This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - CALABARZON, which (...) is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)

Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and learning of (...) climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down into fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed. (shrink)

Harmonizing materials and practices of senior high school teachers in the contextualization of various learning areas are crucial in the current curriculum. The study determined how teachers in the senior high school harmonize materials and practices in teaching the various subjects and analyzed the contextualization across the K12 curriculum. Qualitative research was employed in the study specifically grounded theory. Eleven participants were included in the study where five were grade 12 students and six were senior high school teachers. Purposive sampling (...) was employed in the conduct of the study and has employed key informant interviews and the focus group discussion. In analyzing the data, Grounded theory Analysis as modeled by Charmaz (2006), as well as Glasser and Strauss (2017), was employed. Relevance, coherence, and appropriateness as contextualization connectivity are considered in harmonizing materials and practices in the contextualization of lessons in senior high school. The themes culled were sources of contextualized materials, conceptualizing contextualized materials, teachers contextualized materials and practices, coherence, relevance, and appropriateness in contextualization. Formulation of the conceptual paradigm vis-à-vis contextualization across curricula emerged in the study. (shrink)

COVID-19 virus caused drastic changes in people's lives, especially in terms of employment. Employees were greatly impacted by this pandemic, as there were terminated from their jobs. This study investigated how depression affects terminated workers and how they manage it throughout the pandemic. -/- A qualitative design was employed to perform this study. A structured type of interview was conducted on five samples using an online platform. To establish the number of samples required for the investigation, convenience sampling was used. (...) The data was analyzed in-depth using a narrative technique, which resulted in the study's findings and conclusions. Five (5) terminated employees such as professional photographer, construction worker, hairdresser, driver, and varsity coach were among the participants. -/- The participants in this study were found to experience depression due to family financial issues caused by the loss of a job during the pandemic. Participants reported feelings of sadness and loneliness, as well as inability to think, low self-esteem, insomnia and hypersomnia, a lack of ambition to accomplish anything, and suicidal or negative thoughts. Accordingly, through their families' emotional support, the participants have been able to overcome their depression. (shrink)

The development of student's skills in the conduct of research, both qualitative and quantitative, is envisioned in the K to12 curriculum. This study uses qualitative research to show students' perceptions and understanding of a particular issue. Similarly, it describes apparent cultures postulated within the students' chosen themes. Finally, it determines the development of cultural knowledge in the context of Merleau-Ponty's phenomenology of perception among Grade 11 students at a Senior High School near Laguna Lake in the City of San Pedro, (...) Laguna, Philippines, during the school year 2016-2017. Semi-structured interviews, focus group discussions, and triangulation was used to obtain students' cultural understanding and share their experiences undertaking diverse qualitative research using purposive sampling. The data was analyzed using phenomenological analysis. Students' perceptions and streams of consciousness include street children, child labor fishermen, and school violence. Cultural understanding encompasses (a) the economic and psychological implications of family, (2) camaraderie, pakikisama and pakikiisa, and (3) education as a survival strategy. Senior High School students' research experiences connect underpinnings of cultural understanding. (shrink)