MAED

MAJOR IN
ADMINISTRATION AND
SUPERVISION

CURRENT ISSUES AND

PROBLEMS IN EDUCATION

MALOU A. BONGHANOY
JANUARY 23-24, Week 1

Submit a self-introduction (2 paragraphs only)

I am Malou A. Bonghanoy, 24 years old at Cabungahan, City of Naga, Cebu. I am currently working
at Alpaco Elementary School at Division City of Naga, Cebu. It’s been 2 years since I entered at
public school including as a Substitute Teacher until I became a regular teacher. In my 2 years at
service I experienced a lot of challenges specifically on dealing with the parents since I am still new
and haven’t such an idea on how to build a good rapport with the parents of my students. However, I
didn’t surrender instead I always think positive things that these might only be a good experience to
become more flexible and a well-skilled teacher. Gradually, I developed my weakness and replaced it
with strength until I found it more comfortable and love my profession.

I have decided to continue to study to earn master’s degree at Cebu Technological University
because I found out that this school produces many successful students at their chosen degree, it is
such a great opportunity to everyone who wish to continue their study because there is a school
(CTU) who offers better quality education but less tuition. Therefore, pursuing my career in your
school could help me a lot to develop instructional skills and to establish my authority in the fields of
teaching.

Relate the subject to CTU-VMGO

An administration shows the reality of government and public organization in

their provision of public good or service for the citizen. It is an independent subject from the

accounting, economic, political, and legal science, which is interdisciplinary and strives for

any distinct goal of studies.

The CTU University, foster unity and cooperation among students, faculty and administrations, to

recognize and define rights, and responsibilities, thereby actualizing the vision of the University.

Present student views on matter directly affect them to the school administration. Assist students in

investigating and solving problems concerning their studies and conflicts arising from daily

undertakings.
JANUARY 30-31, Week 2

Discuss in 200-300 words the current educational system and politics in the Philippines

The current system of education in the Philippines is in the brink of extinction, for a new Education
System is being proposed. The existing system of 6 years in Elementary, and 4 years in Secondary
before entering Tertiary is being challenged. In fact, a major reform in the Education System is on the
horizon, and this shall radically change the way Filipinos are educated. Many queries arise because
of the new system. Students, parents and even educators doubt the effectiveness of K+12
curriculum.

Contrarily, the Department of Education does not want to be stopped and is determined to pursue the
program. On a reform as massive as this, it is expected that the opinions of the people are divided;
after all, it depends in the k+12 on how the Education of the country will progress.

Politics of patronage is not only practiced by politicians in the Philippine educational system.

School administrators practice it also. It comes in the form of giving favors to favored employees at
the expenses of those who are not within the good graces of their school administrators. It is this kind
of patronage that breeds corruption, inefficiency and incompetence because a very special relation
has been established between the school administrator concerned and his employee.This politics of
patronage in schools has created a pool of subservient employees aping their school administrators
because they are opportunists (balimbings). These subservient employees always look forward to
unlimited favors such as seminars, promotion, favored assignments, travel abroad, etcs. They (the
middle-level echelon) are the ones who are very quick in defending their boss against criticism. It is,
of course, natural for them to defend the source of their unlimited favors.
FEBRUARY 6-7, Week 3

Discuss the following:

Public Interest should uphold over and above personal interest

Public officials and employees shall always uphold the public interest over and above personal
interest. All government resources and powers of their respective offices must be employed
and used efficiently, effectively, honestly and economically, particularly to avoid wastage in
public funds and revenues. They shall at all times respect the rights of others, and shall refrain
from doing acts contrary to
law, good morals, good customs, public policy, public order, public safety and public interest.

Right to preserve yourself.

The right to self-preservation has usually been defined narrowly as the right, literally, to preserve our

lives. It is therefore a right of nature: that every man may preserve his own life and limbs, with all
the power. The right to self-preservation is what drives Hobbes’s argument for government and it is
never given up but is retained and carried into the commonwealth. Under the second law of nature
only those rights or freedoms that were found to be counterproductive to our preservation have
been given up. When we allow total freedom to any and every action that may be seen as
conducive to our preservation including the freedom to invade one another’s bodies [‘every man
has a Right to every thing; even to one anothers body’ (Leviathan p. 190)], then we are in a
constant and unending war of each against each. Self-preservation is the most basic and
fundamental natural right any individual possesses. The first law of nature is that of self-defense. The
law of this State and elsewhere recognizes this primary impulse and inherent right.
FEBRUARY 13-14, Week 4

Discuss the objectives of education in Article 14 of the Philippine Constitution

Every child is entitled to the basic necessities in life: food, shelter, and clothing. More than these
physiological needs that has to be attended, it is the responsibility of the parents, together with the full
support and assistance of the State, to provide their children with quality education. As expressed in
Article 14 Section 1 of the Philippine Constitution: “The State shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such education
accessible at all. ”

Children and youth with special needs include those who are gifted with advance knowledge and
skills on one hand, and the physically and mentally impaired and handicapped persons on the other.
They need education and training different from those given to ordinary children. They need special
programs that would further enhance their unusual mental and physical capacities to make these
beneficial to them and to their family and community. In addressing the situations, committed and
dedicated participation from all sectors of the society is required. The children need the love, nurture
and support of their families. They need to feel that they are accepted by and belong to their
communities. They need the expertise of trained educators and staff. They need the support and
assistance of the government. This bill proposes the establishment of special education centers in
strategic places to be able to provide accessible services for children with special needs. These
centers will administer special education that takes into account the distinct needs of both disabled
and gifted children through a systematic and deliberate process. For these reasons, approval of this
bill is earnestly sought
FEBRUARY 20-21, Week 5

Discuss the following

1. Every teacher is an instrument of the state in the attainment of the objectives of

Education.

Public opinion overwhelmingly favors “ensuring a well-qualified teacher in every classroom” as

the top education priority. Indeed, teachers—once viewed as central to the problem of student
underachievement—are now being. The lift student achievement is to ensure a qualified
teacher in every classroom.” This survey revealed, in addition, a strong belief by the public that
prospective teachers need special training and skills, not simply a good general education.
It is important to examine the veracity of the conclusion that well-prepared teachers and high-
quality teaching matter. It also is important to document and understand what specific
characteristics of teachers, and the school settings in which they work, contribute to successful
student outcomes. This information can then be used to help determine how better to educate
and support successful teachers. If high-quality teaching is essential to success in student
learning and if the academic success and achievement of students can be linked to specific
characteristics of teaching—such information might be used to argue against a recent trend in
many districts toward dilution of requirements for teacher education and certification in
response to teacher shortages, class-size reductions, and growing K-12 student populations.
Since teachers have the most direct, sustained contact with students and considerable control
over what is taught and the climate for learning, improving teachers’ knowledge, skill and
dispositions through professional development is a critical step in improving student
achievement.

2. Discuss the Republic Act 7836 or the Philippine Teachers Professionalization Act of
1994
 AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE
OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION
FOR TEACHERS AND FOR OTHER PURPOSES.

Since the implementation of K to 12 educational system in 2011, teachers have been in demand.
This is because the program requires students to have one year of kindergarten, six years of
elementary education, four years of junior highschool and two years of senior highschool, which is
referred to as grades 11 and 12. The program needs additional teachers to accommodate
students advancing to senior high school. For aspiring teachers, the Republic Act No. 7836 or the
Philippine Teachers Professionalization Act of 1994 strengthens the supervision and regulation of
the practice of teaching in the Philippines. All teachers are required to take and pass Licensure
Examination for Teachers (LET). Being a professional teacher is not just finishing a 4 years
course of education, and then you will be recognized as a professional. It needs certain
requirements in order to be called as professional. One of the requirements is they need to pass
the Licensure Examination for Teachers (L.E.T.). To give us enlightenment about the
professionalization of a teacher, here are some laws that are related to that.

Professiona-lization of teaching is 20th century Philippine educational system's legacy to Filipino

children. Republic Act (R.A.) 7836 (The Philippine Teachers Professionalization Act of 1994)
mandates the conduct of the Licensure Examination for Teachers (LET). It was enacted in recognition
of the ''role of teachers in nation-building and development through a responsible and literate
citizenry.'' The law stems from the belief that professionalization will improve the quality of teachers,
quality of teaching and, therefore, quality of students.

FEBRUARY 27-28, MARCH 6-7, Week 6 & 7

Discuss the following:

1. A penalty cannot be declared or imposed without notice and hearing

Administrative due process cannot be fully equated with due process in its strict judicial sense.
In the former, a formal or trial-type hearing is not always necessary, and technical rules of
procedure are not strictly applied.42 It is not legally objectionable for an administrative agency
to resolve a case based solely on position papers, affidavits or documentary evidence
submitted by the parties as is the case here.By any person performing an act which would be
an offense against persons or property, were it not for the inherent impossibility of its
accomplishment or an account of the employment of inadequate or ineffectual means. Art. 5.
Duty of the court in connection with acts which should be repressed but which are not covered
by the law, and in cases of excessive penalties. — Whenever a court has knowledge of any
 act which it may deem proper to repress and which is not punishable by law, it shall render the
proper decision, and shall report to the Chief Executive, through the Department of Justice, the
reasons which induce the court to believe that said act should be made the subject of
legislation.A court having jurisdiction to hear appeals and review a trial. A trial without a jury in
which a judge decides the facts as well as the law

2. The law of loco parentis

The term in loco parentis, Latin for "in the place of a parent" refers to the legal responsibility of
a person or organization to take on some of the functions and responsibilities of a parent.
Originally derived from English common law, it is applied in two separate areas of the law.
First, it allows institutions such as colleges and schools to act in the best interests of
the students as they see fit, although not allowing what would be considered violations of the
students' civil liberties. Second, this doctrine can provide a non-biological parent to be given
the legal rights and responsibilities of a biological parent if they have held themselves out as
the parent. The in loco parentis doctrine is distinct from the doctrine of parens patriae, the
psychological parent doctrine, and adoption.[3]
Parents send their child to school to spend the day in the company of educators. This simple
everyday act removes their children from the physical control of their parents. While parents do
not relinquish their responsibility for their children when the children attend school, parents
share some of that responsibility with teachers and administrators. Schools take on some of
the responsibilities and exercise some of the prerogatives typically reserved for parents. Over
the years, this relationship, referred to as in loco parentis, has been defined and reviewed by
the courts, as described in this entry. In loco parentis has moved from being primarily a right of
restraint and coercion used to discipline students to being a duty of school officials to protect
those same students. School personnel have authority over students by virtue of in loco
parentis and a concomitant duty to protect those students. A second element of in loco
parentis defines a duty that educators owe to their students. Under tort principles of
negligence, educators owe students a duty to anticipate foreseeable dangers and to take
reasonable steps to protect those students from that danger. To this end, educators owe the
same degree of care and supervision to their students that reasonable and prudent parents
would employ in the same circumstances for their children.
MARCH 13-14, MARCH 20-21, Week 8 & 9

Express your comments or reactions of the statement of Secretary Briones when she said
that “it is always helps to study beyond what your teachers teach you ”.

I would definitely agree to Secretary Briones that students should look beyond their class textbooks,
their computers, and the four walls of their classrooms to discover the meaning of life. The world
changes every second, students should keep up-to date with the latest news and information to
prepare themselves as they grow up. Teaching And Learning

Virtually all of the 7,000-plus studies examined activities, programs or services that
administrators or faculty members provide for students in academic, co-curricular or out-
of-class venues with the goal of improving student learning or development. (Here, those
terms include verbal and quantitative competence; cognitive development; social, civic,
religious and political attitude formation; and other outcomes.) Our books actually
identified too  many  experiences that shape those various outcomes. Something pithier,
definitely briefer, was needed.
I began wondering whether those shown-to-be-effective activities, programs or services
shared features that might have contributed to their effectiveness. What are
the characteristics  of those widely varying experiences -- residence, faculty-peer
interactions, instructional approaches, co-curricular experiences and so on -- that studies
consistently show are effective in shaping so many different outcomes?
Fifty years of research indicate that educationally effective student experiences:
Involve encounters with challenging ideas or people. Basically, this is Newton’s First Law
of Motion in action in the academic, cognitive, psychosocial, attitudinal and career-
preparation dimensions of students’ postsecondary education: a body will remain at rest,
or in motion in a straight line, unless compelled to change its state or direction by an
outside force. In a student’s educational life, the outside force challenging the student
presents ideas, beliefs, perspectives or educational environments different from those the
student holds or can accept. The outside force may also be people who differ from the
student in significant ways. Whatever its nature or source -- in or beyond the classroom --
if the challenge is not so minor it is barely noticed, or so overwhelming it is quickly
rejected, it opens the door to broader or deeper knowledge, to the reformation of ideas or
beliefs, to the adoption of more differentiated and complex understanding.
Require students’ active engagement with the challenge. The learner must engage with
the challenge, investing energy in resolving the tension between new and old that the
challenge has introduced. Over the past half century of research on college effects, the
most persistent finding has been that learning is not a spectator sport. As a colleague put
it: “For the turtle to advance, it must first stick its neck out.” For learning to occur, students
must engage the challenge meaningfully. The higher the level of engagement, the greater
the educational benefit.
Occur in supportive environments. Educationally effective experiences are more likely in
environments that stimulate exploration, examination, experimentation and risk-taking,
where “failure” is acceptable, even expected. Supportive environments provide
encouragement and appropriate guidance to help learners persist and succeed. Support
mechanisms mediate the learner’s response to a challenge, channeling that response in
constructive, educationally effective ways. Whatever its forms or origins, support
facilitates continuation of the learning or developmental momentum a challenge has
sparked.
“Support” does not, however, mean coddling students or dumbing down what is to be
learned. Support provides whatever the learner needs to engage the challenge and benefit
educationally from resolving the tension the challenge created. Together, a challenge and
support make an educationally effective experience possible.
Encourage active, real-world learning. Socrates notwithstanding, the most common
teaching approaches today still involve an instructor lecturing and group discussions,
often led by teaching assistants. For the most part, students play a passive role, learning
primarily through memorization and recall. Beginning in the 1990s, active pedagogies
began to emerge, capitalizing on students’ interests and motivations for learning to
involve them in their own and others’ learning (e.g., working in teams and learning from
one another). With active learning, students often work on real-world (or simulated)
problems for which no correct answer or solution exists. Experiential approaches are
more effective over all and promote such skills as problem identification, critical thinking,
evaluating evidence and alternative ideas, and tolerance for ambiguity.
Involve other people. Student learning and development may be a solitary activity, like
reading, studying, viewing art or witnessing an event. More often, however, the challenge
occurs when the student engages it with others, such as peers or mentors. Some
challenges may be more cumulative than catalytic, as when students adopt (or reject)
peer group or other values, attitudes and behaviors. A group may also provide support for
resolving challenge-generated conflict.

MARCH 27-28 (WEEK 10)

Discuss the following:

To manage the school effectively and efficiently, DepEd has initiated a change.

What is this crucial change?

DepED has initiated a crucial change to manage the school effectively and efficiently. Education
ministers unite to ensure learning continuity amid COVID 19. No Filipino learner will left behind amidst
the crisis. The pandemic, as pointed out by DepEd, has brought changes to the lives and activities of
the human race worldwide in ways that were never imagined or expected. The unprecedented
situation brought about challenges and opportunities to the different sectors of the community and
seesociety.

Face-to-face interactions and social gatherings are limited, so DepEd, with its main goal to deliver
accessible and quality education to Filipino learners, firmly reiterates that education must continue
despite the pandemic. Hence, distance learning is implemented with the blended learning approach
through which learners may learn from online, television, radio and printed materials.
Distance learning refers to the learning modality where learning takes place between the teacher and
the learner who are remote from each other during the actual period of instruction.

This type of learning has three types, namely modular distance learning, online distance
learning and television/radio-based instruction. Modular distance learning allows learners to utilize
self-learning modules or SLMs in print or digital format.

Online distance learning, on the other hand, features the teacher facilitating learning that would
encourage learners’ active participation using various learning platforms and technologies accessed
on the internet such as Google Meet, Zoom and Microsoft Teams among others. Meanwhile TV/radio-
based instruction makes use of self-learning modules converted to video lessons for either television-
based instruction or radio script for radio-based instructions.

Blended learning is a learning modality that allows a combination of face-to -face and online distance
learning, face-to-face and modular learning, face-to-face and TV/radio-based instruction, and face-to-
face learning and a combination of two or more types of distance learning.

Since face-to-face instruction is discouraged until such time that a vaccine is made available and the
population is vaccinated, then blended learning features the combination of two or more learning
modalities.

Many assumptions have been raised as to the possibilities of challenges and difficulties in the
adoption of the learning modalities, such as lack of engagement and lack of a sense of connection
with students besides taking into consideration the proximity in the delivery of printed materials and
that of internet accessibility and connectivity.

It is the noble right of every Filipino to access quality education amid the crisis our country and other
nations are confronted with, and so education among Filipino learners must continue while ensuring
the health, safety and welfare of all learners, teachers and personnel of the education department.

Leadership is one of the crucial issues in School-Based Management (SBM). Why?

Good leadership in schools is the practice of encouraging and enabling school-wide teaching
expertise in order to achieve a strong rate of progress for all learners. This leadership can be driven
by principals and executive staff in traditional leadership roles, as well as by school leaders and
teachers without defined leadership roles.

For teaching staff and future leaders in the education sector, it’s important to understand what the
benchmark is for good leadership in schools, and how it can be used to drive lasting change.

Effective school leaders apply their educational expertise and management skills in order to focus
their efforts, and those of their teaching staff, on improving the quality of student learning outcomes.
Part of this involves keeping up-to-date on the latest teaching technologies and trends. It also
requires excellent interpersonal skills – as leaders work with students, staff, parents and external
communities to gain constant feedback and find opportunities to innovate. School leaders need to
have a solid grasp of operational best practices and an aptitude for enabling continuous development.

Good leadership in schools helps to foster both a positive and motivating culture for staff and a
high-quality experience for learners. Leaders at all levels in schools can contribute to this by
developing the top skills needed by school leaders.

Currently, management of the school community is now in the hands of the school head.
Why?

The management of the school community is now in the hands of the school head because effective
principals create an environment that includes basics, such as safety and orderliness, as well as less-
tangible qualities: a supportive, responsive attitude toward students and teachers feeling that they are
part of a community of professionals focused on good instruction. A range of leadership patterns
exists among principals, assistant principals, and both formal and informal teacher leaders. But
principals remain the central source of leadership influence. High expectations for all, including clear
and public standards, is one key to closing the achievement gap between advantaged and less
advantaged students and for raising the overall achievement of all students. Effective principals
endeavor to draw valuable information from statistics and evidence. They ask useful questions,
display data in ways that tell compelling stories and use information to promote collaborative inquiry
among teachers. They view data as a means not only to pinpoint problems but also to understand
their nature and causes.

APRIL 03-04 (WEEK 11)-APRIL 10-11 (WEEK 12)

Answer the following:

One of the practices in educational management is the crafting of School Improvement Plan (SIP).
What is your stand on this?

The School Improvement Plan (SIP) is a roadmap that lays down specific interventions that a school,
with the help of the community and other stakeholders, will undertake within a period of three
consecutive school years. The implementation of development activities integral to it are in the school
such as projects under the Continuous Improvement Program (CIP), the creation and mobilization of
Learning Action Cells (LACs), and the preparation of the School Report Card (SRC). SIP seeks to
provide those involved in school planning an evidence-based, systematic approach with the point of
view of the learner as the starting point. Ultimately, it is envisioned to help schools reach the goal of
providing access to quality education.

The SRC is a tool for advocating and communicating the school situation, context, and performance
to internal and external stakeholders. Its objective is to increase the participation and involvement of
the community and other stakeholders in making the school a better place for learning.

The School Improvement Plan (SIP) Guidebook is provided which details the procedure in
preparing the enhanced SIP and SRC. The enclosed guidelines and the Guidebook shall serve as the
official reference in the preparation and implementation of the SIP and SRC. Concerned offices, local
government units (LGUs), and development partners are urged to conform to these guidelines as
they implement projects and activities related to school planning in DepEd schools.

Is School Planning Team important? Explain why?

The School Planning Team is important because it combines the concepts constituting the foundation
for positive improvement results: meaningful teamwork; measurable clear goals; and the regular
collection and analysis of performance data.” This highlights the importance of the school community
to work together in developing, monitoring and evaluating achievement results. Since it is a
continuous process, after the initial school improvement plan is completed and submitted, the plan
becomes a blueprint that should be carried out for the next three cycle years that is dynamic with
changes and adjustments throughout the year.

Do you believe in the enhancement of our curriculum? If yes, why? If no, why?

Yes, the importance of curriculum development in enhancing teaching and learning. Another positive
and important shift in curriculum has been one of global citizenship. Students are learning more about
how to exist and contribute in a world that is increasingly intertwined and interconnected. Global
issues affect everyone in a different manner than in the past. Largely due to technology, we’re
connected in a way that was not experienced by previous generations, and students need to be able
to navigate their role and journey in this global community. All this goes to show that curriculum must
and does change regularly, making it an even more essential foundation on which to base our
teaching methods. By effectively using curriculum, you’ll be helping your students stay on top of the
latest in-demand skills and to have a more coherent learning path.
What are the issues and concerns in the learning delivery modalities in the new normal?

As the country continues to confront different issues brought about by the coronavirus disease 2019
(COVID-19) pandemic, the Department of Education (DepEd) is addressing the challenges in the
basic education for the school year 2020-2021 through its Basic Education Learning Continuity Plan
(BE-LCP) under DepEd Order No. 012, s. 2020.

The BE-LCP is consistent with the mandate of Section 1, Article XIV of the 1987 Constitution for the
state to protect and promote the right of all citizens to quality education at all levels, and to take
appropriate steps to make such education accessible to all. Under Section 6, Chapter 1 of Republic
Act No. 9155, or the Governance of Basic Education Act of 2001, DepEd is vested with the authority,
accountability, and responsibility for ensuring access to, promoting equity in, and improving the
quality of basic education.

Hence, the BE-LCP aims to ensure the health, safety, and well-being of the learners, teachers, and
personnel in the time of COVID-19, while finding ways for education to continue amidst the crisis. In
particular, the BE-LCP has been designed with a legal framework responsive to the “new normal,”
keeping in mind the constitutional mandate to uphold the right of all citizens to quality education at all
times.

In line with this, the learning delivery modalities that schools can adopt may be one or a combination
of the following, depending on the local health conditions, the availability of resources, and the
particular context of the learners in the school or locality:

1.Face-to-face. This refers to a modality where the students and the teacher are both physically
present in the classroom, and there are opportunities for active engagement, immediate feedback,
and socio-emotional development of learners. Notably, this modality is feasible only in very low risk
areas with no history of infection, easily monitored external contacts, and with teachers and learners
living in the vicinity of the school.

Distance learning. This refers to a modality where learning takes place between the teacher and the
learners who are geographically remote from each other during instruction. This modality has three
types, namely: Modular Distance Learning, Online Distance Learning, and Television/Radio-Based
Instruction. This is most viable for independent learners, and learners supported by periodic
supervision of parents or guardians.

3. Blended Learning.This refers to a learning delivery that combines face-to-face with any, or a mix of,
Modular Distance Learning, Online Distance Learning, and Television/Radio-Based Instruction.
Blended learning will enable the schools to limit face-to-face learning, ensure social distancing, and
decrease the volume of people outside the home at any given time.

4. Homeschooling. This modality aims to provide learners with quality basic education that is
facilitated by qualified parents, guardians, or tutors who have undergone relevant training in a home-
based environment. However, this modality will be the subject of a later DepEd issuance since there
remain several issues in its implementation, including the supervision of licensed teachers and
alignments with the standard curriculum.
In application, however, the BE-LCP is confronted with different challenges. First, in the
implementation of the various learning delivery modalities, the challenge will be in dealing with
learners under any of the modes of distance learning or blended learning who are not capable of
learning independently, or who are not periodically supported by their parents or guardians. Also
critical for the implementation will be the mass production of the needed teachers and learners’
learning materials, as well as the support of media institutions like TV and radio stations. Second,
DepEd will need substantial and additional financial resources in order to meet the objectives of the
BE-LCP. This is where the support of the respective local government units, civil society
organizations, and other stakeholders become indispensable.Third, the holistic development of
students will likely be affected. With the BE-LCP in place, the students will have limited opportunities
for interaction with their teachers and classmates. Thus, their learning outcomes may be affected,
and there may be negative impacts on the students who cannot easily cope with the change. This is
where support interventions not only by DepEd but also by the family becomes relevant to mitigate
this effect. Verily, the learning environment amidst the COVID-19 pandemic will be very different. Yet,
the DepEd is optimistic that despite the various socio-economic situations of families which affect the
provision of learning support in the home, and the peculiar needs of different learners, the BE-LCP
could be the key to providing quality basic education which is accessible and responsive in the new
normal.