ROCKY NIÑO L. MANIRE

As the COVID-19 pandemic continues to threaten the Philippines’ basic education system, the Department of Education came up with the Basic Education Learning Continuity Plan (BE-LCP) promulgated through Department Order No. 12, series of 2020. This document intends to carry on with the learning process among students while considering all the implemented precautionary measures and safety protocols from the government. Moreover, this BE-LCP responds to the call to ensure the continuity of quality education for all in the Philippines. Apparently, the BE-LCP has not yet been comprehensively discussed. Thus, the need to typify the curriculum management aspect of the BE-LCP in the public education program is necessary to understand its implications toward the Philippine education setting in the time of COVID-19. Hence, this qualitative research sought to realize the following objectives: 1) To analyze a select number of department orders discussing the BE-LCP to adapt to the new normal education brought about by COVID-19; 2) To characterize the curriculum management aspect of the BE-LCP found in the documents through Thematic Content Analysis; 3) To determine the implications of these aspects to the educative process in the public education program. Results of the content analysis revealed the four phases of curriculum management as ways by which the DepEd in the Philippines manages the curriculum in this time of pandemic: 1) Correcting Phase (Learning Content); 2) Connecting Phase (Learning Delivery); 3) Coping Phase (Learning Management); 4) Collecting Phase (Learning Assessment). This qualitative investigation entails that DepED has to further refine its strategies to manage the curriculum in all the phases to address 21st-century skills among the learners effectively. It also suggests the need to provide comprehensive seminars and orientations to parents and guardians regarding their role in the blended learning environment’s educative process. The paper recommends doing further empirical research on the impact of the BE-LCP implementation on Public Basic Education Institutions across the Philippines due to limited studies written on the same research topic.