As the Department of Education (DepEd) forges ahead with solutions to address educational challenges in the Philippines, the Dynamic Learning Program (DLP) emerges as a compelling innovation. Developed by Dr. Christopher Bernido and Dr. Ma. Victoria Carpio-Bernido of the Central Visayan Institute Foundation (CVIF), the DLP is a shift from conventional teaching toward activity-based, independent learning.
Now being piloted for School Year 2025–2026, the DLP stands on three pillars of application, each uniquely tailored to real-world schooling issues: mainstream education, multi-shift congestion, and emergency learning environments. These three implementations aim to deliver continuity, equity, and resilience across diverse school contexts.
📚 1. Mainstream Implementation: Elevating Core Learning Through Reform 🏫
In selected secondary schools across Regions VII, XI, and the Negros Island Region (NIR), the DLP is integrated as part of daily classroom instruction. Unlike conventional models dominated by teacher lectures, this method follows a 70-30 structure, where 70% of learning time is allocated to student-directed activities, and only 30% is used for lectures.
This approach fosters deeper engagement and stronger retention. According to UNESCO’s “Reimagining Our Futures Together” (2021) report, learner-driven methods cultivate long-term cognitive skills and self-discipline, two critical aspects of 21st-century education. The mainstream pilot serves as a testbed for national reform, exploring how a low-tech but high-impact model can replace traditional didactic instruction.
By embedding DLP across all eight subject areas, this implementation is designed to validate whether independent learning strategies can systematically improve outcomes in a regular school setting without overreliance on technology or infrastructure.
🏙️ 2. Implementation for Congestion in Multi-Shift Schools: Maximizing Space and Time ⏰
Overcrowding is a persistent issue in urban public schools, especially in NCR and CALABARZON, where classroom sizes far exceed optimal limits. To mitigate this, DLP is being deployed in multi-shift schools, allowing learners to attend classes just twice a week while completing the bulk of their schoolwork at home through Learning Activity Sheets (LAS).
This model not only reduces the need for daily in-person attendance but also enables educators to effectively rotate students without compromising learning. As noted by the Asian Development Bank (ADB, 2022), space-optimized scheduling paired with structured self-learning can significantly raise educational efficiency in high-density school systems.
Crucially, students are not left unsupervised. The LAS includes detailed guides aligned with the curriculum standards. Teachers provide consultations and feedback during scheduled class days, ensuring that learning continuity remains intact. This form of hybrid education is ideal for locations with limited classroom availability but growing student populations.
🌪️ 3. Implementation in Emergency Situations: Keeping Education Alive Through Crisis 🧯
Perhaps the most urgent and impactful use of the DLP lies in its implementation in areas frequently affected by disasters. In Region V, where typhoons and earthquakes regularly disrupt school operations, the program’s resilience-based design ensures that education continues even when schools close.
Unlike digital learning systems that depend on internet access, the DLP relies on print-based modules that can be completed in any safe location, including evacuation centers or students’ homes. According to UNICEF’s Emergency Education Guidelines, having ready-to-deploy, low-tech learning solutions is essential for safeguarding education in the aftermath of natural disasters.
With climate change exacerbating the frequency of calamities in the Philippines, the DLP’s disaster-resilient framework is not just beneficial—it’s essential. It upholds the constitutional right to education by providing a reliable academic structure, regardless of crisis conditions.
💡 Why These Three Implementations Matter for the Future of Education 🌍
The brilliance of the Dynamic Learning Program lies in its adaptability. By designing it for mainstream education, overcrowded schools, and disaster-prone areas, the DepEd is preparing the entire system for a more responsive, flexible, and equitable future.
Whether a student lives in an urban sprawl, a remote island, or an evacuation site, the DLP ensures that their education doesn't halt. It embodies what World Bank reports describe as “learning continuity models” — solutions that not only react to crises but proactively build systemic resilience in the education sector.
If the 2025–2026 pilot proves effective, it could lead to a nationwide transformation—one that brings quality learning to every Filipino child, wherever they are, whatever the circumstance.
