The World Bank is supporting the enhancement of the capacity of Philippines Department of Education (DepEd) through a Global Partnership for Education System Capacity Grant. This grant finances the assignment in reference.The Philippines faces a severe learning crisis; which is the current most pressing issue observed in basic education. Immediate action from DepEd including through evidence-based policymaking is necessary to prevent negative impacts on human capital development and growth. Ninety-one percent of 10-year-old Filipinos cannot read and understand age-appropriate text; a phenomenon known as learning poverty; which is significantly higher than in Indonesia (53 percent) and Thailand (23 percent). Only 10 percent of Grade 5 learners met the minimum proficiency in reading; and 17 percent did so in mathematics on the Southeast Asia Primary Learning Metrics in 2019. The National Achievement Test results show that 85 to 99 percent of Grade 10 students do not reach proficient levels in core subjects on average. Similarly; the 2022 Programme for International Student Assessment results show over 75 percent of 15-year-old Filipinos scored below the minimum proficiency in mathematics; reading; and science. The DepEd is interested in effective and evidence-based programs to recover or accelerate learning; which are essential to addressing critical learning gaps currently observed in the Philippines. Its 2023 National Learning Recovery Program (NLRP) misses key implementing guidelines and alignment with evidence-based international best practices. The NLRP; designed to address learning loss exacerbated by the COVID-19 pandemic; includes programs in reading; mathematics; science and technology; as well as learning camps. The program was designed as a 30-minute session delivered during certain days; integrated into regular class schedules and not be subject to testing. Implementation began in the school year 2024-25; but the program it not being implemented nationwide or across all grades at once. Many components remain unclear and lack implementing guidelines. For example; in the learning camp (an end-of-school year remediation program); learners most in need of remediation often did not participate. Further; while baseline and endline assessments were administered; results were unavailable; making it difficult to group learners by ability and track their progress.The assignment in reference is proposed within the abovementioned context. Detailed Terms of Reference can be found attached.