Journal of Social, Humanity, and Education (JSHE) ISSN 2746-623X, Vol 2, No 3, 2022, 211-224 https://doi.org/10.35912/jshe.v2i3.967 Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation Lilia P. Peregrino 1 , Mark G. Javillonar 2* , Dennis G. Caballes 3 , Chona R. Necio 4 , Amor B. Ramirez 5 Narra National High School, Philippines 1, 4, 5 Palawan State University-Narra College of Community Resource Development, Palawan, Philippines 2 De La Salle-College of Saint Benilde, Manila, Philippines 3 peregrino1908405@ceu.edu.ph 1 , mgjavillonar@psu.palawan.edu.ph 2* , dennis.caballes@benilde.edu.ph 3 , chona.necio@deped.gov.ph 4 , amor.ramirez@deped.gov.ph 5 Article History Received on 13 January 2022 1 st Revision on 15 January 2022 2 nd Revision on 1 March 2022 3 rd Revision on 31 March 2022 Accepted on 11 April 2022 Abstract Purpose: This study aimed at understanding how the Learning Continuity Plan was implemented in the schools in the Province of Palawan, Philippines Research methodology: It employed Quantitative and Qualitative Research Methods utilizing an interview questionnaire to gather needed data from twenty public schools in the province. Results: The schools’ LCP is still on the initial implementation as there are areas of concern that are yet to be fully accomplished. Problems involving funding, stakeholders’ collaboration, and institutional policy compliance are detrimental to smooth LCP implementation. Comparably, schools were able to implement collaboration, planning and review, strong communication, and transparency achieving the goals of education amidst problems. It was proven that schools could be resilient in times of a crisis as they could continue education amidst the challenges. Limitations: Since this study was conducted in the first year of LCP implementation amidst the coronavirus pandemic, the results may only be true to the said time and conditions. Contribution: This study could be a basis for developing policies for effective LCP implementation Keywords: Best practices, Brigada Eskwela, Coronavirus, Learning Continuity Plan, Problems encountered How to cite: Peregrino, L, P., Javillonar, M, G., Caballes, D, G., Necio, C, R., Ramirez, A, B. (2022). Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation. Journal of Social, Humanity, and Education, 2(3), 211- 224. 1. Introduction The coronavirus (COVID-19) pandemic that hit the globe has posed great challenges to all industries, especially education (Kooli, 2021a). The widespread closure of schools has affected a great number of students, from primary to tertiary levels (Cahapay, 2020); (Baburajan, 2021). The quality and accessibility of education should not be compromised even during a crisis. As one of the Sustainable Development Goals (SGD) of the 2030 Agenda, the Education for Sustainable Development aimed at providing the people of school age a universal and equitable educational opportunity by working with the stakeholders to lessen the adverse effects of the crisis (United Nations Educational & Organization, 2017a); (UNESCO, 2020b). Accordingly, quality education is a key to combating the challenges (Kooli, 2017). The balanced conformity of education, which includes outputs, methods, and environment, with defined needs, goals, requirements, norms, and standards is sometimes referred to as the educational quality (Belash et al.,