Mother Tongue Based-
Multilingual Education
(MTB-MLE)
in the Philippines
Dr. Dina S. Ocampo
Undersecretary for Curriculum and Instruction
Department of Education
March 2, 2017
2015 TOTAL NUMBER
OF SCHOOLS
47,351
PUBLIC SCHOOLS
225
INTEGRATED SCHOOLS
8,506
SECONDARY SCHOOLS
2015 SCHOOLS
TOTAL NUMBER
OF
225
INTEGRATED
SCHOOLS
Kindergarten to 3 Cohort Survival Data
175.00%
140.00%
105.00%
70.00%
35.00%
0.00%
GRADE 1 GRADE 2 GRADE 3
SY 2013-2014 SY 2014-2015 SY 2015-2016
4
5
Challenges
and
Solutions
Challenges to Educational Justice and Early Reading
How Did Government
Respond?
CURRICULUM POLICY
The Kindergarten Education Act of 2011
(RA 10157)
Section 5. Medium of Instruction
The State shall hereby adopt the mother
tongue-based multilingual education (MTB-
MLE) method. The mother tongue of the
learner shall be the primary medium of
instruction for teaching and learning in the
kindergarten level.
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Literacy is a goal.
1. All children should be
literate in the mother
tongues by the end of
Grade 1.
2. All children should be
literate in Filipino by
the end of Grade 2.
3. All children should be
literate in English by
the end of Grade 3.
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Multilingual Education Program
1. The child’s local language or mother tongue
is used as the foundational language of
education.
2. Children learn oral language in Filipino and
English while they learn literacy in their
dominant language.
3. Language mapping through the Learner
Information System
TEACHER
DEVELOPMENT
14
Top-Down or Cascade Training
Design
ing of Trainers; Cascaded Training; Echo Trai
Where should the mountain be so the sound will bounce off?
Learning Action Cells
(DepEd Order No. 35 s. 2016)
Definition
A group of teachers/school heads/supervisors who
engage in collaborative learning sessions to solve
shared challenges encountered in the school/district.
Aim
To continuously improve the knowledge, attitudes,
and competencies of teachers in terms of curriculum,
instruction, and assessment.
17
Learning Action Cell Theoretical
Framework
Improved
Community of teacher’s content
practice with knowledge,
collaborative Student learning
pedagogical
planning, and holistic
skills, assessment
problem-solving, development
strategies, and
and action- professional
implementation ethics
18
DEPARTMENT OF EDUCATION
School-based learning Action Cell = The Mountain
LEARNING
MATERIALS
21
Orthography Development
1. Working orthographies o f
19 languages were made
as DepEd worked in
partnership with the
Komisyon sa Wikang
Filipino (KWF)
2. Working orthographies o f
other languages are
developed with the
assistance of NGOs like
Summer Institute of
Linguistics (SIL)
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Mother Tongue-Based Multilingual Education
Learner’s Materials
ASSESSMENT
24
Grade 3 2015 National
Performance per Mother
Tongue
Akeanon 13,3N95 Mean
Bikol 40,996 62.26
Percentage
Botolan Sambal 811 59.43 S
Chavacano 24,338 53.66 core
English 2,340,691 57.78
Hiligaynon 158,718 63.77
Ibanag 3,754 68.60
Ilokano 128,159 55.71
Ivatan 432 72.70
Kapampangan 49,225 69.56
Kinaray-a 40,671 71.88
Maguindanaon 27,473 69.72
Maranao 31,003 69.16
Pangasinan 34,648 71.90
Sinugbuanong Binisaya 658,637 62.13
Surigaonon 14,808 68.19
Tagalog 2,340,691 84.67
Tausug 23,513 70.18
Waray 63,266 58.82
Yakan 4,492 78.59
70.09
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00
The MTB-MLE program is taking root.
80.
70.2
62.6 63.0
57.8 59.2
60. 63.8
61.8 54.9
57.8 60.2 59.1
55.8
40.
20.
0.
SY 2009-2010 SY 2010-2011 SY 2011-2012 SY 2012-2013 SY 2013-2014 SY 2014-2015
LAPG
English Filipino
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How do we strengthen ECD?
We need to do the research!
27
Enhancing Access to Quality Education Services for Young
Children in Poor Communities in the Philippines (2013-
2015)
1. Silid Pangarap – child health, growth, development and
learning outcomes
2. Gabay Guro – teacher training; assessment of the
quality of the learning environment
3. Aruga – parent education, support for supplementary
feeding, livelihood
16, 020 children
60 beneficiary schools from the Bicol Region, Negros
Occidental and Negros Oriental.
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Measures
[Link] Early Childhood Development (ECD)
Checklist
2. School Readiness Year-end Assessment (SReYA)
[Link] Assessment Sheet for Literacy and
Math Form (DA-LM)
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Health and Nutrition
Child Health, Growth and Development
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Learning Outcomes
Baseline Results
Baseline results ( 2014) showed beginning For SY 2014-2015, 93% of
reading skills in the mother tongue to be children assessed for SReYA items
limited.
on vocabulary and comprehension
• 10-25% of the surveyed learners could
not identify a single letter sound responded correctly.
correctly. Instead of saying the sound,
they were saying the letter name. The results for DA-LM on letter-
• In reading fluency, many children still sound identification are as
cannot read a single one- or two- syllable follows:
word correctly
•90-100% of children assessed
• Comprehension skills were also weak and
between 8% and 38% of the learners could identify 17 letter sounds
cannot read a single word of a short story •97% can identify at least 80%
of
upper and lowercase letters
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Impact Evaluation Study from 2013-2015
Enhancing Access to Quality Education Services for Young
Children in Poor Communities in the Philippines
Learning Outcomes
The most significant finding is: by the end of
kindergarten year, all children who attended
kindergarten classes in the beneficiary schools
learned many or almost all of the expected literacy,
mathematics and thinking skills.
These enable learners to adjust easily to Grade 1.
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K to 12 Monitoring and Evaluation
Framework
GOAL
All Filipinos are able to realize their full potential and contribute meaningfully to
building a cohesive nation
OUTCOME
All Filipinos are able to realize their full potential and contribute meaningfully to
building a cohesive nation
INTERMEDIATE OUTCOMES
Learners are well-rounded, happy and smart.
Learners are in school and Learners access programs Learners actively Learners complete
learning centers. responsive to their needs participate in a learner- education and attain
and consistent with their friendly environment. learning standards.
interests and aptitudes.
ENABLING ENVIRONMENT
Education leaders and Investments in Basic People, internal systems, and Key stakeholders
managers practice participative Education provides processes serve learners actively collaborate to
and inclusive management learners with ideal better through continuous serve learners better.
processes. learning environment. improvement efforts.
Maraming Salamat po!
Mabuhay!
