This presentation was delivered at the 2021 mEducation Alliance Symposium in a panel on the subject of education technologies for basic education in the Philippines.

This presentation was delivered at the 2021 mEducation Alliance Symposium in a panel on the subject of education technologies for basic education in the Philippines.

Learning Community Innovations, an Emerging Good Practice Digest. March 2021 Digest No. 1. Includes parent engagement successes.

Presentation delivered at CIES.This study attempts to determine whether or not the complexity of the L1 should be a factor in interpreting reading achievement in multilingual contexts, as well as in planning early grade reading teaching and learning materials and curricula in settings with complex languages.

This presentation highlights some of the results and implications of a 2019 study on fidelity of implementation of the language of instruction policy in the Philippines. In 2009 the Philippines Department of Education issued Order No. 74 calling for the use of the learners’ mother tongue (MT) as the main medium of teaching and learning (MoTL) in kindergarten through grade 3. The policy introduces Filipino and English as additional languages of instruction, gradually increasing their usage until they take over as the primary MoTL in grade 4. Successfully navigating students through three languages in the early grades is a daunting task. Building on previous studies of MTB-MLE policy implementation in the Philippines, this study examined how teacher assignment, class sectioning (grouping learners by MT), materials provisioning and usage, and teachers’ language usage in the classroom conforms to or diverges from the policy, especially across locations with different contextual factors. It also looked at the factors associated with higher implementation.

This research dives into the results of a 2019 survey of district ICT coordinators, school ICT coordinators and teachers in the Philippines, which collected information on the use of ICT in schools before the pandemic and school closures. The authors ask the questions: “How might the investment in school-based technology have prepared teachers to transition to various forms of remote, home-based teaching and learning?”, and “If experience with ICT in schools is assumed to be an asset in transitioning to remote learning, how many school districts in the Philippines were well-positioned when COVID-19 school closures hit.” Grounded in literature on remote learning readiness, the study authors selected questions from the original survey that could be considered assets in the rapid pivot to remote learning (e.g., skills, resources, policies, and plans).

This study looks at the impact of first language (L1, or “mother tongue”) complexity on reading achievement in the Philippines using Grade 3 Early Grade Reading Assessment (EGRA) data collected in 2013 and 2019. EGRA data were collected from 232 schools in 2013, when students learned to read in the national languages of Filipino and English. These data on English and Filipino performance were collected again in the same schools in 2019, when students would have, according to policy, learned to read first in their mother tongue.

This presentation describes results from the 2019 National EGRA study, comparing it to the same study that was done in 2013. It was presented at the International Mother Languages Conference and Festival, organized in the Philippines in 2021.

An overview of the results of a nationally-representative Early Grade Reading Study conducted in 2019 in the Philippines. The full report is available.

This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing skills in English and Filipino at the end of Grade 3. This 2019 study repeats a 2013 study that evaluated the reading skills of a representative sample of students from across the Philippines using an Early Grade Reading Assessment (EGRA) carried out by RTI, the Philippines Department of Education (DepEd), and a local research firm. In both cases, the study was administered by RTI-trained assessors made up of local education authorities and professional survey researchers. For the 2013 study, the Grade 3 students assessed had completed lower primary under the pre-MTB-MLE curriculum, which used only English and Filipino as the medium of instruction. For this 2019 study, the Grade 3 students had 3 years of learning under the MTB-MLE curriculum, which was designed to teach lower primary students in their mother-tongue language before transitioning into learning in Filipino and English as mediums of instruction in upper primary. [508 Compliant version to be updated].