On December 23, 2024, the Department of Education (DepEd) issued DepEd Order No. 022, s. 2024 , providing comprehensive guidelines for class and work suspension during disasters and emergencies. This order reaffirms DepEd’s commitment to ensuring the safety and well-being of learners, teachers, and personnel while emphasizing the importance of learning continuity during such events. Key Highlights of DepEd Order No. 022, s. 2024 1. Rationale DepEd upholds its dual mandate of safeguarding the welfare of learners and personnel while maintaining academic continuity. This policy recognizes: The vulnerability of disaster-prone areas. The necessity of adopting flexible learning modalities, such as modular or online learning, during in-person class suspensions. The importance of balancing safety and academic progress. 2. Scope The guidelines are mandatory for: All public schools. DepEd-operated Community Learning Centers under the Alternative Learning System (ALS). Private schools and educati...
The Department of Education (DepEd), through DepEd Order No. 45, s. 2002, emphasized a bold vision over two decades ago: that every child should be a successful reader by the end of Grade III. This was a key component of the 2002 Basic Education Curriculum (BEC), asserting that literacy is non-negotiable—a fundamental right of every Filipino learner.
The order mandated schools to take decisive action: identify struggling readers, deliver customized interventions, and develop strong School-Based Reading Programs (SBRPs). More than policy, it was a commitment to nurturing a generation of readers, thinkers, and lifelong learners.
📖 The “Every Child A Reader” Policy: A Noble Vision with Lingering Gaps ❤️
The guiding policy, "Every Child A Reader", officially began in School Year 2002–2003. Since then, thousands of schools nationwide have implemented various literacy interventions, with teachers and school heads working tirelessly to raise reading proficiency.
However, two decades later, questions are being raised about the long-term effectiveness of such efforts. Despite these early literacy initiatives, the country is now facing a literacy crisis that cannot be ignored.
🚨 From Elementary to Senior High: Where Did We Go Wrong? 🛑
Recent reports have exposed a troubling reality: a significant number of Senior High School (SHS) graduates in the Philippines are still functionally illiterate—they can recognize words but cannot understand or critically engage with text.
This means that despite being promoted through the grades and eventually graduating, many students lack the basic reading comprehension skills expected of high school learners. The same skills they were supposed to have mastered in Grade III.
This alarming development raises serious concerns:
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Were the School-Based Reading Programs effective and sustained?
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Were the literacy assessments standardized and consistently monitored?
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Was promotion to the next grade tied strictly to reading mastery, as mandated?
According to education think tanks and field reports, a disconnect exists between policy and implementation. In some schools, students are still promoted despite clear deficiencies in reading and comprehension. This undermines the integrity of the entire education system and contradicts the foundational principles of DepEd Order No. 45, s. 2002.
🔍 Bridging the Literacy Gap: From Policy to Practice 📘
To address the growing number of functionally illiterate graduates, we must revisit and revitalize the original goals of the Every Child A Reader Program (ECARP). Here's how:
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Strict adherence to promotion policies based on literacy competency.
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Nationwide reassessment of reading programs at the elementary level.
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Transparent reading diagnostics across all grade levels, not just early grades.
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Teacher retraining on effective reading instruction, especially in multi-grade and multilingual settings.
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Integration of critical reading and comprehension in SHS curricula.
More than ever, the need for early intervention is clear. Functional literacy cannot be an afterthought in the later years of education. It must begin—and be mastered—in the earliest grades.
🏫 Back to Basics: The Role of Schools, Families, and Communities 🌱
To truly make "Every Child A Reader" a reality, collaboration is essential. While teachers and school leaders are on the frontline, families and communities must play a supportive role. Daily reading habits at home, access to culturally relevant books, and a positive reading environment are key elements in a child’s journey to literacy.
Furthermore, DepEd’s central office must ensure that reading programs are not just rolled out—but sustained, evaluated, and adapted based on student needs and local contexts.
✨ The Future of Literacy Is in Our Hands 🕊️
The reports of functionally illiterate SHS graduates are not just statistics—they are a reflection of missed opportunities in earlier years. We must act urgently and wisely.
Reviving the spirit of DepEd Order No. 45, s. 2002 is not about nostalgia; it is about course correction. Literacy is still the key to all learning. Let us return to the basics, reinforce what works, and renew our vow that no child shall advance without the power to read, comprehend, and grow.
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