The Department of Education (DepEd) has given school principals the authority to set up classes at the granular level based on the actual conditions of the community and consultation with the Superintendents of Schools (SDS) and Local Government Units (LGUs).
“This ensures that decisions are strictly coordinated with affected classrooms or specific grade levels, eliminating the usual cancellations, “no classes for everyone” across the board,” the agency said in a news release Friday.
Data from the Second Commission of Congress on Education (EDCOM 2) showed that approximately 30% of the days of classes for the 2023-2024 School Year were lost due to suspensions.
Of these, 32 days had disasters, such as typhoons, earthquakes, and extreme heat, between April and May. 12 days were also lost due to non-teaching activities, followed by four local holiday suspensions, four days off in class, and one day of closure due to conflict.
Under the Ministry of Education Instruction No. 14 s. 2026, principals, SDS, and Division Alternative Learning Systems Focal Points are provided with a clear decision-making framework for dealing with classrooms disrupted by natural disasters and other emergencies.
“If there is a crisis or crisis, our first question should be: is it safe for children and teachers, and can they teach and learn?” Education Secretary Edgardo “Sonny” M. Angara said in a Filipino press release.
“We cannot expect the same from them during normal times and when they are faced with danger, fear, or loss,” he added.
The new guidance introduces a standards-based Learning Continuity Framework to guide schools in choosing appropriate learning responses based on the safety, effectiveness and sustainability of students and teachers. The four levels are Hayo (or Continue), Hinay (or Ease-in), Hinga (or Check-in), and Hinto (or Quit).
Continue with signs that participants are safe and normal in-person reading can continue. Meanwhile, ease of access is effective during slow learning, with flexibility resulting from minimal disruption.
Entry is used when welfare is prioritized and academic demands are reduced. Stop level is for learning that is stopped due to safety and basic needs risks.
The guidelines also set standards for emergency learning resources and experiences to continue learning without putting undue stress on students and teachers, including learning packets, print or digital modules, streaming materials, family resources, entry guides, home learning support, and emergency learning resources.
“The real essence of continuing to learn is compassion—knowing when to keep going, when to slow down, when to step in, and when to stop to put safety first,” said Mr Angara.
DepEd said the new policy applies to public elementary and secondary schools, DepEd-operated Community Learning Centers (CLCs), and DepEd-recognized ALS providers.
However, private schools, ALS providers, and basic education units of local or regional universities and colleges (SUCs and LUCs) can also accept it. – Almira Louise S. Martinez
