The World Bank is supporting the enhancement of the capacity of Philippines Department of Education (DepEd) through a
Global Partnership for Education System Capacity Grant. This grant finances the
assignment in reference.
The Philippines faces a severe learning crisis, which is the current most
pressing issue observed in basic education. Immediate action from DepEd
including through evidence-based policymaking is necessary to prevent negative
impacts on human capital development and growth. Ninety-one percent of
10-year-old Filipinos cannot read and understand age-appropriate text, a
phenomenon known as learning poverty, which is significantly higher than in
Indonesia (53 percent) and Thailand (23 percent). Only 10 percent of Grade 5
learners met the minimum proficiency in reading, and 17 percent did so in
mathematics on the Southeast Asia Primary Learning
Metrics in 2019.
The National Achievement Test results show that 85 to 99 percent of Grade
10 students do not reach proficient levels in core subjects on average. Similarly,
the 2022 Programme for International Student Assessment results show
over 75 percent of 15-year-old Filipinos scored below the minimum proficiency
in mathematics, reading, and science.
The
DepEd is interested in effective and evidence-based programs to recover or
accelerate learning, which are essential to addressing critical learning gaps
currently observed in the Philippines. Its 2023 National Learning Recovery
Program (NLRP) misses key implementing guidelines and alignment with
evidence-based international best practices. The NLRP, designed to address
learning loss exacerbated by the COVID-19 pandemic, includes programs in
reading, mathematics, science and technology, as well as learning camps. The
program was designed as a 30-minute session delivered during certain days,
integrated into regular class schedules and not be subject to testing. Implementation began in the school year 2024-25, but the
program it not being implemented nationwide or across all grades at once. Many components remain
unclear and lack implementing guidelines. For example, in the learning camp (an
end-of-school year remediation program), learners most in need of remediation
often did not participate. Further, while baseline and endline assessments were
administered, results were unavailable, making it difficult to group learners
by ability and track their progress.
The assignment in reference is proposed within the abovementioned context. Detailed Terms of Reference can be found attached.