ah, [2:38:41] six hours ang load niya, [2:38:45] one hour per subject, [2:38:47] no? [2:38:47] Naging 45 minutes na lang, [2:38:49] so, [2:38:49] hindi na umabot sa six hours. [2:38:52] So, [2:38:52] sabi ng Deped, [2:38:53] underloaded kayo. [2:38:55] O, [2:38:55] o, [2:38:55] paano kayon? [2:38:56] Underloaded ka na, [2:38:57] magturo ka ng aral. [2:38:59] So, [2:38:59] hindi po voluntary yun. [2:39:01] No? [2:39:02] Ah, [2:39:03] ibig sabihin, [2:39:05] ah, [2:39:05] dahil, [2:39:07] same number of subjects pa rin ang tinuturo niya, [2:39:10] no? [2:39:10] No? [2:39:11] Umiksi lang yung oras, [2:39:13] no? [2:39:14] Nadagdagan pa ngayon siya ng aral. [2:39:17] Mas marami siyang tinuturuan. [2:39:19] Kaya nga, [2:39:19] para sa amin, [2:39:20] dapat, [2:39:21] ah, [2:39:22] ano yun eh, [2:39:24] kahit six hours, [2:39:25] pero, [2:39:25] kung dati, [2:39:27] lima ang subject na tinuturo mo, [2:39:29] ngayon, [2:39:30] walo na, [2:39:31] kasi may kasama pang aral, [2:39:34] ah, [2:39:34] mas malaking trabaho pa rin po yun. [2:39:36] You're teaching more students per day. [2:39:38] So, [2:39:38] ngayon ako, [2:39:40] ang concern ko, [2:39:41] respond first, [2:39:43] kasi sinagot niyo ako kanina na voluntary. [2:39:46] So, [2:39:47] ang sabi ni Tonchi, [2:39:48] hindi ganun na nangyayari, [2:39:49] because you are also requiring, [2:39:51] dahil nabawasan na 45 minutes, [2:39:53] di ba? [2:39:54] So, [2:39:54] may 15 minutes na, [2:39:55] pag inadapt mo yun, [2:39:57] aabot nga ng isang oras, [2:39:58] kung four subjects, [2:39:59] ang rinerequire niyo raw, [2:40:01] na, [2:40:02] since nabawasan kayo na 15 minutes per subject, [2:40:05] kung four subjects o five yan, [2:40:06] 15 times five would be one hour, [2:40:09] 15 minutes, [2:40:11] tinatakin niyo ngayon, [2:40:12] rinerequire niyo magtudo sila ng aral. [2:40:14] Is that true? [2:40:15] Hindi na voluntary yun. [2:40:17] That is not, [2:40:17] that is not consistent anymore [2:40:19] with your early response na voluntary, [2:40:22] kahit sa regular. [2:40:23] Who is in charge of the aral program? [2:40:27] Mr. Chair is now tapped under the learning system. [2:40:30] Sige, [2:40:30] so is this, [2:40:31] ano, [2:40:31] can you confirm, [2:40:32] if you are requiring teachers, [2:40:34] in the regular academic year, [2:40:37] since nabawasan ng 45 minutes, [2:40:39] na, [2:40:39] sinasabi niyo sa teacher, [2:40:41] kailangan, [2:40:42] ano, [2:40:42] is that a central office policy? [2:40:47] Mr. Chair, [2:40:48] I'm sorry, [2:40:48] kasi, [2:40:49] yung, [2:40:50] yung sa teacher loading, [2:40:52] we rely on the HROD, [2:40:55] the Human Resource Organization Development Bureau, [2:40:58] to, [2:40:58] to actually deal with the loading. [2:41:02] Nung nilabas po yung matatag, [2:41:04] mayroon po talagang yung 45 minutes, [2:41:06] pero may nilabas din pong, [2:41:07] well, [2:41:08] an addendum to that, [2:41:09] na may flexibility, [2:41:11] to go back to the original, [2:41:12] do sa may ibang school. [2:41:13] Hindi naman yun yung question niya, [2:41:14] ano, [2:41:15] yung honorable team niya, [2:41:15] ang question niya, [2:41:17] okay, [2:41:18] ito yung regular subjects niya, [2:41:19] for the regular academic calendar. [2:41:22] Sabi niya, [2:41:23] and, [2:41:24] kinoconfirm naman na lahat, [2:41:25] pati kayo naman eh. [2:41:26] Yung Magna Carta, [2:41:27] for public school teachers says, [2:41:29] maximum yung six, [2:41:30] pero hindi ibig sabihin, [2:41:32] kailangan ninyong sagarin. [2:41:34] Pero, [2:41:34] be that as it may, [2:41:36] kung talagang regular subject, [2:41:37] talagang nasasagan, [2:41:38] pwede yung six hours, [2:41:40] pero, [2:41:41] here comes a new law, [2:41:43] saying na magkaroon tayo ng remedial classes, [2:41:45] yung aral. [2:41:47] Ang sabi ni Honorable Tino, [2:41:48] based sa mga narinig niya, [2:41:50] binawasan niyo nga, [2:41:51] through the matatag-curriculum, [2:41:53] or binigyan niyo ng flexibility, [2:41:54] assuming nagbawas. [2:41:57] Ang rinarequire niyo ngayon, [2:41:58] o, [2:41:59] binawasan niyo ha, [2:42:00] kayo pumili niya, [2:42:00] 45 minutes na lang kayo, [2:42:02] o, [2:42:03] dapat limang subject kayo na 45 minutes, [2:42:05] o, [2:42:05] mayroong kayong one hour and 15 minutes na kulang, [2:42:08] nawawala. [2:42:09] So, [2:42:10] iyan, [2:42:11] rinarequire ba ng central office, [2:42:13] na punuin niyo, [2:42:14] yung isang oras na nawala na yun, [2:42:16] through an aral probe, [2:42:17] yun na, [2:42:17] maging teacher sila sa aral probe, [2:42:19] is that a policy? [2:42:24] Ibibigay ko po kay Director Dexter. [2:42:26] Director Dexter. [2:42:30] Masensya na, [2:42:30] Director, [2:42:31] kasi sinabi niyo kanila, [2:42:32] hindi voluntary ang aral. [2:42:34] Pero kung may ganito nangyayari, [2:42:35] hindi na voluntary nga. [2:42:43] Well, [2:42:43] under our existing guidelines, [2:42:45] Mr. Chair, [2:42:46] yung six hours is a maximum [2:42:48] workload of teachers. [2:42:49] Correct. [2:42:49] Wala tayo problema, [2:42:50] pero hindi, [2:42:52] ang point nila, [2:42:53] maximum yan. [2:42:55] And that is for the protection [2:42:56] of quality education. [2:42:59] Kasi more than that, [2:43:00] hindi na talaga kalidad [2:43:01] yung edukasyon [2:43:02] na pagtutuloy yung teacher. [2:43:03] Pero, [2:43:04] kasama rin dyan, [2:43:05] ay hindi naman dapat [2:43:06] napilitin na, [2:43:08] may isang minuto ka pang hindi na ano, [2:43:10] balik ka doon sa loob, [2:43:11] tapusin mo yung one minute. [2:43:12] Chair, [2:43:12] sorry to interrupt, Chair. [2:43:13] Under our policy, [2:43:15] six hours is a maximum. [2:43:17] Pakibasan niyo po yung inyong policy. [2:43:19] That's not what it says. [2:43:21] It says, [2:43:22] six hours [2:43:23] ang required sa inyo. [2:43:25] Hindi, [2:43:26] pag sinabing maximum, [2:43:27] parang ibig sabihin, [2:43:28] sagad, [2:43:28] pero pwedeng mas, [2:43:30] that is not a policy. [2:43:32] DepEd order number, [2:43:33] is it five, [2:43:34] number five? [2:43:35] Sino yung may DepEd order number five? [2:43:36] Tinatakda doon, [2:43:37] bawat teacher dapat six hours magturo. [2:43:39] Why is the central office [2:43:41] giving this committee, [2:43:43] misrepresenting the actual policy of DepEd? [2:43:46] Sino yung may DepEd order number five? [2:43:50] Who has DepEd order number five? [2:43:53] Benjamin, [2:43:53] merong gan? [2:43:54] Teacher Ruby? [2:43:56] Meron po. [2:43:57] Pagkibasa. [2:43:57] Yung buo na. [2:43:58] Pasensya, [2:43:59] wala naman problema. [2:44:00] Tutulungan tayong lahat dito. [2:44:01] Ang sinasabi naman po kasi dito, [2:44:04] tama po si Kong Tonchi. [2:44:06] Impact, [2:44:06] ito po yung, [2:44:07] kung maaalala nyo, [2:44:08] Mr. Chair, [2:44:08] Ito yung pinag-usapan natin. [2:44:10] Pasahin na lang. [2:44:11] Sige po. [2:44:14] Pasahin mo na lang. [2:44:15] Sige. [2:44:24] Nasa ang babanda yun. [2:44:26] Ang haba po ng away dito eh. [2:44:31] Ito po, [2:44:35] a public school teacher shall render [2:44:38] eight hours of work per day, [2:44:40] of which six hours shall be devoted [2:44:44] to actual classroom teaching. [2:44:45] Shall po ang sinabi. [2:44:46] Sige. [2:44:47] Thank you. [2:44:47] So ano yung paliwanag natin [2:44:49] dun sa department order nyo? [2:44:55] Is it a different unit again [2:44:58] that came up with the department? [2:45:00] Parang ano, [2:45:01] wala naman kaming problema. [2:45:02] We don't want to put you on the spot [2:45:04] kung hindi kayo. [2:45:05] But, [2:45:06] siyempre require namin [2:45:07] written, [2:45:07] ano na lang, [2:45:08] explanation by early next week. [2:45:10] Pero kung kayo yung in charge, [2:45:12] ano, [2:45:12] bakit nakalagay shall yung six? [2:45:15] Ano yung meaning nung shall? [2:45:18] Well, [2:45:19] for purposes of payment [2:45:21] of the overload, [2:45:22] Mr. Chair, [2:45:23] dapat mag-exceed yung teacher [2:45:26] dun sa six hours. [2:45:28] But, [2:45:29] sa practice naman, [2:45:32] nagkikita namin ito sa report [2:45:33] ng mga school heads, [2:45:36] may mga teachers talaga, [2:45:37] on average, [2:45:38] nationwide data ito, [2:45:40] na hindi naman na [2:45:41] na-ma-maximize yung teachers natin. [2:45:42] Oh, [2:45:42] teka, [2:45:43] Director Dexter, [2:45:45] for purposes of [2:45:47] overtime payon, [2:45:49] Yes po, Mr. Chair. [2:45:50] So, [2:45:51] pag na-compute ninyo, [2:45:52] na naka-six hours siya, [2:45:53] anything past that, [2:45:54] yun yung standard [2:45:55] ninyo to say, [2:45:57] na [2:45:57] entitled na po siya. [2:45:59] Entitled na sa overtime payon. [2:46:01] Overload. [2:46:02] Yes. [2:46:03] Before, ano, [2:46:04] alam ko madaming tanong doon. [2:46:05] Ang tanong ko ngayon, [2:46:06] yung shall [2:46:07] six hours na yun, [2:46:09] does that include [2:46:10] yung aral? [2:46:13] Well, [2:46:14] binibigyan namin kasi [2:46:15] ang flexibility [2:46:16] ang school head, [2:46:17] Mr. Chair, [2:46:17] based sa kanyang [2:46:18] assessment [2:46:19] ng mga loads [2:46:21] ng teachers. [2:46:22] So, [2:46:23] yung school head [2:46:24] is in the best [2:46:26] position to... [2:46:26] Sige, school head tayo. [2:46:28] Ma'am Eleanor Aguinaldo, [2:46:29] kayo ang school head. [2:46:30] May aral program ba [2:46:31] sa school mo? [2:46:33] Yes. [2:46:34] Yes. [2:46:35] Do you require [2:46:36] your teachers [2:46:37] to teach [2:46:39] in the aral program [2:46:42] pag hindi sila [2:46:44] umabot [2:46:44] nung six hours? [2:46:45] Because [2:46:46] the aral program [2:46:47] is a part [2:46:48] of the curriculum [2:46:49] and the teachers [2:46:51] have loads, [2:46:54] five loads lang [2:46:54] po binibigay [2:46:55] for Mr. [2:46:56] Teacher. [2:46:57] Five loads [2:46:58] ang binibigay mo na? [2:46:59] Five loads of what? [2:47:00] Five loads [2:47:00] times four day, [2:47:02] four times a week. [2:47:04] So, [2:47:04] definitely ang teacher [2:47:05] ay mamimit niya [2:47:06] ang students niya [2:47:08] four hours [2:47:09] every day. [2:47:12] Four hours. [2:47:12] So, [2:47:12] hindi siya abot [2:47:13] ng six hours. [2:47:14] Hindi po aabot. [2:47:15] So, [2:47:15] because of that, [2:47:16] ang interpretation ninyo, [2:47:18] yung aral program, [2:47:19] pumasok ka na dito [2:47:19] para maabot mo [2:47:20] yung six hours. [2:47:22] Yung mga underload po. [2:47:24] Yung mga underload. [2:47:25] And the reason for that is, [2:47:26] gusto mong umabot sila [2:47:27] ng six hours or more? [2:47:29] No. [2:47:30] Six hours lang. [2:47:31] Six hours. [2:47:34] Honestly, [2:47:34] that's what I was saying, [2:47:35] Chair. [2:47:36] Yes. [2:47:36] Ganun nga. [2:47:37] Pero, [2:47:37] paano ngayon doon, [2:47:38] Honorable Tino, [2:47:39] yung, [2:47:40] ang punto nila [2:47:41] to be entitled [2:47:43] to, [2:47:44] ano yan, [2:47:46] is it a core rule? [2:47:47] A DBM rule, [2:47:48] a civil service [2:47:49] commission rule, [2:47:51] yung six hours na yun [2:47:53] para, [2:47:54] para makapag-compute kayo [2:47:55] beyond that [2:47:56] na overtime. [2:47:58] Or, [2:47:58] kayo lang yun. [2:47:59] Sorry, [2:47:59] baka kayo lang rin yun. [2:48:00] Mr. Chair, [2:48:02] nandun yun po sa [2:48:02] Magna Carta [2:48:03] for public school teachers. [2:48:06] Hindi, [2:48:07] nakalagay nga doon [2:48:08] maximum of six hours, [2:48:09] di ba? [2:48:09] Ang sinabi nyo sa amin, [2:48:12] that's why you put [2:48:13] shall render [2:48:14] six hours of [2:48:15] teaching [2:48:16] because [2:48:18] beyond that, [2:48:19] nagbibigay na kayo [2:48:20] ng overtime. [2:48:21] Yes, tama po. [2:48:21] Yes. [2:48:22] What, [2:48:24] is there a government agency, [2:48:25] instrumentality, [2:48:27] department, [2:48:28] or department order [2:48:29] that requires [2:48:30] bago kayo magbigay ng, [2:48:32] bago kayo magbigay ng [2:48:34] overtime pay, [2:48:36] kailangan makita nyo [2:48:37] umabot ng six hours. [2:48:38] Parang sinandardize yun. [2:48:40] Power ruling ba yun? [2:48:41] DBM ruling ba yun? [2:48:42] Civil service commission ruling ba yun? [2:48:44] May basis siguro yun? [2:48:45] Or it was just [2:48:46] the simple interpretation [2:48:47] of the department of education. [2:48:52] Well, [2:48:53] we crafted the [2:48:54] deped order [2:48:55] based on the provision [2:48:56] of Magna Carta, [2:48:57] Mr. Chair. [2:48:58] Sige. [2:48:58] Kunyari ngayon, [2:49:00] pumunta kayo ng, [2:49:01] kunyari si Ma'am Aguinaldo, [2:49:03] nagbigay ng, [2:49:04] yung load niya [2:49:04] four hours [2:49:05] everyday, [2:49:06] ano, [2:49:07] na pagtuturo. [2:49:07] Four hours. [2:49:08] Meron, [2:49:09] meron di naman lahat. [2:49:10] Meron may four hours. [2:49:12] Yun yung load, [2:49:12] na regular load niya. [2:49:14] Hindi ba natin [2:49:15] pwedeng sabihin [2:49:16] na pag lumampag, [2:49:17] pag, [2:49:18] pagbiglang nagturo siya [2:49:20] ng aral program [2:49:21] over time na yun. [2:49:25] Kasi yung regular load niya [2:49:26] is the four hours. [2:49:32] Masensya na, [2:49:33] para lang magka, [2:49:34] ano, [2:49:37] because I can see [2:49:39] on the part of Ma'am Aguinaldo, [2:49:42] hinahabol niya na [2:49:43] pag lumampas ka dito, [2:49:44] may over time ka. [2:49:45] So, [2:49:45] para hindi na problema. [2:49:47] So, [2:49:48] the policy now [2:49:49] of the [2:49:49] shall [2:49:50] have six hours [2:49:51] of teaching. [2:49:57] Mr. Chair, [2:49:58] in your example, [2:50:00] if Ma'am [2:50:02] has a load [2:50:02] of four hours, [2:50:04] pag nagdagdaggan siya [2:50:05] ng one hour [2:50:06] na aral, [2:50:07] that becomes [2:50:08] part of the [2:50:08] load niya. [2:50:12] Pero hindi siya [2:50:12] entitled ng [2:50:13] overload pay [2:50:14] kasi hindi pa siya [2:50:15] nakaka-exceed [2:50:16] dun sa six hours. [2:50:17] Ang question ngayon nito, [2:50:20] is it mandatory [2:50:21] on a teacher [2:50:22] na may under load [2:50:23] na kumuha ng aral? [2:50:25] Yun yung point eh. [2:50:26] Pero kung hindi nyo [2:50:26] gagawin mandatory, [2:50:29] kung hindi nyo [2:50:29] gagawin mandatory yun, [2:50:31] voluntary pa rin yun, [2:50:33] mawawala nung, [2:50:34] para sa akin, [2:50:35] nawala yung question eh. [2:50:36] Pero kung gagawin [2:50:37] yung mandatory, [2:50:40] sorry ah, [2:50:41] pasensya na, [2:50:41] para lang maintindihan ko. [2:50:44] Director Dexter. [2:50:46] Well, [2:50:46] voluntary pa rin, [2:50:47] Mr. Chair. [2:50:49] Yes. [2:50:49] So, [2:50:49] ibig sabihin, [2:50:50] No, Chair, Chair, [2:50:51] hindi po. [2:50:51] Patapusin ko lang si, [2:50:52] ano. [2:50:53] So, [2:50:53] ibig sabihin, [2:50:54] kung four hours lang siya, [2:50:55] tapos ayaw niya [2:50:56] mag-turo [2:50:57] ng [2:50:57] aral program [2:51:00] o aral subject, [2:51:01] wala siyang penalty. [2:51:03] Wala po, [2:51:04] Mr. Chair, [2:51:04] kasi [2:51:05] whether monetary [2:51:06] or non-monetary? [2:51:09] Walang penalty yun, [2:51:10] Mr. Chair. [2:51:10] Pero hindi siya ma-affect ba? [2:51:12] Hindi rin, [2:51:13] Mr. Chair. [2:51:15] Walang ma-affect. [2:51:16] Honorable Tonchi. [2:51:17] Chair, [2:51:18] katulad ng paliwanag po ni [2:51:21] Principal Aguinaldo, [2:51:23] sabi niya, [2:51:24] well, [2:51:24] yung ibang mga teachers ko, [2:51:25] four hours lang. [2:51:27] Therefore, [2:51:28] mag-turo ka ng aral [2:51:28] para makompleto mo yung six. [2:51:31] Hindi po ba ganun? [2:51:33] So, [2:51:33] ibig sabihin, [2:51:34] that's not voluntary. [2:51:36] In-assign sa kanya [2:51:37] ang aral. [2:51:38] Since, [2:51:39] at least, [2:51:40] liniliwanag natin dito. [2:51:41] Pero again, [2:51:43] para maliwanag tayo dito, [2:51:44] Director Dexter, [2:51:45] kasi ang nangyayari [2:51:47] kay Ma'am Aguinaldo ngayon, [2:51:48] pinatak, [2:51:49] nagiging mandatory [2:51:51] kasi nga, [2:51:52] hindi umabot ng six hours. [2:51:55] But, [2:51:55] maybe you should clarify, [2:51:58] baka yung pwede niyo sabihin [2:51:59] sa teacher heads, [2:52:00] hindi niyo kailangan i-require. [2:52:01] Kung ayaw nila, [2:52:03] kahit four hours na sila, [2:52:05] hindi. [2:52:10] Chair, [2:52:11] Yes. [2:52:11] Honorable Tonchi. [2:52:13] Chair, [2:52:14] baka ngayon po [2:52:15] ang magandang pagkakataon [2:52:16] para i-perhaps [2:52:18] i-revise or amend [2:52:19] yung DepEd Order [2:52:21] number five na yan, [2:52:23] kasi nga, [2:52:24] nakalagay dun, [2:52:25] shall, [2:52:27] ano nga yung exact wording, [2:52:29] shall render [2:52:33] six hours of service. [2:52:35] So, [2:52:35] naging iron rule po yan [2:52:37] sa buong DepEd [2:52:38] na kailangan lahat kayo [2:52:40] six hours ang turo nyo, [2:52:42] otherwise, [2:52:43] underloaded kayo. [2:52:45] When, [2:52:46] ang sinasabi ngayon, [2:52:47] the only intention there [2:52:49] is supposedly [2:52:51] for purposes of computing [2:52:54] over time pay [2:52:57] or overload pay. [2:52:58] So, [2:52:59] kung sakaling lumagpas ka [2:53:01] sa animo oras, [2:53:02] di overload na yun, [2:53:04] may pay yun. [2:53:05] Pero kung hindi, [2:53:06] di hindi-hindi. [2:53:08] No? [2:53:08] So, [2:53:08] I really, [2:53:10] at malaking, [2:53:11] magiging malaking [2:53:12] kaluwagan po ito [2:53:13] sa ating mga guro [2:53:14] kung maging malinaw [2:53:16] na patakaran [2:53:17] na hindi mandatory, [2:53:21] hindi obligado [2:53:22] ang teacher [2:53:22] na pagturuin [2:53:23] ng anim, [2:53:24] na kumpletuhin [2:53:25] yung anim na oras. [2:53:26] Kung ang load lang talaga, [2:53:29] no, [2:53:29] dahil yun ang, [2:53:30] yun ang realidad [2:53:31] ng school. [2:53:33] Kung matuturuan [2:53:33] ng lahat [2:53:34] with a teacher [2:53:36] having [2:53:36] four preparations [2:53:38] or five preparations [2:53:40] na hindi umabot [2:53:41] sa anim na oras, [2:53:43] then so be it. [2:53:44] Diba? [2:53:45] That's a complete load. [2:53:47] Honorable Tineo, [2:53:47] ito naman yung [2:53:48] tatanungin ko. [2:53:50] Because alam natin [2:53:50] meron tayong [2:53:51] deficiency talaga. [2:53:55] Humahabol tayo [2:53:56] with many oras. [2:53:56] They will need help. [2:53:58] Diba? [2:53:59] What if it is not [2:54:00] called the ARAL program? [2:54:02] But it's really [2:54:02] part of the curriculum [2:54:04] that DepEd has [2:54:05] for remediation. [2:54:06] Is that considered [2:54:07] a load? [2:54:09] Oh, [2:54:10] but, [2:54:10] if I may continue, [2:54:13] okay, [2:54:13] now, [2:54:14] may batas nga. [2:54:16] No? [2:54:16] May, [2:54:17] ah, [2:54:18] my question is, [2:54:20] may budget, [2:54:21] 8.9 billion. [2:54:23] Nilagay po ng [2:54:24] Kongreso yan [2:54:25] in the 2026 budget, [2:54:28] diba? [2:54:29] Ah, [2:54:29] it's 8.9 billion pesos. [2:54:33] Anong nangyari dun? [2:54:35] But that's a [2:54:35] different question. [2:54:36] Dun muna tayo [2:54:37] sa mas initial na [2:54:38] question. [2:54:38] Sorry, ah. [2:54:39] Because of the, [2:54:40] because of the [2:54:41] situation. [2:54:42] Well, [2:54:42] that's a second question. [2:54:43] It's a second question, [2:54:45] but, [2:54:45] but, [2:54:45] sa first lang, [2:54:46] what if, [2:54:47] bakit po voluntary? [2:54:49] Bakit voluntary kung may budget? [2:54:50] For the RL program. [2:54:52] But are schools not allowed [2:54:53] to have remediation programs? [2:54:55] In fact, [2:54:55] kung nahuhuli yung, [2:54:57] may students na nahuhuli [2:54:58] na kailangan nilang pahabulin, [2:55:00] is that not part of the [2:55:01] responsibility of the state [2:55:02] and government also [2:55:03] in the schools? [2:55:04] I agree with you on that, [2:55:05] remediation program. [2:55:07] So now, [2:55:07] yung second question is, [2:55:09] eh, [2:55:09] ang problema, [2:55:10] meron naman palang budget. [2:55:11] So, [2:55:12] bakit hindi gamitin yun? [2:55:16] Again, ah, [2:55:16] Director Dexter, [2:55:17] agree na kami sa inyo, [2:55:19] pag remediation, [2:55:19] kailangan yan. [2:55:21] Pero, [2:55:21] ang tanong ngayon, [2:55:22] at tapos, [2:55:22] kung hindi naman, [2:55:23] ano, [2:55:23] kung voluntary naman, [2:55:24] gusto mong mag, [2:55:25] pero kung meron na budget [2:55:27] na yung 8.9 billion, [2:55:30] saan natin ginagamit yun [2:55:31] or ng DepEd, [2:55:33] ba't hindi nyo lang [2:55:33] parang additional incentive yun? [2:55:36] Instead of, [2:55:37] sort of complicating the issue [2:55:39] na para nag-violate pa ngayon [2:55:41] ng Magna Carta. [2:55:43] Is that something [2:55:44] that you can consider, [2:55:46] come back to us, [2:55:46] or, [2:55:47] yun lang kasi, [2:55:47] bakit ano eh? [2:55:49] May budget kasi, [2:55:50] yun ang point naman niya. [2:55:51] So, [2:55:52] bigay na natin sa teachers [2:55:53] kung may budget. [2:55:54] To clarify further, [2:55:56] may 8.9 billion na pondo [2:55:59] ang aral program [2:56:01] for fiscal year 2026, [2:56:04] correct? [2:56:06] Sabi sa mic, [2:56:07] sorry, [2:56:07] para malaga, [2:56:08] yes, [2:56:09] 8.9 billion, [2:56:10] yes. [2:56:11] Now, [2:56:12] yung budget na yun, [2:56:13] was that not available [2:56:14] for the summer aral program [2:56:16] this year? [2:56:18] Available na yung pondo na yun? [2:56:20] Ika-clarify ko lang, [2:56:22] Mr. Chair, [2:56:22] may budget talaga [2:56:25] for the aral program. [2:56:28] We'll submit na lang po [2:56:29] yung breakdown [2:56:30] ng 8.9 million [2:56:31] kasi may mga part doon [2:56:33] na kasama yung training, [2:56:35] kasama po yung mga resources, [2:56:37] and kasama din po [2:56:38] yung mga honorarium [2:56:39] for our tutors. [2:56:40] We'll provide po [2:56:41] that breakdown. [2:56:42] Sige, [2:56:43] pero assuming, [2:56:44] wala nga masyadong [2:56:45] tutors eh, [2:56:47] because na-announce yan [2:56:48] May 6 or May 11, [2:56:49] not enough time [2:56:50] to even interview [2:56:53] yung mga possible na tutors. [2:56:55] So, [2:56:55] yung point nga ni Honorable Tinio, [2:56:58] meron pa yun. [2:56:59] Could you not now, [2:57:00] yung mga nag-summer program [2:57:01] na teachers, [2:57:02] at least mabigyan [2:57:03] ng meal allowance [2:57:04] and transportation allowance? [2:57:06] Mr. Chair, [2:57:07] kasi yung sa meal allowance [2:57:08] at saka transportation, [2:57:09] just to clarify, [2:57:10] that was during the [2:57:11] implementation of the [2:57:13] National Learning Camp, [2:57:14] which was the other year, [2:57:15] in 2024 po. [2:57:16] Last year, [2:57:17] we were moving towards... [2:57:19] You have an aral program budget [2:57:21] of 8.9 billion. [2:57:22] Yes or no? [2:57:23] Yes, Mr. Chair. [2:57:24] Yes. [2:57:24] Yung 8.9 billion na yun, [2:57:26] gagamitin ninyo para sa... [2:57:28] yung para ma-implement [2:57:29] yung aral program. [2:57:30] Mr. Chair. [2:57:30] To implement the aral program, [2:57:32] you need teachers, [2:57:33] volunteer teachers, [2:57:34] or tutors. [2:57:36] Mr. Chair. [2:57:36] O ngayon, [2:57:37] wala nga kayong tutor na kuha, [2:57:38] may nakuha kayong [2:57:39] volunteer teachers. [2:57:41] Hindi ba sapat yung 8.9 [2:57:42] para mabigyan ng meal [2:57:44] and transfer allowance? [2:57:45] Yung kakatapos lang, [2:57:46] o patapos. [2:57:47] Yun yung question lang naman [2:57:48] ni Tonchi eh. [2:57:50] We'll verify po, Mr. Chair. [2:57:51] Kasi sa batas po talaga... [2:57:53] Sa batas, [2:57:54] hindi po nakalagay yung [2:57:55] meal allowance [2:57:56] at saka transportation. [2:57:57] It was just [2:57:58] remuneration for our teachers. [2:58:00] What is the definition [2:58:01] of remuneration? [2:58:03] How do we define remuneration? [2:58:07] Paano ba ang... [2:58:08] How do you define that? [2:58:09] Kasi sabi niyo, [2:58:10] sa batas, [2:58:10] remuneration. [2:58:12] Ano ang definition [2:58:12] ng remuneration? [2:58:13] How do you understand [2:58:14] remuneration? [2:58:20] Teacher Ben, [2:58:21] Ma'am Lourdes, [2:58:22] can you help us [2:58:22] with remuneration? [2:58:24] Opo. [2:58:24] Actually, [2:58:25] gusto ko po sana [2:58:25] i-share yung good practice [2:58:26] that we have done. [2:58:28] But ito lang, [2:58:29] gusto ko lang [2:58:30] ma-specify dito yung [2:58:31] may 8.9 billion, [2:58:33] nakalagay rin sa batas, [2:58:34] remuneration lang. [2:58:36] Ano ibig sabihin [2:58:37] ng remuneration? [2:58:38] When we say [2:58:39] remuneration, [2:58:39] yun po yung pay, [2:58:40] regular pay of the soul hand. [2:58:42] Opo. [2:58:42] Remuneration is pay. [2:58:44] O. [2:58:44] Sure, pay yun eh. [2:58:45] So, [2:58:46] you can call it [2:58:48] as a pay. [2:58:49] Pwede pala, [2:58:50] hindi naman natin pala [2:58:50] kalaan tawagin, [2:58:51] ano, [2:58:52] bawal ba magbigay [2:58:53] ng pay? [2:58:54] Sabi nyo, [2:58:54] pwede naman sa [2:58:55] teacher remuneration, [2:58:56] di ba? [2:58:59] Huwag na natin tawagin [2:59:00] meal allowance [2:59:01] or transfer allowance. [2:59:02] Pay na lang, [2:59:03] diretso. [2:59:05] If we have the same [2:59:06] interpretation [2:59:07] as remuneration. [2:59:08] Pasensya na, [2:59:09] asik janira, [2:59:10] Director Jerson. [2:59:12] Yes, [2:59:12] Director Dexter. [2:59:13] Mr. Chair, [2:59:14] dun kasi sa budget, [2:59:16] yung may breakdown [2:59:18] dun yung 8 billion eh, [2:59:20] 1.9 billion [2:59:21] is for [2:59:22] remuneration [2:59:23] for external [2:59:24] tutors. [2:59:25] Okay, [2:59:26] okay. [2:59:26] 1.1 yun? [2:59:28] 1.9. [2:59:29] 1.9. [2:59:29] Oso, [2:59:29] meron pa tayong [2:59:30] 7 billion? [2:59:31] Others are [2:59:32] for training, [2:59:35] textbook, [2:59:38] resources pala, [2:59:39] sorry, [2:59:41] and for [2:59:42] honoraria of teachers. [2:59:47] Honoraria of teachers, [2:59:48] meron? [2:59:49] Yes po, [2:59:49] under [2:59:50] administration of [2:59:51] personal benefits, [2:59:52] Mr. Chair. [2:59:53] Oh, [2:59:53] pwede dun. [2:59:57] I mean, [2:59:58] hindi ko naman sinasabi [2:59:59] tawagin mong [3:00:00] transfer allowance [3:00:01] or meal, [3:00:02] but you can call it [3:00:02] kung anuman yung legal. [3:00:04] May administrator. [3:00:06] Yes, [3:00:06] yes, [3:00:06] sorry. [3:00:06] Yung summer po kasi, [3:00:09] walang nangyaring parang [3:00:11] 6 hours of [3:00:12] instruction na ginagawa [3:00:14] ang teachers. [3:00:15] Definitely wala naman talaga. [3:00:16] Opo. [3:00:16] Kasi summer class siya eh. [3:00:18] Yes, [3:00:18] kaya po, [3:00:19] ang compensation for teachers, [3:00:21] yung depend teachers natin [3:00:23] ay vacation service credit. [3:00:24] Correct. [3:00:25] Tama yun, [3:00:26] yun yung pinamiss nyo. [3:00:26] Ang question nga, [3:00:28] meron na, [3:00:29] sa batas ba [3:00:30] at dun sa breakdown, [3:00:32] pwede ba kayo [3:00:32] magbigay ng allowance [3:00:34] or honoraria sa teachers? [3:00:41] Under the law [3:00:42] or under the breakdown [3:00:44] that you mentioned, [3:00:45] yung inalat na [3:00:46] 1.9 billion [3:00:47] for volunteers, [3:00:49] ganoon, [3:00:50] meron ba dyan [3:00:50] na pwedeng [3:00:51] honoraria [3:00:52] or allowance [3:00:53] for teachers [3:00:54] who have rendered service? [3:00:56] Pwede nyo naman [3:00:57] i-prorate eh. [3:00:58] Hindi ko naman sinasabing [3:00:59] hindi nyo prorate. [3:00:59] Ang point ko lang, [3:01:00] meron ba? [3:01:05] Director Dexter, [3:01:06] meron? [3:01:06] Are we still speaking [3:01:13] about the summer [3:01:14] competition? [3:01:15] Summer lang, [3:01:15] summer na lang. [3:01:16] Ito lang, [3:01:18] yung ongoing pa ata eh. [3:01:21] Yes, [3:01:21] ongoing pa. [3:01:22] Itong ongoing, [3:01:23] sa 8.9 billion budget [3:01:25] for the RRL program, [3:01:27] meron ba dyan [3:01:28] kahit sa breakdown [3:01:29] or the law [3:01:30] which would allow [3:01:30] the Department of Education [3:01:32] to give an allowance [3:01:33] or honoraria [3:01:34] to the teachers [3:01:35] rendering service? [3:01:37] Yes or no lang naman yun? [3:01:38] Kung no, [3:01:39] okay naman. [3:01:39] Hindi nyo lang na wala. [3:01:40] Mr. Chair, [3:01:41] I would like to defer [3:01:42] to LSC budget po nila. [3:01:45] Sige. [3:01:45] Sige po, [3:01:46] Mr. Chair, [3:01:47] I was just told po [3:01:48] by our colleagues [3:01:49] from finance [3:01:50] that the compensation [3:01:52] of non-DEP-ED [3:01:53] RRL tutor, [3:01:54] so this is the [3:01:54] 1.968 billion [3:01:56] under the Basic Education [3:01:58] Curriculum Fund, [3:01:59] yun po pwedeng, [3:02:00] may possibility [3:02:00] to realign [3:02:01] towards those [3:02:02] particular costs. [3:02:03] So we'll have to study [3:02:04] You'll have to study [3:02:05] and by early, [3:02:06] kailan nyo kami [3:02:07] mababalikan [3:02:08] ng written [3:02:09] para [3:02:09] ma-share namin [3:02:10] kay Honorable Tino, [3:02:12] Honorable Larnie, [3:02:13] Honorable Gatchalian, [3:02:15] at sa lahat [3:02:16] ng members dito [3:02:17] na [3:02:17] Dep-ED [3:02:19] studied it [3:02:20] and pwede pala [3:02:21] o hindi pwede. [3:02:23] How much time [3:02:24] do you need? [3:02:25] Kasi koconsult ko yun [3:02:26] ang legal ninyo [3:02:26] para ano, [3:02:27] hindi nyo masabing [3:02:28] minadali kayo. [3:02:30] One year? [3:02:30] Two years? [3:02:31] Ayon, [3:02:32] we'll have to [3:02:35] consult rin po [3:02:36] with DBM [3:02:36] because pesaro po ito. [3:02:37] So how long lang? [3:02:38] Para lang ano, [3:02:39] two weeks, [3:02:40] three weeks, [3:02:41] one year? [3:02:41] Two to three weeks [3:02:41] hindi naman po [3:02:42] siguro one year. [3:02:45] We'll say [3:02:45] two weeks na lang po, [3:02:46] Mr. Chair. [3:02:47] If we need more time, [3:02:47] we'll let you know po. [3:02:48] Pero two weeks po [3:02:49] ang hinihingi namin. [3:02:50] Two weeks, [3:02:51] you'll come back to us [3:02:51] para pag tumawag [3:02:53] si Teacher Benjo, [3:02:55] si Teacher Ruby, [3:02:56] may sagot kami [3:02:57] based on what [3:02:58] you wrote us. [3:02:59] Pero, [3:02:59] Mr. Chair, [3:03:03] hopefully, [3:03:05] Pareho tayong [3:03:05] direksyon. [3:03:06] Yes. [3:03:06] Pareho tayo. [3:03:07] Pero gusto ko lang [3:03:08] magdaling sa kanila. [3:03:10] Oo nga. [3:03:11] Pero hopefully, [3:03:12] nagkakaisa naman po [3:03:13] yata ang committee. [3:03:14] I won't even make [3:03:15] it a motion na [3:03:16] sana ay [3:03:18] ganun nga [3:03:20] ang mangyari. [3:03:20] Marie Align [3:03:21] yung available fund [3:03:24] which is supposed [3:03:25] to be for the [3:03:26] honoraria of [3:03:27] external teachers. [3:03:30] Not external teachers. [3:03:31] Basta yung teachers [3:03:32] lang natin [3:03:32] dapat bayaran nila. [3:03:33] Oo nga. [3:03:34] Pero yung [3:03:34] appropriation [3:03:38] is for the hiring [3:03:39] of external tutors. [3:03:41] Pero hindi nga [3:03:41] nangyari. [3:03:42] At mga [3:03:42] deaf ed teachers [3:03:43] ang nagturo [3:03:45] voluntarily. [3:03:47] So, [3:03:48] hopefully, [3:03:51] ang position natin, [3:03:52] di ba, [3:03:52] chair, [3:03:53] ng committee ito, [3:03:54] ay gamitin na [3:03:55] yung pondo na yun, [3:03:57] gawa ng paraan [3:03:58] para [3:03:58] makompensate, [3:03:59] mabigyan ng [3:04:00] remuneration [3:04:01] ang ating [3:04:03] mga [3:04:03] Arab teachers [3:04:04] for summer. [3:04:05] Ang position [3:04:05] ng committee, [3:04:06] in my opinion, [3:04:07] is simply [3:04:08] to follow the law. [3:04:09] Tingin ko, [3:04:10] kaya nila yun. [3:04:11] Tingin ko naman, [3:04:12] sa totoo naman, [3:04:13] huwag naman, [3:04:13] we cannot [3:04:14] huwag na rin naman [3:04:15] natin sulohin. [3:04:16] Kilala natin yung [3:04:17] deaf ed family na ito. [3:04:18] I think this deaf ed family [3:04:20] wants also to, [3:04:21] syempre, [3:04:22] pag nag-remuneration sila, [3:04:23] sa totoo, [3:04:25] sila yung vida sa teachers. [3:04:26] I'm sure they want that also. [3:04:28] But it is just [3:04:28] to make sure [3:04:29] na legally [3:04:30] pwede nilang gawin. [3:04:32] Pero with respect to, [3:04:33] I think lahat tayo dito, [3:04:35] kasama ang deaf ed, [3:04:37] sure ko, [3:04:38] isang direksyon natin, [3:04:39] we want that to happen. [3:04:41] So, [3:04:41] I don't think we, [3:04:43] yun lang, [3:04:44] tonchi, [3:04:44] bigilan natin sila [3:04:45] lang, [3:04:46] hinihingi nilang [3:04:47] two weeks [3:04:47] para maayos yun. [3:04:50] Pangalawa, [3:04:50] hindi pa tayo tapos doon, [3:04:51] yung sa, [3:04:53] etong sa six hours na ito, [3:04:55] could you also give us, [3:04:57] again, [3:04:57] we will give you some time, [3:04:58] kayo na magdikta sa amin [3:04:59] ng time. [3:05:01] Ano ba yung [3:05:01] six hours na ito [3:05:02] compared to that, [3:05:05] to the overtime pay? [3:05:06] Kasi dito talaga [3:05:07] nagkaka-confusion eh, [3:05:09] sa overtime pay. [3:05:10] Baka you have to consult [3:05:11] with the Solgen, [3:05:13] your internal legal, [3:05:15] pero bigyan nyo kami [3:05:16] ng ano, [3:05:17] bakit, [3:05:17] bakit nakatakda [3:05:19] dun sa six hours? [3:05:20] Kasi sabi naman [3:05:21] ng Magdacarta, [3:05:22] maximum yun. [3:05:24] E paano nga [3:05:24] kung yung load [3:05:25] na binigay ni Ma'am Aguinaldo [3:05:26] ay talagang [3:05:27] four hours a day lang? [3:05:29] So pwede bang [3:05:30] yun yung four hours [3:05:31] and then if it's [3:05:31] a special program, [3:05:34] yun dapat considered [3:05:35] overtime siya. [3:05:36] Baka you should [3:05:37] finalize that [3:05:38] with the legal [3:05:39] of government, [3:05:40] your own legal. [3:05:42] And then yung third is, [3:05:44] really, [3:05:44] kung remediation siya, [3:05:46] na program ninyo, [3:05:47] hindi dahil [3:05:47] oral program, [3:05:49] pero sa inyo, [3:05:50] kasi that's still academics, [3:05:51] baka yun, [3:05:52] yun yung ano ninyo, [3:05:53] that's why [3:05:53] matatak in yun [3:05:54] sa six hours. [3:05:55] But I think [3:05:56] you also [3:05:57] owe it to yourselves. [3:05:59] Kasi sa totoo naman, [3:06:01] ang daming reforms [3:06:02] naman nilang ginagawa, [3:06:03] ang nangyayari lang talaga, [3:06:04] parang sila lagi [3:06:05] yung ano eh, [3:06:06] yung kontrabida, [3:06:07] pero sa totoo, [3:06:08] nasa ano lang eh, [3:06:09] it is that legal issue [3:06:10] lagi. [3:06:11] But to give you also [3:06:12] that way forward, [3:06:13] baka tingnan nyo lang [3:06:14] legally, [3:06:15] solgen, [3:06:15] internal ninyo, [3:06:17] get an opinion, [3:06:19] baka sa DOJ, [3:06:19] pwede rin pala, [3:06:20] an opinion, [3:06:22] papano lahat ito, [3:06:23] so that, [3:06:24] to support, [3:06:25] para alam naman natin, [3:06:26] pare-pare tayong [3:06:26] direction lang eh, [3:06:27] para maliwanag lang. [3:06:30] Yes, Honorable Tino? [3:06:31] Chair, yun nga, [3:06:31] buti nabanggit nyo rin, [3:06:33] pero I think, [3:06:34] napakahalaga po, [3:06:36] kung babalikan, [3:06:38] at sana ma-amend, [3:06:41] ng DepEd, [3:06:43] yung kanilang DepEd Order [3:06:44] Number 5. [3:06:45] Para nga yung [3:06:46] shawl na yun, [3:06:48] ay, [3:06:49] ayon sa Magna Carta, [3:06:53] which says, [3:06:53] it's just a maximum, [3:06:55] yung 6 hours. [3:06:56] Ibig sabihin, [3:06:57] ang load ng teacher, [3:07:00] is considered a full load, [3:07:01] kung, [3:07:03] you know, [3:07:06] yun na, [3:07:06] nabigyan siya ng load, [3:07:08] na sapat, [3:07:09] at kinakailangan, [3:07:10] ng school, [3:07:11] regardless of hours. [3:07:13] Diba? [3:07:13] After you get your legal opinions, [3:07:16] from DOJ, [3:07:16] Solgen, [3:07:17] internally, [3:07:18] pwede nyo, [3:07:18] iseparate eh, [3:07:20] para mag-comply kayo, [3:07:22] dun sa Magna Carta, [3:07:23] yung, [3:07:24] yung maximum 6 hours, [3:07:26] is of course, [3:07:27] in the context, [3:07:29] na yung regular, [3:07:30] programming ninyo. [3:07:32] If remediation is part of that, [3:07:34] you have to be clear about that. [3:07:35] Pero, [3:07:37] kung gusto ng, [3:07:38] kung gusto ng overtime, [3:07:40] ano yung sabi sa inyo ng legal ninyo? [3:07:43] Saan i-co-compute? [3:07:44] Pwede ibang paragraph yun eh. [3:07:46] Diba? [3:07:46] Pero para lahat, [3:07:47] maliwanag, [3:07:48] and, [3:07:49] because of that, [3:07:49] pwede pumuntang ma-clarify sa Supreme Court. [3:07:52] Diba? [3:07:52] Para maayos lang. [3:07:54] Kasi, [3:07:55] maganda rin yun eh. [3:07:56] I think, [3:07:56] even the DepEd naman, [3:07:58] ang issue lang naman ng DepEd, [3:07:59] huwag lang sila lumabag sa batas eh. [3:08:01] Yun lang naman ang issue nila lagi eh. [3:08:03] Kasi, [3:08:03] syempre, [3:08:03] diba? [3:08:03] Who wants to, [3:08:04] ano? [3:08:04] So, [3:08:04] kung gusto lang nila, [3:08:05] kung sabihin ng, [3:08:06] by law, [3:08:07] we say it, [3:08:08] or by the Supreme Court decision, [3:08:10] tusunod naman lahat eh, [3:08:11] pati sila eh. [3:08:12] Pati sila, [3:08:12] diba? [3:08:13] The end of the day dun tayo. [3:08:14] Mam Lourdes? [3:08:16] Thank you, [3:08:16] Mr. Chair. [3:08:18] I just want to share good practices [3:08:19] ng mga alam kong private school [3:08:21] and even other countries [3:08:22] to address this. [3:08:24] So, [3:08:24] kasi po, [3:08:24] talagang, [3:08:25] yung literacy, [3:08:27] napaka-importante, [3:08:28] although nakita kong [3:08:28] aral program natin [3:08:29] nagsisimula sa grade 2. [3:08:31] So, [3:08:31] kaya talagang lagi tayo na, [3:08:33] ano eh, [3:08:34] solution na talaga palagi. [3:08:36] Pero maganda sana [3:08:37] kung ang aral program natin [3:08:38] dun palang sa preschool age [3:08:39] kasi dun na tututo magbasa. [3:08:41] So, [3:08:41] sa ibang country po, [3:08:42] ini-empower lahat. [3:08:44] Kahit na tutor ka, [3:08:45] parent ka, [3:08:46] basta't available ka, [3:08:47] bibigyan ka ng training [3:08:48] how to prepare the child [3:08:49] to be ready how to read. [3:08:51] In fact, [3:08:51] napakamura nun. [3:08:52] Equivalent sa peso natin, [3:08:54] 75. [3:08:55] And then dito, [3:08:55] nag-conduct tayo [3:08:56] nitong nakaraang summertime, [3:08:58] 5,000 lang, [3:08:59] and then 3,500. [3:09:00] Pero ang point ko po dito, [3:09:02] chairman, [3:09:03] ang point ko po, [3:09:04] kasi po, [3:09:05] natatakot lang ako, [3:09:06] kasi maganda po [3:09:07] yung nire-recommend [3:09:07] yung mga teachers [3:09:08] o bigyan anong incentive. [3:09:10] Pero na-experience natin yan, [3:09:11] bakit ang laki [3:09:12] ng problema natin [3:09:13] sa literacy? [3:09:14] Kasi ang bata, [3:09:15] kahit na hindi siya [3:09:16] pumasa sa level na to, [3:09:17] hindi dapat i-promote [3:09:19] sa next level, [3:09:20] pinopromote. [3:09:21] Bakit? [3:09:21] I'm sorry talaga, [3:09:23] mahal ko kayong lahat [3:09:24] kahit nasa public, [3:09:26] mahal ko kayong lahat. [3:09:27] Pero nasaktan talaga ako [3:09:28] sa laging experience natin [3:09:30] na ang bata, [3:09:31] hindi dapat i-promote [3:09:32] sa next level, [3:09:34] pero pinopromote natin. [3:09:35] Bakit? [3:09:36] Kasi yung performance rating [3:09:37] dapat maganda. [3:09:39] Bakit dapat maganda [3:09:40] ang performance rating? [3:09:41] Kasi dahil sa performance bonus. [3:09:43] So kaya ako, [3:09:43] yung bata [3:09:44] ang nag-suffer in the end. [3:09:45] So natatakot po ako na, [3:09:47] o sige, [3:09:47] summer may bayad ka [3:09:49] pagka magbibigay ka [3:09:50] ng tutorial. [3:09:51] Eh dahil may bayad, [3:09:52] bayangan ko na itong [3:09:53] di matuto sa regular school day [3:09:54] kasi tuturuan ko ito sa summer. [3:09:56] At least I have extra pay. [3:09:57] Natatakot po ako doon. [3:09:59] And then, [3:10:00] alam din natin talaga [3:10:02] na [3:10:02] ang bata [3:10:04] dapat natuto sa classroom. [3:10:06] Yung six hours [3:10:06] na teaching load [3:10:07] ng teacher [3:10:08] natuto dapat. [3:10:09] Ang point, [3:10:10] bakit hindi natuto? [3:10:11] Kasi po sa private school, [3:10:12] kami meron kaming [3:10:13] yung reading [3:10:13] comprehension [3:10:15] reading proficiency day. [3:10:18] Lahat yung bata [3:10:18] bago mag-grade 1 [3:10:19] nandyan sila. [3:10:20] Kung lima yan, [3:10:21] papabasahin talaga yan. [3:10:23] Kung sa isang klase, [3:10:24] 50% [3:10:25] hindi nakabasa, [3:10:26] may problema teacher, [3:10:27] teacher you have to re-teach. [3:10:29] Turuan mo ulit. [3:10:30] Pero kung sabihin natin [3:10:31] 75%, [3:10:33] 80% nakakabasa, [3:10:34] 30%, [3:10:35] 25% bang hindi, [3:10:36] alam natin [3:10:37] baka slow learner to, [3:10:39] baka meron talaga [3:10:40] siyang difficulty. [3:10:41] So, [3:10:42] yun yung mga binibigyan natin [3:10:43] ng enrichment [3:10:44] or remedial class [3:10:45] na may bayad ulit [3:10:46] yung teacher. [3:10:47] Pero kung 50% [3:10:48] hindi nakabasa, [3:10:50] may problema [3:10:50] sa pagtuturong [3:10:51] ni teacher, [3:10:51] teacher you have to re-teach, [3:10:52] hindi mo kailangan [3:10:53] bayaran ng teacher [3:10:54] kasi hindi niya [3:10:55] na-fulfill. [3:10:57] Kahit nga yung [3:10:58] everyday teaching, [3:10:59] yung everyday, [3:11:00] kailangan everyday [3:11:01] kahit five questions yan. [3:11:03] Kasi dun mo makikita, [3:11:04] kung 50, [3:11:05] limang question na lang yan, [3:11:06] napakadali. [3:11:07] Kung 50%, [3:11:08] hindi nakasagot, [3:11:09] may problem talaga [3:11:10] si teacher, [3:11:10] na-teach teacher. [3:11:12] Pero kung 7, [3:11:13] nakasagot 8, [3:11:14] 80%, [3:11:15] baka yung bata [3:11:16] lang may problem, [3:11:17] i-review mo lang. [3:11:19] At kung after nun, [3:11:19] meron pa rin hindi [3:11:20] nakahabol, [3:11:21] yun ang kailangan [3:11:21] ng one-on-one [3:11:22] kay teacher. [3:11:23] So, [3:11:23] kahit po yung mga [3:11:24] parents natin, [3:11:25] lalo na kung [3:11:26] waiting sila, [3:11:27] lalo kami sa private, [3:11:28] kung binigyan mo [3:11:29] ng scholarship grant yan, [3:11:31] tinatrain sila. [3:11:32] So that they can help [3:11:33] yung mga batang [3:11:34] may problem, [3:11:35] tinuturoan namin sila [3:11:36] how to prepare [3:11:37] the child to be ready [3:11:38] how to read. [3:11:39] Kasi po, [3:11:40] pag pinabayaan talaga [3:11:41] natin yung preschool [3:11:41] hanggang grade 1, [3:11:43] grade 2 kayo [3:11:44] nagsisimula, [3:11:44] eh hanggang grade 1, [3:11:46] lagi tayong remediation, [3:11:48] lagi tayong humahanap [3:11:49] ng solusyon, [3:11:49] kailangan tapusin na natin [3:11:51] yung need for intervention [3:11:53] kasi dapat lahat yan [3:11:54] nagbabasa [3:11:55] bago mag-grade 1 po. [3:11:58] Thank you, [3:11:58] ma'am, [3:11:58] do this. [3:11:59] Yes, [3:11:59] Honorable Tino. [3:12:00] Okay. [3:12:02] It was brought [3:12:05] to my attention, [3:12:06] Chair. [3:12:06] Deped Memor No. 1 [3:12:08] Series of 2026. [3:12:11] These are guidelines [3:12:12] on the implementation [3:12:13] of Aral [3:12:14] na nilabas ng Deped. [3:12:16] Number 31. [3:12:18] Teachers with less than [3:12:19] 6 hours of teaching load [3:12:21] shall be prioritized [3:12:23] in the selection [3:12:24] and assignment [3:12:26] of Aral tutors [3:12:28] provided they have [3:12:31] the required specialization [3:12:32] or have been determined [3:12:34] qualified to handle [3:12:36] Aral classes. [3:12:37] So, [3:12:38] yun po yung sinasabi natin. [3:12:39] It is in fact [3:12:41] part of the official policy [3:12:43] Yes, [3:12:44] but it is not wrong. [3:12:46] Yes. [3:12:46] Because as you read it, [3:12:48] it prioritizes. [3:12:50] So, [3:12:50] there is an initial step [3:12:52] na nag-volunteer yung tao. [3:12:54] Kasi, [3:12:55] by the wording itself, [3:12:56] because we cannot accept [3:12:58] all tutors [3:12:59] or all teachers [3:13:00] to be able to be part [3:13:01] of the Aral program. [3:13:02] Kailangan, [3:13:03] kahit pa pano, [3:13:04] may, [3:13:05] kunyari, [3:13:05] marami talaga [3:13:06] ang mag-apply [3:13:07] kasi apparently [3:13:08] mukhang may remuneration. [3:13:11] Dapat meron, [3:13:11] that's why the word [3:13:12] use is prioritized. [3:13:13] And by the use [3:13:14] of the word prioritized, [3:13:16] ang interpretation ko doon, [3:13:17] ibig sabihin, [3:13:18] may sense of [3:13:19] being a volunteer. [3:13:21] Well, [3:13:21] but that may be [3:13:24] the interpretation [3:13:24] of the chair, [3:13:25] but unfortunately, [3:13:27] in the field, [3:13:27] ang nangyayari talaga dito [3:13:29] ay, [3:13:30] well, [3:13:30] wala ka pang six hours [3:13:31] o ikaw nasa aral. [3:13:34] I mean, [3:13:34] hindi po ba ganun? [3:13:36] Actually, [3:13:37] yun na ang sinabi [3:13:39] ng principal kanina. [3:13:40] No? [3:13:41] Eh, [3:13:42] hindi pa kayo [3:13:42] nakaka six hours eh. [3:13:43] Hindi kayo [3:13:43] nasa aral. [3:13:45] No? [3:13:45] Ma'am, [3:13:46] maginal to. [3:13:46] So, [3:13:46] ganun ang ginag, [3:13:47] and again ah, [3:13:49] baka na may [3:13:49] misunderstanding lang. [3:13:53] Pero because of that, [3:13:54] rinerequire nyo talaga. [3:13:56] As principal po, [3:13:58] we should [3:13:59] be compassionate [3:14:00] also to our teachers. [3:14:01] What about [3:14:02] ako ayaw ng teacher? [3:14:04] Sabihin siya, [3:14:05] ma'am, [3:14:05] di ako pwede. [3:14:07] Pwede naman po. [3:14:09] Meron pa namang [3:14:09] mga reserved teachers. [3:14:11] Is there ever been an instance [3:14:14] Na kulang [3:14:16] Kaya sabihin mo, hindi, ikaw na [3:14:17] Wala ng choice, di ko na umabot [3:14:19] Wala pa namang chances [3:14:22] Thank you, Mama Ginaldo [3:14:25] Pero anyway, tama pa rin si [3:14:27] Honorable Tino, end of the day [3:14:29] Kailangan maliwanag talaga [3:14:31] Yung six hours kasi [3:14:33] Talaga na-violate [3:14:35] Yung prinsipyo ng maximum [3:14:37] Maximum kasi talaga yun [3:14:38] Yun po talaga, ang punot dulo nito, Chair [3:14:41] Kaya dapat po talaga [3:14:43] Tanggalin na yung mandatory six hours [3:14:46] Sa mga teacher [3:14:47] In accordance with the Magna Carta [3:14:50] Hopefully, ano [3:14:53] Yun lang naman eh [3:14:54] Kailangan yung maximum six hours [3:14:56] Huwag naman natin i-violate yung [3:14:58] Yung Magna Carta for public school [3:15:01] Yun lang naman eh [3:15:02] Again, sa experience ko [3:15:04] Pati yung huli namin sa base ko [3:15:06] More than willing on teachers eh [3:15:07] You don't have to tell them eh [3:15:10] Hindi nyo siya kailangan [3:15:11] I-mandate eh [3:15:14] Gagawin naman nila [3:15:15] Voluntarily [3:15:15] Pero [3:15:16] To put that in writing [3:15:18] Na parang [3:15:18] O shall be six hours [3:15:20] Parang may sense na teka [3:15:22] Pero yung overtime pay ninyo [3:15:26] I think that is something [3:15:28] You should take a look at also [3:15:29] With your legal [3:15:30] And take a look upon [3:15:31] Teacher Ruby [3:15:34] Meron lang po ako i-raise [3:15:36] Kasi po [3:15:37] Gusto ko lang po talagang itanong [3:15:40] Kasi nung nakaraang hearing po natin [3:15:42] Diba [3:15:42] Binabanggit natin [3:15:44] Kung tutuusin [3:15:45] Dapat nga hindi talaga ito [3:15:46] Ikarga dun sa mga teachers natin [3:15:48] Ano po bang ginawa nung DepEd [3:15:49] Para i-encourage [3:15:51] Yung mga non-DepEd tutors natin [3:15:53] Kasi ang sinasabi po [3:15:54] Nung ating mga school heads [3:15:55] Talaga [3:15:55] Ay hindi malinaw talaga eh [3:15:58] Paano ba yung [3:15:59] Gagawin nilang encouragement [3:16:00] Dahil nga [3:16:01] Walang malinaw na panggagalingan [3:16:02] Nung pondo [3:16:03] For food at saka transportation [3:16:05] Tapos ito na nga [3:16:07] Yung remuneration na sinasabi [3:16:08] Hindi rin po alam [3:16:09] Pero yung ibang mga agency [3:16:11] For example [3:16:12] DSWD [3:16:13] Meron silang tara ba [3:16:14] Sa program [3:16:15] Malinaw may 500 pesos [3:16:17] Kahit sino [3:16:17] Basta volunteer [3:16:18] Na pong magbahagi doon [3:16:21] Sa Tarabasa program [3:16:22] May 500 pesos [3:16:23] So mas [3:16:24] Mas na-encourage nila [3:16:26] Yung mga non-DepEd tutors natin [3:16:28] So ganun [3:16:29] Pero ang isa pa [3:16:30] Mr. Chair [3:16:31] Gusto ko rin pong i-register [3:16:32] Yung usapin ng service credit [3:16:34] Kasi [3:17:22] Sobrang bait po [3:17:25] Get council [3:17:28] And ask [3:17:30] Then you can reply to us [3:17:32] So two weeks rin yun [3:17:33] Yes Mr. Chair [3:17:35] We're requesting initially [3:17:36] Two weeks po [3:17:37] Para respond to all of these [3:17:39] You're requesting initially [3:17:40] Sorry Mr. Chair [3:17:41] We're requesting two weeks po [3:17:42] To respond [3:17:43] So with that [3:17:45] Huwag na natin masyadong [3:17:46] I think [3:17:47] Mesyo importante na rin [3:17:49] It's already [3:17:51] 110 [3:17:52] Again ano [3:17:54] Sana [3:17:55] Ang isyo kasi [3:17:56] To my fellow members [3:17:58] Isang napansin ko sa base ko [3:18:00] Talagang maybe [3:18:02] Marami tayong batas [3:18:03] Marami tayong re-require sa kanila [3:18:05] Na hindi nagiging handa [3:18:07] Dahil hindi pa nga nila [3:18:08] Tapos yung ibang trabaho nila [3:18:09] Kailangan nilang gawin yung ibang trabaho [3:18:11] So maybe [3:18:12] Deped can also advise [3:18:13] Both the House and the Senate [3:18:16] Na sobra na yung load [3:18:18] Maybe it's about time [3:18:20] That you also put your foot down [3:18:22] Kasi katulad ito [3:18:23] Tinanong ni Teacher Ruby [3:18:24] Ano nangyari? [3:18:26] Ba't hindi ninyo [3:18:27] Nasabihan yung [3:18:28] Volunteer [3:18:29] Volunteers [3:18:30] Yung non-teacher volunteers [3:18:31] Based on the base ko [3:18:33] To [3:18:34] Kasi hindi naman sila [3:18:36] Nabigyan ng proper [3:18:37] Enough time [3:18:38] To be able to [3:18:40] To interview [3:18:41] To announce [3:18:43] Walang enough time [3:18:44] So baka naman [3:18:45] Ang dami masyadong [3:18:46] Re-require [3:18:47] Ang policymaker sa inyo [3:18:50] That you have to comply with [3:18:52] Kaya nangyayari [3:18:53] Half-baked lahat [3:18:54] Baka naman [3:18:55] It's about time [3:18:56] You also tell us [3:18:57] Baka [3:18:58] Wala naman problema [3:19:00] Based on the ban [3:19:01] Naman lahat dito [3:19:02] Makikinig naman sa inyo [3:19:03] Kaya laas na [3:19:04] Eh kasi naman [3:19:05] Ang dami yung pinapagawa sa amin [3:19:07] Hindi namin fully [3:19:08] Maluto yung kailangan gawin [3:19:10] Kailangan na namin gawin [3:19:11] Yung susunod na activity [3:19:12] And maybe [3:19:15] Sabihin [3:19:16] Tanong nyo na sa sarili nyo [3:19:17] Baka yung competencies [3:19:18] Kayo na nagsabi [3:19:20] Based on your assessment [3:19:21] 88% or even more [3:19:23] Are not independent leaders [3:19:24] Maybe [3:19:25] Kailangan [3:19:26] May emergency na kayong gawin [3:19:27] Maybe for this year [3:19:29] Huwag naman nyo [3:19:30] Nang punuin ng competencies [3:19:31] Kailangan [3:19:33] It's a special case [3:19:34] Pagbigyan nyo rin ng teachers [3:19:36] Na makahabol [3:19:37] Na ma-up to date [3:19:39] And yourselves [3:19:39] Diba [3:19:40] And tell us [3:19:42] Diba sabihin nyo na sa policymakers [3:19:43] Part kayo ng problema [3:19:45] Dami yung hinihingi sa amin [3:19:46] Na gawin [3:19:47] Maybe ganun ano [3:19:49] Diba [3:19:49] Feeling ko kasi [3:19:51] Baka sumasobra na rin [3:19:53] Yung requirement [3:19:54] Pati sa teachers [3:19:54] Baka [3:19:55] It's about time [3:19:56] You put your foot down [3:19:57] Some of the things [3:19:58] That are being done [3:19:59] With that [3:20:00] Okay lang [3:20:01] Let's just spend [3:20:02] The discussions [3:20:04] On the briefings [3:20:05] By the Department of Education [3:20:06] And if there are other matters [3:20:07] Kung wala naman [3:20:09] To give everybody time [3:20:11] To talk [3:20:12] And to [3:20:13] Kasi baka naman [3:20:14] Marevise pa yung [3:20:15] Curriculum [3:20:16] For this coming academic calendar [3:20:17] Huwag na masyado mabiga [3:20:19] Reading comprehension [3:20:20] Baka special year talaga ito [3:20:22] For math [3:20:22] Reading comprehension [3:20:24] And things like this [3:20:25] With that [3:20:26] Kung wala naman [3:20:26] Gusto na i-discuss [3:20:27] Ang members [3:20:28] Move to adjourn [3:20:30] Chair [3:20:30] There is a motion [3:20:31] To adjourn [3:20:31] By the Honorable Tino [3:20:32] Julie sent by the [3:20:33] Our Vice Chair [3:20:34] The Honorable Arnie Roque [3:20:36] Is there any objection [3:20:37] Chair or none [3:20:38] This committee meeting [3:20:40] Is now adjourned [3:20:41] Maraming salamat sa lahat [3:20:42] Jopay [3:21:09] Ang sagot dyan [3:21:10] Okay [3:21:13] Ito na [3:21:15] Ready na ating mga actors [3:21:16] Daday [3:21:17] Actors, Lights, Camera, Act, Song [3:21:19] 2006