The Department of Education (DepEd) has granted school heads the authority to suspend classes at the granular level based on actual community conditions and consultations with Schools Division Superintendents (SDS) and Local Government Units (LGUs).
“This ensures that decisions are tailored strictly to affected classrooms or specific grade levels, doing away with the usual generic, division-wide ‘no classes for all’ cancellations,” the agency said in a news release on Friday.
Data from the Second Congressional Commission on Education (EDCOM 2) showed that nearly 30% of class days in School Year 2023-2024 were lost due to suspensions.
Of these, 32 days were accounted for calamities, such as typhoons, earthquakes, and high heat indices, during April and May. 12 days were also lost to non-teaching tasks, followed by four local holiday suspensions, four days off-class activities, and one day of closure due to a conflict.
Under the Department of Education Order No. 14 s. 2026, principals, SDS, and Division Alternative Learning System Focal Points are provided with a clearer decision-making framework for addressing classes disrupted by natural disasters and other emergencies.
“If there is a calamity or crisis, our first question should be: is it safe for children and teachers, and can they teach and learn?” Education Secretary Edgardo “Sonny” M. Angara said in Filipino in a news release.
“We cannot expect the same from them during normal times and when they are facing danger, fear, or loss,” he added.
The new guideline introduces a levels-based Learning Continuity Framework to guide schools in selecting appropriate learning responses based on the safety, readiness, and condition of learners and teachers. The four levels are Hayo (or Continue), Hinay (or Ease-in), Hinga (or Check-in), and Hinto (or Stop).
Continue signals that stakeholders are safe and regular in-person learning can proceed. Meanwhile, Ease-in is applicable during slower, more flexible learning resulting from mild disruptions.
Check-in is used when well-being is prioritized and academic demands are reduced. The Stop level is for halted academic learning due to safety and basic needs risks.
The guidelines also set standards for emergency learning resources and experiences to sustain learning without placing unnecessary pressure on learners and teachers, including learning packets, print or digital modules, broadcast materials, family kits, check-in guides, home learning support, and emergency learning kits.
“The real essence of learning continuity is compassion—it knows when to continue, when to slow down, when to check in, and when to pause in order to prioritize safety,” Mr. Angara said.
DepEd said the new policy applies to public elementary and secondary schools, DepEd-operated Community Learning Centers (CLCs), and DepEd-recognized ALS Providers.
However, private schools, ALS providers, and basic education units of state or local universities and colleges (SUCs and LUCs) may likewise adopt it. — Almira Louise S. Martinez
