TPD on Learning Delivery Modalities (LDM) During COVID-19 in the Philippines

Project Information
Project Status: Completed
Years of Implementation:



When the COVID-19 pandemic caused the closure of schools and the abrupt shift to remote learning modalities, the Department of Education (DepEd) shifted their program priorities towards capacitating teachers and school leaders for continuing teaching and learning in the context of distance learning. The National Educators Academy of the Philippines (NEAP), an attached agency of the DepEd, developed the Learning Delivery Modalities (LDM) Courses, as part of the Basic Education Learning Continuity Plan (BE-LCP) for School Year 2020 – 2021. The Early Language, Literacy and Numeracy Digital (ELLN Digital) model, which was developed, piloted, iterated and scaled up by the Department of Education with the Foundation for Information Technology Education and Development (2016-present), was adapted for the delivery of the LDM courses.

The LDM Courses support continued teaching and learning by training school leaders, division leaders, and teachers. Learning Delivery Modality 1 (LDM1) trained school and division leaders to implement and manage the alternative delivery system at all levels, while Learning Delivery Modality 2 (LDM2) trained teachers to deliver instruction in their specific school contexts and available learning modalities  (e.g., print-based modules, radio-based instruction, online learning, among others). The implementation of LDM1 was a prerequisite to the implementation of LDM 2.

(DIAGRAM) Schema of TPD on Learning Modalities (LDM) during COVID-19, Philippines

Key Features of the LDM model

  1. The LDM courses have three components: theoretical coursework, portfolio development, and practicum. The courses were designed for blended learning, primarily through self-paced learning, and complemented by Learning Action Cells (LACs) for collaborative learning, as well as coaching.
  2. Course materials were delivered as downloadable self-learning modules, planning and improvement tools, and video tutorials.
  3. Collaborative learning took place through LACs, facilitated by LAC leaders, which could be held online, if not face-to-face, depending on the context of the learners.
  4. Coaches were assigned by the DepEd to assist learners for the successful conduct of the LACs, and for the development of their course and practicum portfolios.


The LDM Courses started in July 2020 for school leaders, and in September 2020 for teachers, ahead of the opening of classes in October 2020. During the first rounds of implementation, an evaluation of the program was conducted by FIT-ED, which included surveys and the collection of case studies involving teachers, school heads, instructional coaches and implementers from school division offices, region and NEAP Central Office staff, and members of FIT-ED.

The post-course evaluation found that the LDM Courses led to a deeper appreciation for the LAC as a platform for collaboration and professional development. Learners with better access to technology found that technology tools optimized their LAC experience (e.g. recording sessions for reference). Collaboration among learners also helped them work on their portfolios, which many expressed difficulty completing.

Although the coaching component was an essential element in the program, all regions had difficulty providing enough coaches during the first round implementation. Furthermore, learners reported varying degrees of involvement of the coaches in the LACs, with some heavily engaged in LAC sessions and one-to-one coaching, and others only selectively engaged in some sessions. Some coaches also expressed that they were not sufficiently prepared for the role, but augmented this gap through personal efforts such as self-study of the content.

Learners described the content of the modules as useful, relevant, “a complete package,” well-designed, clear, and easy to follow. They attribute their preparedness to deliver learning during the pandemic to the guides, materials, and tools provided by the LDM Courses. Their experience with the LDM Courses increased their confidence, knowledge, and skills in the delivery of distance learning. The LDM will continue to be offered by the NEAP and mainstreamed in other NEAP-recognized programs.