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What is Brigada Pagbasa (BP)?

The Brigada Pagbasa (BP) as a form of Brigada Eskwela is an after-school reading program in response to Hamon: Bawat Bata Bumabasa or DepEd 3B Initiative issued under DM 173, s. 2019. All BE implementers are encouraged to conduct this partnership initiative for reading which serves as a platform to synergize education-related endeavors that immediately addresses literacy and numeracy learning gaps.

This reading advocacy serves as an avenue for all stakeholders to contribute possible solutions to improve the country’s education system, especially in equipping the learners with 21st century skills. With the successful nationwide implementation last school year, the Brigada Pagbasa shall continue with an aim to engage more education partners and experts to intensify this after-school reading program.

In the same issuance, DepEd acknowledged that initiatives implemented to develop the learners’ reading skills are insufficient based on the results of the national assessments for learners. The Brigada Pagbasa Program aims to make every learner a reader by engaging partners and stakeholders to promote the culture of reading.

The Division Partnership Focal Person (DPFP), in collaboration with the Division Reading Coordinator, is encouraged to conduct inventory of school reading programs and identify the gaps as an opportunity for partnership interventions. All applicable provisions under DM 173, s. 2019 relative to partnerships for reading programs shall apply. These reading programs with partnership components shall be part of the Brigada Pagbasa. The conduct of Brigada Pagbasa shall include advocacy activities to encourage volunteerism among learner participants and reading tutors and sponsors.

The detailed guidelines for the implementation of Brigada Pagbasa shall be posted here once DepEd releases the issuance.

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Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

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