The Department of Education (DepEd) will deploy the Dynamic Learning Program (DLP) to support education continuity in schools impacted by typhoons and other natural disasters.
The pilot implementation of DLP will begin this November in affected schools in Regions I, II, III, IV-A, V, and CAR. The DLP initiative is designed to address disruptions caused by disasters and other challenges by promoting independent, resource-efficient learning.
The Dynamic Learning Program is designed to address disruptions caused by disasters and other challenges by promoting independent, resource-efficient learning.
“We’re bringing resilience to the heart of learning so that no student’s education has to pause, when challenges arise,” Education Secretary Sonny Angara said.
Under the DLP, affected schools have the flexibility to conduct make-up classes and utilize DLP learning activity sheets in temporary learning spaces. These activity sheets are designed to be simple, targeted, and adaptable.
Under the DLP, affected schools have the flexibility to conduct make-up classes and utilize DLP learning activity sheets in temporary learning spaces.
The program’s features include: parallel classes, activity-based engagement, student portfolios, and a reduced homework policy.
The program encourages learners to engage deeply with lessons and build essential skills like writing, problem-solving, and critical thinking.
Through this initiative, DepEd seeks to restore educational opportunities for students by establishing resilient, adaptable learning practices.
The deployment of DLP is aligned to the directive of President Ferdinand R. Marcos Jr. as a proactive learning continuity measure during disaster and emergency contexts.
DLP was developed by Dr. Christopher Bernido and Dr. Ma. Victoria Carpio-Bernido, founders of the Central Visayan Institute Foundation (CVIF) in Jagna, Bohol.
It aims to improve learning outcomes through independent learning and minimal resource dependence, making it particularly effective in resource-limited environments.
