MODULE 2:

Most Essential
Learning Competencies
(MELCs)
 MODULE CONTENT
Lesson 1. Background, Rationale, and
Development of MELCs

Lesson 2. Unpacking and Combining

MELCs into Learning Objectives LAC
Session 2
 Lesson 1.
Background, Rationale,
and Development of
MELCs
Lee Marjorie L. Zaldivar, T-1
By the end of this lesson, you should be able to familiarize yourself
with the background, rationale, and development of MELCs. In this
session, you will be able to:

1. identify the background and basic process of

the identification and development of the
MELCs
2. make sense of the function of MELCs as an
educational response to a global health
crisis
3. appreciate the MELCs as support for
teachers during this time
 Background on the
Identification of the
MELCs
ACTIVITY 1. Answer the following reflective
questions in your Study Notebook:

1. The closure of schools around the world due to

the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher,
what do you think are the fundamental concerns in
terms of curriculum standards that need to be
addressed in order to ensure learning continuity?
Cite a specific example. Do you think these
concerns could be solved by teachers alone? Why or
why not?
ACTIVITY 1. Answer the following reflective
questions in your Study Notebook:
2. Even prior to the spread of COVID-19 that
eventually led to the closure of schools nationwide,
the congested curriculum has been a perennial
problem of teachers (Andaya, 2018). This is
perceived to be one of the hindering factors on the
poor performance of Filipino learners. Do you
agree with this observation? Why or why not?
 The Department, through the Bureau
of Curriculum Development–
Curriculum Standards Development
Division, in collaboration with the
Assessment Curriculum and Technology
Research Centre (ACTRC), started
working on the identification of essential
learning competencies in the middle of
2019 as part of its review of the intended
curriculum.
 Initiated by Secretary Leonor Magtolis-
Briones, the K to 12 curriculum review is not
just meant to fullfill one of the provisions of
Republic Act 105333 to review the curriculum,
but is also part of her continuing commitment
to ensure quality, relevant, and liberating
education. After the four phases of curriculum
review are completed, the Secretary will
convene the Curriculum Consultative
Committee to present the findings as provided
for in Section 6 of the same Republic Act.
Results of the review from the workshop series provided an overview of the
articulation of learning competencies in each learning area. Specifically,
the review covered the following:

● Mapping of the essential and desirable learning competencies

within the curriculum;
● Identification of prerequisite knowledge and skills needed to
prepare students for essential learning competencies; and
● Analysis of the interconnectedness of prerequisite knowledge
and skills among the learning competencies for each subject
area.
 A list of the characteristics of
essential learning competencies was
provided to help participants decide
which among the learning
competencies are deemed most
important.
Characteristics of an Essential Learning
Competency
 ACTIVITY 2
Familiarize yourself with the course reading
on the Development and Design of the
MELCs. After going through the document,
provide a brief and concise response to the
following guide questions. Write your
answers in your Study Notebook.
1. What are the general and specific
purposes of the development of
MELCs?
2. How does curriculum review aid in the
identification of essential learning
competencies?
3. What is the difference between
essential learning competencies and
desirable learning competencies?
4. How were the most essential learning
competencies identified? What were
the decisions made in order to trim
down the number of the essential
learning competencies further?
5. What is the importance of the MELCs
in ensuring the delivery of quality
instruction?
Rationale
 The education sector is not spared from the
COVID-19 pandemic which continues to gravely
affect various governments and economies around
the world. The current global health crisis poses a
profound impact on the basic education system, as
approximately 87% of the world’s student
population, or 1.5 billion learners, have been affected
by school closures (UNESCO, 2020). While interim
distance and remote learning programs are being put
in place in many locations, the most marginalized,
poverty stricken and vulnerable children are also the
most disadvantaged.
 In the Philippines, ensuring the welfare of more
than 27 million learners in basic education alone
requires indomitable commitment especially
amidst this crisis. However, UNESCO reiterates its
stand in spite of the circumstances: “Education
cannot wait. If learning stops, we will lose human
capital.” Meeting the needs of the most vulnerable
populations during these times is essential to
achieving SDG4 [Sustainable Development Goal 4]
(UNESCO, 2017).
 It will continue to strive to produce holistic
Filipino learners with 21st century skills.
Consequently, the Bureau of Curriculum
Development ensures that learning standards
are relevant and flexible to address the
complex, disruptive, volatile, and ambiguous
impact of COVID-19 in the Philippines
particularly in the basic education sector.
 Working on the said premise, the Department
came up with the Most Essential Learning
Competencies (MELCs) to be used nationwide by
field implementers for SY 2020-2021. The release
of the MELCs is not just a response to addressing
the challenges of the current pandemic but is also
part of the Department’s long-term response to
the call of SDG4 to develop resilient education
systems, most especially during emergencies.
 The MELCs can be used under similar circumstances as
a mechanism to ensure education continuity (curriculum
dimension). However, releasing the MELCs does not
downplay the standards set by the K to 12 curriculum
guides. Rather, they serve as one of the guides for teachers
as they address the instructional needs of learners while
ensuring that curriculum standards are maintained and
achieved. Furthermore, the MELCs intend to assist schools
in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample
instructional space.
Development
of
MELC
From ELCs to
MELCs
 A learning competency is considered enduring if
it remains with learners long after a test or unit of
study is completed or if it is useful beyond a single
test or unit of study. Examples of such learning
competencies include research skills, reading
comprehension, writing, map reading, and
hypothesis testing, which are essential in many
professions and in everyday life (Reeves, 2002;
Many & Horrell, 2014).
 Necessary in this process is the decision
whether a learning competency is to be
retained, merged, dropped, or rephrased.
As a general rule, a learning competency
is retained if it satisfies the endurance
criterion which greatly contributes to life-
long learning and is a prerequisite skill to
the next grade level.
 Two or more learning
competencies are merged or
clustered if they have the same
objective or learning intention
and can therefore be combined
into one comprehensive learning
competency.
 However, learning competencies are
removed/dropped due to the following
reasons:
O They are too specific (and the articulation is similar
to that of a learning objective).
O They are deemed appropriate to be introduced in an
earlier quarter or grade level or moved to a later
quarter or grade level.
O They are recurring.
O They are subsumed in another learning competency.
Finally, a learning competency is rephrased to be
more concise
Examine the examples that follow:
 ACTIVITY 3
Prepare a copy of your learning area’s original K-12
Curriculum Guide and corresponding list of MELCs.
Go to the sections of the curriculum guide and
MELCs that are relevant to your instructional needs.
Copy and accomplish the following table in your
Study Notebook and compare the two documents to
determine which learning competencies were retained,
dropped, or merged.
 The content and performance standards
are directly lifted from the curriculum
guides. Its inclusion is to emphasize that
the identification of MELCs is anchored
on the prescribed standards and not a
departure from the standards-based basic
education curriculum. Thus, teachers are
encouraged to refer to the 2016
Curriculum Guides in unpacking the
MELCs.
 The MELCs are implementable as long
as the designed activities also teach the
procedures and processes on how and when
to apply those knowledge and skills in a
given context. With these, Filipino learners
are guaranteed relevant and quality basic
education despite the current health crisis.
 ACTIVITY 4
In your LAC Session, discuss and share your
answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification
as well. Share your thoughts and let your co-
teachers articulate their insights regarding your
questions. Jot down all the insights shared in the
discussion, including your own, in your Study
Notebook.
Thank You!!!
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