Research Paper 2 (MEAM 605)

Republic of the Philippines
PHILIPPINE STATE COLLEGE OF AERONAUTICS

Piccio Garden, Villamor, Pasay City
INSTITUTE OF GRADUATE STUDIES
MEAM 605 Philosophy of Higher Education
3RD TRIMESTER AY 2020-2021
MEAM 605
PHILOSOPHY OF HIGHER EDUCATION
PROBLEMS AND CHALLENGES OF COVID-19 IN PHILIPPINE EDUCATION
(TITLE)
SUBMITTED BY:
JENERIC D. TULBA
(7:00-11:00AM)
SUBMITTED TO:
DR. JOSEFINA R. TORRES
PROFESSOR
JULY 26, 2021
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1. Introduction
The COVID-19 pandemic has changed the world. Due to the nature of the virus, particularly how it is
transmitted, it has altered human behaviors, relations and lifestyles, and had profound impacts on the
economic, political and cultural landscapes of societies across the world. It has likewise exacerbated poverty,
discrimination and inequalities in many parts of the world, not only through how COVID-19 appears to be
affecting poorer communities more than the rich, but also as a consequence of the measures taken by states to
control the spread of the virus, primarily by curtailing freedom of movement through the imposition of
community quarantine, lockdowns and curfews in many parts of the world.
In the Philippines, due to the 4, 195 confirmed cases as of April 10, 2020 based on the Department of Health
(DOH, 2020) online tracker report, the COVID-19 pandemic really causes a massive impact in higher educational
institutions. The country immediately opted for online learning. Some teachers recorded and uploaded their
lessons online for the students to access and some were even more innovative (Fox, 2007) and used Google
Classrooms, WebQuest, and other online sites, but a greater majority of teachers are not prepared to deal with
online education. After three days of the national memorandum for alternative delivery, the Commission on
Higher Education (CHED) suspended the online form of instruction since there was an increase in the number of
the students, including teachers who clamored against the online mode of learning due to different factors. The
truth is, numerous higher education institutions, both private and state colleges and universities in the
Philippines are not prepared to implement this online system.
COVID-19 has disrupted education beyond our wildest imagination thus governments around the world are now
rapid prototyping solutions on how to continue learning, teaching and services amidst the pandemic. In the
Philippines, there are 28,451,212 students who are affected by the pandemic.
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President Rodrigo Duterte has formally declared a state of public health emergency in the Philippines and
suspended all classes, in public and private, in Metro Manila from March 10 2020 up to present. However, due
to raising numbers of infections, the entire Philippines was placed under the state of calamity enforcing
enhanced community quarantines by March 17, which directs all government agencies to assist, cooperate and
mobilize resources for critical, urgent and appropriate responses and measures in a timely manner to curtail and
eliminate the COVID-19 threat. Thereafter, although restrictions have somehow eased at certain parts of the
country, schools are still closed for face-to-face classes. As quick response, educational institutions and
organizations around the country are harnessing the different types of technology and modalities to continue
learning, teaching and services during the pandemic.
2. Background and Problem
The COVID-19 crisis has forced school closures in almost 200 countries, disrupting the learning process
of more than 1.7 billion children, according to the Organization for Economic Cooperation and
Development (OECD).
Most governments including the Philippines were forced to adopt distance-learning solutions to ensure
education continuity, and much of the debate focuses on how much students have learned (or missed)
during school closures.
In the Philippines, the coronavirus forced 2.6 million kids out of school as their parents lost their jobs or became
underemployed. Many had to transfer to public schools where tuition is free. The enrollment rate fell by a tenth
from a year earlier to 24.6 million.
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“Problems in education reflect bigger problems in society labor, infrastructure, economic and social
development, and healthcare, group spokesman John Lazaro said by telephone. Mr. Lazaro said many
parents are incapable of teaching their kids complex lessons, and majority of families don’t have laptops
and other gadgets needed to make the online learning experience easier.
A government plan to improve the quality of education was stalled because of the crisis, he pointed out.
Mr. Lazaro’s group had been pushing for an academic freeze classes shouldn’t start until COVID-19
vaccines arrive arguing that the Department of Education (DepEd) should have planned the steps better
under the so-called “new normal” instead. He admits the freeze is a “Band-Aid solution” it doesn’t really
get to the bottom of the problem.
“It’s an emergency measure meant for education agencies to sit down and really think about the
problem at hand rather than trying to rush through plans that don’t work, in favor of stakeholders,” he
said.
Otherwise, the government should at least subsidize expenses related to distance learning, Mr. Lazaro
said.
DepEd had planned to resume face-to-face classes in low-risk areas this month, but President Rodrigo R.
Duterte recalled it given the risk from a new coronavirus strain first detected in the United Kingdom. At
least 17 people in the Philippines have tested positive for the more contagious variant.
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Senator Sherwin T. Gatchalian, who heads the Basic Education Committee, said an academic freeze
would be regressive.
The Philippines ranked lowest out of 79 countries in the OECD’s Program for International Student
Assessment in 2018.
Filipino students posted a mean score of 340 in Reading, 357 in Science and 353 in Mathematics, much
lower than the average scores of 487 in Reading and 489 each in Science and Math.
The country also ranked last out of 58 countries after scoring 297 and 249 in Grade 4 Math and Science
respectively, in the 2019 Trends in International Mathematics and Science Study by the International
Association for the Evaluation of Educational Achievement.
Fifth-grade Filipino students also lagged behind students in five other Southeast Asian countries, in
Reading, Writing and Math in the 2019 Southeast Asia Primary Learning Metrics.
3. The Basic Education
All basic education classes were suspended by March 10, 2020, which coincidentally is the last month of
the school year 2019-2020. When the quarantine was extended, accommodations were given to
students to pass their current year level.
Private basic education institutions were given the approval to open through distance learning by June
2020, following the issuance of DEPED Basic Education Learning Continuity Plan (BE-LCP) in the Time of
Covid-19 (DEPED Order No 12 s. 2020) which aims to:
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 Protect the health, safety and well-being of learners, teachers, and personnel, and prevent the
further transmission of COVID-19;
 Ensure learning continuity through K-12 curriculum adjustments, alignment of learning
materials, deployment of multiple learning delivery modalities, provision of corresponding
training for teachers and school leaders, and proper orientation of parents or guardians of
learners;
 Facilitate the safe return of teaching and nonteaching personnel and learners to workplaces and
schools, taking into consideration the scenarios projected by DOH and IATF, complemented by
other credible sources, and balanced with DEPED’s own risk assessments;
 Be sensitive to equity considerations and concerns, and endeavor to address them the best we
can; and
 Link and bridge the BE-LCP to DEPEDs pivot to quality and into the future of education, under
the framework of Sulong EduKalidad and Futures Thinking in Education
4. DEPED Learning Delivery Modality during COVID-19
DEPED has formulated different learning modalities that take into consideration the access and availability of
technology and connection for learning. It employs distance learning designed to continue education even if the
teachers and students are physically remote with each other through the use of online/offline technologies, TV
and radio, and printed modules. Also, blended learning is the combination of any of these modalities while
home schooling is primarily done at home with a caregiver as teacher.
Even before the pandemic, the review of the K-12 Basic Education Curriculum has been on-going, however, the
process has been fast track, which identified the 5,689 Most Essential Learning Competencies from the original
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14,171 or 60% reduction. This is done through retaining, merging, clustering, removing, rephrasing existing
competencies to address congestion and overlaps (DEPED MELCS, 2020).
DEPED also has rapidly prototyped the DEPED Commons which is the online platform to support the continuous
delivery of basic education to Filipino learners. It aims to foster awareness and use of Open Educational
Resources (OERs) and encourage the open licensing of educational materials. Since the launch last March 17,
2020 it has integrated the private schools, alternative learning systems, special education stakeholders as users.
It has also partnered with local mobile companies making access to the portal free for their subscribers. During
the first nine weeks, 7,215,925 unique users have already registered and accessed DEPED Commons. To date,
there have been good feedbacks across different stakeholders on the utilization of the portal (DEPED Commons,
2020).
The Learning Resources Management and Development System (LRDMS) has been the online resource
repository of DEPED even before the pandemic and continue to serve as such. It contains 6,199 learning
resources for learners; 1,587 resources for teachers; and 56 resources for professional development. In addition,
the Department of Science and Technology (DOST) Star Books and the Commission of Higher Education (CHED)
Teach Together Project have also donated numerous resources (DEPED Commons, 2020).
The different lessons across the K-12 Program for different learning modalities for all learners shall be converted
to inclusive and interactive e-books and uploaded to the DEPED Commons as Self- Learning Modules (SLM).
These modules would be in print, video lessons, and/or digital formats that will be used for blended learning,
distance learning, homeschooling, and apprenticeship, either on top or in place of the traditional face-to-face
learning modality (DEPED Commons, 2020).
DEPED will provide technology provisions by end of school year 2020 with 475,650 tablet PCs and 634,877
desktops/thin clients will be available for use by 21.4 million students, or about 94% of the 22,746,855 public
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school students, while 190,574 laptops will be available for use by teachers (22% of the total DEPED teaching
force.) In addition, local government units and private organizations are providing technology augmentation to
students and teachers across the country (DEPED Commons, 2020).
5. The Higher Education
Classes in Higher Education Institutions (HEIs) were also suspended from March 10, 2020 however,
unlike the basic education institutions, HEIs were allowed to operate through distance flexible learning
systems. The Commission on Higher Education (CHED) Advisory No. 1, Feb 11, 2020, outlined the
response in to the prevention, control and mitigation of the spread of the COVID-19 and by March 11,
2020, the Advisory No. 2 contained the update and addendum putting emphasis on ensuring the safety
and health of all students, faculty, staff and administrators which:
 Enjoins all HEIs to follow the guidelines based on the current issuance of the Department of
Health (DOH) and World Health Organization (WHO);
 encourages a rigorous information campaign visible across multiple communication channels;
 recommends everyday preventive actions;
 establishes screening protocols and responses;
 recommends review of attending, participating, and organizing events that draw large crowds;
travel restrictions; and
 extend in-house resources to students, faculty and staff.
The succeeding advisories culminated in the CHED COVID-19 Advisory No. 7, 24 May 2020 with following
recommendations:
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 suspension of face-to-face or in-person classes until further directives from the IATF;
 provision for the opening of summer classes;
 suspension of the on-the-job training and internship programs (foreign and local) and mass
gathering,
 opening of classes for AY 2020-2021 shall be based on the HEI’s delivery mode;
 adoption of a flexible learning strategy or mode in delivering instruction, processes and services;
 compliance on health and wellness standards;
 adoption of alternative work arrangements with a skeleton workforce
 provide essential services to its clients;
 establish a clear communication plan and transact using non-face-to-face means;
 revise their academic policies;
 respect the decision of families not to send their children to school due to concerns about their
safety; and
 Other pertinent details.
Guided by CHED, most of the universities and colleges in the Philippines have implemented flexible
learning systems to continue education which take into consideration the evolution of the educational
landscape during and after the pandemic putting emphasis on analysis, design, implementation and
evaluation of the different types of modalities to affect learning and teaching anchored on the tenets of
inclusive and resilient education. According to CHED (2020), there are three modes of flexible learning:
1) online – which uses available online classroom for delivery of instruction; (2) offline – does not need
any internet connectivity as learning is done through printed modules or digital media in storage
devices; and (3) blended combination of online and offline modes (Magsambol, 2020a).
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Connectivity is one of the main issues in flexible learning as there are students who would have full
access to technology and bandwidth, while others have limitations or no access at all. CHED admitted
that poor internet connection, especially in the provinces, has made the conduct of fully online classes
“not viable.” (Philippine Daily Inquirer, 2020)
The CHED curriculum is learner-centered and outcome-based as most of the HEIs conducted curriculum
reviews to respond thereby adjust to the new normal by concentrating on the core competencies,
essential learning experiences and integrative assessments. Flexible learning is deeply rooted in learner-
centeredness and outcome-based education (CHED CMO 4, 2020).
5. The Impact of the Lockdown on Higher Education
Higher education institutions (HEIs), both public and private, have also had to adjust to the new
situation where face-to-face interaction and mass gatherings are prohibited. Committed to their
mandate, the leading universities and colleges in the Philippines, particularly those affiliated with the
ASEAN University Network such as the University of the Philippines, Ateneo de Manila University and
De la Salle University, found innovative ways to fulfil their three-pronged tasks of education, research
and service. Everyone, from the operations and support service units, to administrators and teachers,
adjusted to work-from-home arrangements.
From the confines of their homes, teachers and administrators were put to the task of revising and
adapting course syllabi and requirements as they shifted to alternative or remote teaching modalities,
both synchronous and asynchronous. Where students and teachers had access to electronic devices and
reliable Internet connections, learning managements systems such as Canvas, Moodle, Blackboard, and
applications like Google Hangouts, Zoom and Skype, were used. But where students had limited access
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to computers or unreliable access to the Internet, teachers and students used smartphones to exchange
messages, notes and materials, through text messaging, e-mail, Facebook Messenger, and Twitter.
In some instances, these arrangements became unsustainable and some universities had to suspend
remote or online classes because the uneven socioeconomic status of students affected their access to
these modalities of learning. Also, concerns regarding the mental health of both students and teachers
affected by the uncertainty, became another reason to suspend online classes.
6. Recommendation for Higher Education
A. Integrate Environment and Health Courses in the Curriculum
Higher education institutions should integrate environmental and health courses in the curriculum. It is
particularly of utmost importance to make the curriculum as responsive to the needs of the world at the present
times. The integration of basic environmental and health courses should be accessible to all students in the
university (Türkoglu, 2019) and not just for the science-related majors since everybody deals with environmental
and health problems. Learning materials which are focused on environmental literacy can also be developed for
utilization in classroom instruction and for training to a wider audience in the society (Türkoglu, 2019).
Environmental science education programs can produce citizens who can be environmentally literate and can
exemplify environmental health concerns for social action (Keselman, Levin, Kramer, Matzkin, & Dutcher,
2011).This is to adapt to the real issues that the world is dealing with and thereby create awareness and
improve positive attitudes among the students (Amin, Mahadi, Ibrahim, Yaacob, & Nasir, 2012; Türkoglu, 2019),
strengthen educational health practices, and implement effective environmental education policies. The
integration can present barriers to the teachers such as time constraints, pressures of imposed guidelines, and
lack of enough knowledge to teach environmental health, among others (Keselman, Levin, Kramer, Matzkin, &
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Dutcher, 2011). Nonetheless, environmental health is highly regarded worldwide, especially after having to deal
with the global pandemic at the present time. This curriculum endeavor can help address future environmental
issues.
B. Strengthen Environmental Policies and Hygiene Practices
There is a need to strengthen environmental hygiene practices in all levels of learning. Responsiveness of the
society starts when learners are educated in the schools. Creating awareness to the students about societal
issues, especially of health concerns challenges the universities. The COVID-19 pandemic has posited school
closures globally, so, environmental hygiene should be a priority in schools to prevent the transmission and
outbreak of infectious diseases (Lee et al., 2003) in the future. Students should also be taught to gain knowledge
and behaviour practices on the prevention of infectious diseases. The students can be given health management
tools that can let them practice protocols until good hygiene becomes a school culture. To achieve the goal, the
university needs to craft a policy to control the transmission root of the virus (Lee et al., 2003). Thereby,
effective health and environmental policies should be crafted anchored on a sustainable environmental
framework of a university.
C. Incorporate an Online Mental Health and Medical Services
For quality indicators of a higher education enterprise, there should be a set of values and principles that
accounts for the expressed needs of its stakeholders, particularly the students (Ludeman, Osfield, Hidalgo, Oste,
& Wang, 2009). Schools need to strengthen its medical services and student support services so that constant
monitoring and implementation of health practices are followed within the vicinity and beyond the academe.
Due to global trends of the pandemic, higher education needs to prioritize the academic, career counselling, and
even the medical services and programs that should be accessible to the students in the university and even
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through online means. In fact, mental health needs in the universities have gained significant attention
(McBride, Van Orman, Wera, & Leino, 2010) due to the increasing number of mental disorders among college
students (Blanco et al., 2008; Dalky & Gharaibeh, 2018; Hinderaker, 2013; Hunt & Eisenberg, 2010; Pedrelli,
Nyer, Yeung, Zulauf, & Wilens, 2015). Free virtual services such as medical counselling, mental health
teleconferencing, and other related online health services from medical staff representatives and professional
health experts such as psychologists and guidance counselors should be readily accessible for the students even
outside the centers (Hinderaker, 2013). A study (McBride, Van Orman, Wera, & Leino, 2010) reported having the
highest offerings on primary care services (98%) along with health promotion (90%) under a range of health
services. The online care services would expedite the assessments and provide adequate services for better
outcomes of the students to seek treatment and engagement (Pedrelli et al., 2015). Furthermore, for a basic
understanding of COVID-19, higher education institutions should also formulate a management protocol and
flow chart focused on campus medical services to serve as public health awareness measures (Lee et al., 2003).
The information should map the symptoms, risks, and management guidelines to seek for primary care services
contextualized in the school setting to prevent the direct transmission of the virus. Other health-related services
such as mental health services also need development of its management flow chart and promotion of this
agenda because mental health is part of the wellbeing that is connected to the academic success of the students
(Dalky, & Gharaibeh, 2018; Hunt & Eisenberg, 2010). Institutions can advance on promoting health services for
the students especially when done through online dissemination since they are active in their social media
accounts.
D. Migrate Courses, Align Curriculum Competencies, and Scale up Teachers’ Training for Online Learning
Instruction
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Due to the COVID-19 pandemic, higher education intuitions the world over are shifting to online
learning or distance education programs. The advantage is it can allow for the students to learn attheir
convenience since itis needless to attend training centers and universities (Knibel, 2001). This large shift
to online instruction does not need for the face to face interaction between teachers and the students
together with their classmates so there is prevention and control over the spread of the virus. Higher
education institutions in the Philippines thereby should prepare the courses for online transfer since
another epidemic can breakout in the future. That indicates aligning the competencies that students
should learn in the subject courses in an online format. By doing this, universities can expedite its
response for continuous learning of the stakeholders. Although this online delivery can present barriers
to the teachers since they need to acquire online-driven competencies in planning, implementing, and
assessing the performance of their students, providing teachers with adequate training courses can
assist them to effectively implement the courses through electronic delivery. There are various devices
available with innovative tools for the teachers to access to promote learning for the students with
diverse educational needs. The technology devices, design of the program, choices of instructors,
responsive curriculum, and supportive stakeholders are necessary and significant for the successful
delivery of the lessons in an online environment (Barr & Miller, 2013). In that case, this brings an
opportunity for higher education institutions to scale up the training of the teachers for online learning
instruction. The training for the teachers can improve student learning in educational programming for
the instructors to facilitate the goals aligned to the learning goals of higher education institutions
(Ludeman et al., 2009).
E. Strengthen Research Efforts, Data Monitoring, and Evidence-Based Practices
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Institutions of higher education are expected to demonstrate responsiveness to the stakeholders. The
expectations are higher because of the bars that government entities, accreditation agencies, and other
stakeholders are setting for the performance of higher level institutions (Ludeman et al., 2009). Higher
education needs to demonstrate effectiveness and efficiency in the educational administration because
the stakeholders demand evidence from institutions to support the claims of excellence and
effectiveness. Other than that, these are changing times globally, and even the pandemic has affected
the way that educational systems should function that a great deal of evidences are needed to
determine how higher education institutions should respond to the educational, economic, and
employment crises. There is an even greater need to produce research reports on the impact of COVID-
19 pandemic to the educational system in the country. Higher education institutions need to seize these
opportunities to strengthen data monitoring, documentation and evidencebased practices of the
services and programs that are offered to the students. There have been numerous innovative programs
of higher learning but these innovations are not assessed rigorously (Hunt & Eisenberg, 2010). For
example, little research has been published referring to the counseling center utilizations in the
universities (Hinderaker, 2013). Even in the Philippines, there is a need for more scientific data on the
provision of mental health services in college campuses nationally and locally. Hence, research,
evaluation, and strategic planning are central to student success. These research efforts can meet the
challenges in the future to provide information that are crucial for transparency and accountability
(Ludeman et al., 2009). The faculty, researchers, and professionals of higher education need to engage
and strengthen the efforts in research, evaluation, and strategic planning to document best processes,
increase evidence-based practices, and improve student learning in higher education in the Philippines
even amidst the COVID-19 pandemic or possible spread of other viruses in the coming years.
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8. Challenges
These solutions and provisions have positively impact the continuation of education in the Philippines,
however, there are still challenges that need immediate attention:
 The enrollment rate in basic education has been steadily rising in the past years however,
according to Magsambol (2020b), there are 24,723,533 students for school year 2020-21 lower
by 3 million compared to last year. In addition, enrollment in private as well as state universities
and colleges (SUCs) is expected to plunge by as much as 70 percent this coming school year (One
News, 2020). This is due to economic hardships faced by students and their families caused by
the COVID-19.
 Private schools play a very crucial role in educating the young Filipino minds as their account for
16% of enrollment before the pandemic but there are now 748 out of 14,435 private basic
educational institutions suspended operations affecting 3,233 teachers and 40,345 learners
(CNN Philippines, 2020). In addition, more than 54% of the college students are in private
schools Thus, the revenue loss is estimated at Php 55.2 billion (approximately
USD1,146,366,000) if classes is to open last August 2020 (Manila Bulletin, 2020). On the top of
the social and emotional implications to all educational stakeholders of school closure or
transfer.
 There is a need to train teachers and school leaders into the analysis, design, implement and
assessment of distance learning in different modalities as according to DEPED there are only
95,156 teachers have been trained at this time or roughly 11% of the total teaching force of
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847,467 (DEPED Commons 2020). The CHED shall implement developmental projects to assist
institutions, faculty and students to transition to flexible learning (CHED CMO 4, 2020).
 Although LMRDS, Commons and SLM DEPED; CHED OER Repository of CHED; and Resource
Centers of different HEIs are adaptive and inclusive resource centers and there is provision for
information sourcing, there is a need for a national leaning platform and a centralized module
creation to ensure quality and standards.
 There should a national plan for technology provisions for students and teachers especially
those in the remote areas.
9. Raising Above the Covid-19 Challenges
Despite all of these challenges, the ingenuity and resilience of the Filipinos were demonstrated in the
midst of the pandemic. Societal demands to mobilize the contributions of various sectors to address the
pandemic triggered HEIs to face these challenges head on. Researchers, scientists, and practitioners in
the health, social and behavioral sciences, engineering, arts and humanities, intensified their
collaboration and partnership to generate knowledge needed to produce timely and relevant policies
and programmes, projections, strategies, products and inventions. Laboratories, clinics, offices,
workplaces, and even homes were transformed into spaces of discovery and innovation, creativity and
resourcefulness, giving credence to the saying “necessity is the mother of change and innovation.”
HEIs like the University of the Philippines-National Institutes of Health, with funding support from the
Department of Science and Technology, produced a COVID-19 diagnostic kit called GenAmplify COVID-
19 rRT-PCR Detection Kit, a less expensive alternative to the imported testing kits. This made it easier to
increase the number of tests conducted per day.
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State and private universities and colleges, including those owned and operated by religious groups,
actively designed, produced and distributed 3D-printed face shields, face masks, and personal protective
equipment for healthcare and other frontline workers. Local versions of ethyl alcohol and sanitizers,
sensor-enabled hand spray, mobile full-body disinfection chambers at entrances, and even an “Anti-
COVID” drink named Excite which stands for “Extinguishing Communicable Infection Through Edible
Plant Source,” a drink made from carrot extract, moringa and calamansi (lime) juice, were among the
inventions and products produced and distributed during the pandemic.
Furthermore, HEIs were involved in enhancing the capabilities and competencies of members of the
academe, professional groups, and the general public by sharing their knowledge, skills and expertise on
relevant topics. Training activities, mentoring sessions, and webinars were organized by various colleges
and universities using Zoom and Skype. Topics covered in these activities include online teaching,
biosafety, COVID-19 and emerging infectious diseases, and psychosocial first aid and support for
students and faculty. Students, teachers, staff and alumni initiated various projects and activities to
solicit, and extend support and resources to ensure the safety of healthcare workers, food producers
and distributors, grocery and supermarket workers, and law enforcement agents manning checkpoints.
Cognizant of their education, research and service functions, HEIs in the Philippines certainly had their
hands full in responding to the challenges of the time. The bayanihan spirit or collective community
mobilization very typical of Filipino culture in times of crisis and emergency, was strongly demonstrated
by the different sectors in HEIs during the pandemic.
10. Anticipated Challenges Under the “New Normal”
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Sustaining the delivery of quality education continues to be a major challenge. With the restrictions on
the movement of people, the need to practice physical distancing, and prohibitions on mass gatherings,
face-to-face classes, community engagements, internships, practicum activities, and other forms of
experiential learning methods can no longer be employed for as long as the pandemic persists. This
presents an opportunity for the academic community to innovate and develop alternative teaching
strategies that will allow for a more conducive learning environment, given these limitations.
The pandemic has clearly demonstrated the social, economic, political and environmental realities and
phenomena from varying perspectives, and the unsustainable conditions that many of us have been
living with; it has also produced new problems and challenges and changed the way we live our lives.
HEIs also need to review and evaluate their research agenda and priorities to respond to these
realizations and changes.
The COVID-19 pandemic has produced a new world full of challenges, dilemmas, as well as
opportunities. It is up to us to adapt and transform the challenges and dilemmas to opportunities for
growth and development for our nation and the global community.
11. Conclusion
The leadership by DEPED and CHED is commendable given the odds that Philippine education is facing
before, during and even after COVID-19. The memos and advisories with collaborations with multi-
stakeholders are consistent reminders that there is a working government mindful of its duty to
continue education for all despite the continued challenges and difficulties. Also, noteworthy are
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educational institutions utilizing innovative approaches of how academics could inform policies; impact
communities; and affect positive change especially during these trying times.
The use of technology has been in the forefront of Philippine education, now being highlighted by the
pandemic; and may it be online, offline, blended, tv/radio, printed module and other flexible modalities,
it would remain as crucial part of the new learning and teaching after this pandemic. Lastly, education
accounts for the top priority of any Filipino family; thus, the COVID-19 is just another educational crisis
that would prove the resiliency of the Filipino people .
Higher education worldwide is affected due to the COVID-19 pandemic that thousands of school
closures followed in a very limited span of time to enforce social distancing measures. Educational
institutions particularly in the Philippines, are presented with surmounting challenges in its system of
planning, implementation, and assessment. On a light note, however, the global pandemic opened up
opportunities to the country to upgrade its educational mode of delivery and transfer its attention to
emerging technologies. Higher education institutions thereby need to seize the opportunity to
strengthen its evidence-based.
12. References:
Barr, B., & Miller, S. (2013). Higher Education: The Online Teaching https://www.google.com/url?
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CHED CMO 4, 2020
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Dalky, H. F., & Gharaibeh, A. (2018). Depression, anxiety, and stress among college students in Jordan
and their need for mental health services. Nurs Forum. pp. 1‐8. https://doi.org/10.1111/nuf.12316
DEPED Commons (2020). Towards A Working DepEd Common. Department of
Education. https://commons.deped.gov.ph/deped-commons-roadmap.pdf
DEPED MELCS (2020). Most Essential Learning Competencies. Department of
Education. https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf
DEPED Order No 12 s. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-
2021 in Light with the COVID-19 Public Health Emergency. Department of
Education. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012.pdf
Knibel, E. (2001). The Use and Effect of Distance Education in Healthcare: What Do We Know? Bethesda,
MD: Published for the U.S. Agency for International Development (USAID) by the Quality Assurance
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Research Paper 2 (MEAM 605)

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Republic of the Philippines

PHILIPPINE STATE COLLEGE OF AERONAUTICS

3RD TRIMESTER AY 2020-2021

PHILOSOPHY OF HIGHER EDUCATION

PROBLEMS AND CHALLENGES OF COVID-19 IN PHILIPPINE EDUCATION

DR. JOSEFINA R. TORRES

JULY 26, 2021

community quarantine, lockdowns and curfews in many parts of the world.

Philippines are not prepared to implement this online system.

learning, teaching and services during the pandemic.

2. Background and Problem

during school closures.

from a year earlier to 24.6 million.

get to the bottom of the problem.

Association for the Evaluation of Educational Achievement.

3. The Basic Education

students to pass their current year level.

Covid-19 (DEPED Order No 12 s. 2020) which aims to:

further transmission of COVID-19;

 Ensure learning continuity through K-12 curriculum adjustments, alignment of learning

materials, deployment of multiple learning delivery modalities, provision of corresponding

the framework of Sulong EduKalidad and Futures Thinking in Education

4. DEPED Learning Delivery Modality during COVID-19

home schooling is primarily done at home with a caregiver as teacher.

competencies to address congestion and overlaps (DEPED MELCS, 2020).

learning modality (DEPED Commons, 2020).

students and teachers across the country (DEPED Commons, 2020).

5. The Higher Education

and health of all students, faculty, staff and administrators which:

Health (DOH) and World Health Organization (WHO);

 encourages a rigorous information campaign visible across multiple communication channels;

 recommends everyday preventive actions;

 establishes screening protocols and responses;

travel restrictions; and

 extend in-house resources to students, faculty and staff.

 provision for the opening of summer classes;

 compliance on health and wellness standards;

 adoption of alternative work arrangements with a skeleton workforce

 provide essential services to its clients;

 establish a clear communication plan and transact using non-face-to-face means;

 revise their academic policies;

 Other pertinent details.

“not viable.” (Philippine Daily Inquirer, 2020)

centeredness and outcome-based education (CHED CMO 4, 2020).

5. The Impact of the Lockdown on Higher Education

adjusted to work-from-home arrangements.

affected by the uncertainty, became another reason to suspend online classes.

6. Recommendation for Higher Education

A. Integrate Environment and Health Courses in the Curriculum

B. Strengthen Environmental Policies and Hygiene Practices

C. Incorporate an Online Mental Health and Medical Services

(Ludeman et al., 2009).

E. Strengthen Research Efforts, Data Monitoring, and Evidence-Based Practices

opportunities to strengthen data monitoring, documentation and evidencebased practices of the

however, there are still challenges that need immediate attention:

creation to ensure quality and standards.

those in the remote areas.

9. Raising Above the Covid-19 Challenges

increase the number of tests conducted per day.

inventions and products produced and distributed during the pandemic.

by the different sectors in HEIs during the pandemic.

10. Anticipated Challenges Under the “New Normal”

realizations and changes.