Sponsorship Speech: The Public Health Emergency Blended Learning Act of 2020 by Deputy Speaker Evelina G. Escudero

SPONSORSHIP SPEECH
THE PUBLIC HEALTH EMERGENCY

BLENDED LEARNING ACT OF 2020
by
Deputy Speaker Evelina G. Escudero
Before the outbreak of the Corona Virus Disease 2019 (COVID 19),
the country’s education system is already beset with various issues. The
COVID 19 pandemic has made matter worse as it altogether compelled the
government to order the closure of schools. With no vaccine in sight, the
extension of the closure is an eventuality. A World Bank report 1 noted that
“[e]xtended school closures may cause not only loss of learning in the
short-term, but also further loss in human capital and diminished economic
opportunities in the long-term.”
The 1987 Constitution provides that the “[t]he 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 to all.” 2 And for
this purpose the State shall “[e]stablish, maintain, and support a complete,
adequate, and integrated system of education relevant to the needs of the
people and society.”3
The pandemic brought about disruption to an already precarious

education system. To mitigate its adverse impact, it is imperative that we
must institute a hybrid but viable system of education. As mandated by the
constitution, the State must ensure that its citizens, especially the children
and the youth, must have continued access not only to basic but also to
quality education even in times of public health emergencies.
Thus this bill seeks to institutionalize “Blended Learning” in times of

public health emergencies. The bill defines blended learning as designating
the range of learning possibilities in an education program in which
1
The World Bank Education Global Practice Guidance Note: Remote Learning & COVID-19 (updated
April 7, 2020)
2
Section 1 Article XIV, 1987 Philippine Constitution.
3
Section 2 (1) Article XIV, 1987 Philippine Constitution.
content and instruction are presented by combining internet, digital media,
television or radio broadcast with established classroom forms that require
the physical co‐presence of teacher and students.4
Content and instruction are presented to the students in a way that is

muti-modal and equitable with due consideration to the regional
technological facilities and teacher-student resources. Moreover considered
as indispensable in facilitating learning, student-teacher physical
interaction is still retained. Thus, when it is already deemed relatively safe,
students attend classes in schools on certain days. Student attendance is
designed to ensure that students report on alternate days to minimize the
number of students in schools at any given time.
During the hearing of the House Committee on Higher and Technical

Education (CHTE) on April 30, 2020, the Coordinating Council of Private
Educational Associations (COCOPEA) reported majority of Higher
Education Institutions are ready to roll online/open distance learning and
that 56% of private schools it surveyed are ready to start distance learning
classes by August 2020. Of this number, the options are fully online,
distance education, and blended learning with minimal face to face
interaction.
To its credit, the Department of Education is already working on a

Learning Continuity Plan (LCP) with flexible learning options or multi-
modal platform for learning instructions for the students that will be
affected by expected delay in the opening of classes for the coming school
year, as a response to the current disruptions in our education system.5
By institutionalizing the hybrid blended learning, issues as to varying

levels of connectivity, technological facility, disparity in hardware
resources (i.e., access to computers, laptops and other gadgets),
preparedness of teachers to multi-modal curriculum design and lesson
delivery, and other issues related thereto will be appropriately addressed.
4
Integrated from Norm Friesen, Report: Defining Blended Learning, August 2012 and Heather Clayton
Staker and Michael B. Horn, Classifying K-12 Blended Learning, Innosight Institute, Inc, May 2012
5
Merlina Hernando-Malipot, “DepEd readies to submit school opening recommendations to IATF”,
Manila Bulletin, Published April 29, 2020, 3:24 PM. Available at
https://news.mb.com.ph/2020/04/29/deped-readies-to-submit-school-opening-recommendations-to-
iatf/
Thus this bills seeks not only to ensure that the students and learners
have continuous access to quality education in a way that is safe, equitable
and muti-modal but also to strengthen national response and preparedness
, especially of the education sector, during public health emergencies.
It cannot be overly emphasized that human capital is the primary

force that drives national development. Consequently, necessary measures
to safeguard the people’s health and education must be undertaken for the
country to survive and thrive.
In view of the foregoing, it is this representation’s firm belief that the

approval of this bill is a matter of necessity.

Sponsorship Speech: The Public Health Emergency Blended Learning Act of 2020 by Deputy Speaker Evelina G. Escudero

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SPONSORSHIP SPEECH

THE PUBLIC HEALTH EMERGENCY

Deputy Speaker Evelina G. Escudero

The pandemic brought about disruption to an already precarious

Thus this bill seeks to institutionalize “Blended Learning” in times of

Content and instruction are presented to the students in a way that is

During the hearing of the House Committee on Higher and Technical

To its credit, the Department of Education is already working on a

By institutionalizing the hybrid blended learning, issues as to varying

It cannot be overly emphasized that human capital is the primary

In view of the foregoing, it is this representation’s firm belief that the

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