COURSE SYLLABUS

MS 105- Current Trends and Problems in Education

Graduate School
Northern Quezon College Incorporated (NQCI)
Brgy. Common, Infanta, Quezon
HERBERT D. PEREZ, Ph.D. (Faculty-in-Charge)
1st Semester, AY 2021-2022
Section Innovators: Sunday (7:00-10:00 a.m.)
Section Transformers: Sunday (1:00-4:00 p.m.)

I. Course Description
The Coronavirus disease (COVID-19) pandemic has challenged the resilience and
stability of all sectors of the government and brought chaos to all groups of people in the
society. In the field of education, this emergency has led to the closure of schools both public
and private, limiting face-to-face instruction into remote teaching and learning activities of all
educational institutions in the country to prevent the spread of the virus and mitigate its impact.
In this time of health crisis, the paradigm shift in the basic education services has changed and
resulted in the discovery of innovations, practices, and new modalities of teaching and learning
to address the encountered problems in the continuity of learning amidst pandemic.

The course devotes the first part of the discussions to the eight (8) essential topics
relevant in building students’ competence to understand the current trends and problems in
education the country is facing as well as in the international context of education for
sustainable development; respond to the issues and dilemmas through systematic diagnosis,
reflection and problem-solving in the field of education under the New Normal; and situate these
within their experiences in their participation in the learning continuity efforts of the school. The
remaining meetings will focus on the actual completion of the remaining two (2) essential topics
through the accomplishment of learning outcomes and review of related literature (RRL), which
is practical in nature enabling each student to culminate into a proposed research proposal,
thus, to successfully engaged the students to learn that is guided by the THEORY-to-
PRACTICE Paradigm that is being implemented by the institution. Classes will be combined
lectures, interactive discussions, and innovative submissions of outputs such as reflection
notes, RRLs, and proposed concept papers.

II. Learning Objectives

At the end of the semester, the students should be able to:
1. Understand the Philippine educational structure, vision, mission, mandates, and situation
amid the COVID-19 pandemic.
2. Identify the current trends in the delivery of learning during public health emergency
situations.
3. Identify the problems of Philippine education in terms of:
3.1. Access to quality education
3.2. Governance of basic education
3.3. Curriculum implementation
 4. Apply the concepts learned through a learning outcome activity that will address the
problems identified in the course.

III. Course Requirements

Requirements Score

Reflection Notes (8) 80

Students are required to submit reflection notes via google classroom
before the class meets to discuss the essential topics. Additional assigned
reading materials will be provided as part of the review of related literature
about the course. Reflection is strictly limited to 250 words only.

Faculty Marked Assignment (FMA) 30

FMA is a requirement given to students to identify a specific problem
encountered or observed in the educational sector during a pandemic. The
STAR (Situation, Task, Analysis, and Results) strategy will be used to give
analysis to the identified problems in the national or local implementation of the
learning continuity amidst the COVID-19 health crisis.

Written Comprehensive Examination 50

Learning Outcome Activity 15

The learning outcome activity will realize the students’ learnings in the
course. This requirement is an overarching activity that can make students
apply the big idea into one real, practical, situational context. It may be a very
short concept paper or a position paper bearing some viable recommendations
to possibly improve an existing way of doing things. It may likewise be a
problem-solving activity that can provide temporary solutions to pressing
problems. It may be a proposed program or training that can perhaps hone
students’ or other persons’ surviving skills for achieving a better life.

One-page Task Sheet (Concept Paper) 25

Review of Related Literature (RRL) 50

Oral Defense 25

Total 275

All written requirements must be submitted on time in soft copy via Google Classroom
unless otherwise instructed.
IV. Grading System

Distribution of Total Grade Verbal Professor’s Decision

Earned Points Equivalent Description

227-275 1.0 Excellent Passed

212-226 1.25 Superior

197-211 1.5 Very Good

181-196 1.75 Good

165-180 2.0 Fairly Good

Below 165 INC. Poor The student is again required to

submit another RRL from one of
the two remaining topics to
obtain a final grade of either
1.75 or 2.0 only to be FAIR with
other students who will be able
to accomplish and submit their
RRL on time.

V. Online Platform

Google. The Google Meet will be the online platform to be used for interaction while submission
of outputs, announcements, reminders, and other class-related communications will be
made by Google Classroom. Students must therefore provide a reliable Gmail address. An
electronic invitation to join the google classroom will be sent to each student in the first
week of class.

FB Messenger. Group chatting and some announcements can be done on FB messenger.

VI. Course Materials

Readings. All assigned materials are indicated as boxed text in the course syllabus. E-copies of
readings are available in the google classroom. Readings are sorted per meeting date.
Additional readings may be assigned.

Slides. Discussion slides will be posted on google classroom after each class.
VII. Student Conduct

Attendance. Please be guided by college rules regarding absences (maximum of 3 absences

for a weekly three-hour class).

Gadgets. Mobile phones must be on silent mode during class hours. Laptops, mobile phones,
and other electronic gadgets cannot be used during class.

Health break. The class will be on break from 9:30-9:45 am. Food and drinks are allowed
during online classes.

Academic integrity. College guidelines on academic integrity and intellectual property apply in
all aspects of post-graduate work, including in papers, exams, and other academic outputs.

Plagiarism is subject to sanctions. For a detailed definition of and guide on avoiding

plagiarism, please refer to the discussion in the Massachusetts Institute of Technology
Academic Integrity Handbook Guide. All work submitted must be the student’s original and
independent output. Proper citations and acknowledgments must be followed. For this course,
all citations must follow the American Psychological Association Manual, 6th edition. Guidelines
on how to cite in APA format are provided on various websites like
http://www.bibme.org/citation-guide/apa/. All papers submitted as course requirements are
required to go through Turnitin, an online tool for detecting plagiarism.

VIII. Consultation Hours

Wednesdays 6:00 pm – 8:00 pm

Thursdays 6:00 pm – 8:00 pm

Contact: herbert.perez2002@gmail.com or 0919-0928- 113 to set an appointment.

IX. Online Topics

Week/ Topic/Activity Discussion/Assigned Readings Outputs

Date

1 Course overview ● Leicht, A. et. al (2018). Issues and ET #1:

Sept. 12, Leveling of Trends in Education for Reflection
2021 Expectations Sustainable Development. Note- Sept.
18, 2021
Essential Topic #1: UNESCO Publishing
Introduction to ● Viewing Activity
Education for https://www.ted.com/talks/henrietta_fore_
Sustainable how_we_can_help_young_people_build_
Development a_better_future?
utm_campaign=tedspread&utm_medium
 =referral&utm_source=tedcomshare

2 Essential Topic #2: ● Leicht, A. et. al (2018). Issues and ET #2:

Sept. 19, Understanding Trends in Education for Reflection
2021 Education for Sustainable Development. Note - Sept.
18, 2021
Sustainable UNESCO Publishing
Development FMA
● Hanemann, U. (2019). Examining Presentations
the application of the lifelong
learning principle to the literacy
target in the fourth sustainable
development goal (SDG 4).
International Review of
Education, 65(2), 251-275.
doi:http://dx.doi.org/10.1007/s111
59-019-09771-8
● Pilloti, M. et. al (2020).
Sustainable Education Starts in
the Classroom. Department of
Sciences and Human Studies,
Prince Mohammad Bin Fahd
University, Al Khobar 31952,
Saudi Arabia.

3 Essential Topic #3: ● Leicht, A. et. al (2018). Issues and ET #3:

Sept. 26, Implementing Trends in Education for Reflection
2021 Education for Sustainable Development. Note - Sept.
Sustainable 25, 2021
UNESCO Publishing
FMA
Development
Presentations
● Baum, D. R. (2012). Education
service contracting in the
Philippines: Human rights as
trumps, goals, or policy talk?
Educational Research for Policy
and Practice, 11(3), 189-206.
doi:http://dx.doi.org/10.1007/s106
71-011-9118-5
● Obrad, C. (2020). Constraints and
Consequences of Online
Teaching. Sustainability, 12(17),
6982.
http://dx.doi.org/10.3390/su12176
982
 ● Little, A. W., and Green, A.
(2009). Successful globalization,
education and sustainable
development. International
Journal of Educational
Development, 29(2), 166-174.

4 Essential Topic #4: ET #4:

Oct. 3, The Impact of ● Schleicher, A. (2020). The Impact Reflection
2021 COVID-19 Into of COVID-19 on Education: Note - Oct. 2,
Education 2021
Insights from Education at a
FMA
Glance 2020. OECD. Presentations
● Arinto, P. (2016). Issues and
Challenges in Open and Distance
e-Learning: Perspectives from the
Philippines
● Mitra, R. (2020). COVID-19 is
killing education budgets: Are
educational public-private
partnerships an answer? Journal
of Professional Capital and
Community, 5(3), 255-264.
doi:http://dx.doi.org/10.1108/JPC
C-07-2020-0056
● Tria, Jose. (2020). The COVID-19
Pandemic through the Lens of
Education in the Philippines: The
New Normal. International Journal
of Pedagogical Development and
Lifelong Learning. 1. ep2001.
10.30935/ijpdll/8311.

5 Essential Topic #5: ● Maligalig, D. et. al (2011). ET #5:

Oct. 10, Outcomes of Educational Outcomes in the Reflection
2021 Philippine Education Philippines. Asian Development Note - Oct. 9,
2021
Bank. Philippines
FMA
● OECD (2019). PISA 2018 Presentations
Assessment and Analytical
Framework.PISA, OECD
Publishing, Paris.
● Patchen, T. (2020). Teacher
Education in the Covid-19 Era:
Perspectives and Possibilities
 During a Pandemic. Issues in
Teacher Education, 29(1), 3-11.
https://www.proquest.com/scholar
ly-journals/teacher-education-
covid-19-era-
perspectives/docview/247810874
1/se-2?accountid=47253

6 Essential Topic #6: ● Maligalig, D. et. al (2011). ET #6:

Oct. 17, Educational Policy Educational Outcomes in the Reflection
2021 Implications Philippines. Asian Development Note - Oct.
16, 2021
Bank. Philippines
FMA
Presentations

7 Essential Topic #7: ● DepEd Order No. 12, s.2020 ET #7:

Oct. 24, Basic Education ● Mukherjee, D., & Hasan, K. K. Reflection
2021 Learning Continuity in (2020). Challenges in Learning Note - Oct.
8 the Philippines Continuity during the COVID-19 23, 2021
Pandemic: A Methodological and FMA
Thematic Review. South Asian Presentations
Journal of Management, 27(3),
56-78.
https://www.proquest.com/scholar
ly-journals/challenges-learning-
continuity-during-covid-
19/docview/2476337454/se-2?
accountid=47253

8 Essential Topic #8: ● Swaniker, F. (2017). Time to ET #8:

Oct. 31, Philippine Modernize. New African Reflection
2021 Educational ● Trisiana, A., Sutikno, A., & Note - Oct.
Innovations in the Wicaksono, A. G. (2020). Digital 30, 2021
New Normal media-based character education FMA
model as A learning innovation in Presentations
the midst of A corona pandemic.
Webology, 17(2), 103-117.
doi:http://dx.doi.org/10.14704/WE
B/V17I2/WEB17019

9 Written Examination Take home

Nov. 7, Examination -
2021 Nov. 12, 2021

10-11 Research Day Working on your RRL of the chosen topic Learning
Nov. 14, (No Online Class) in the course. Outcome
20, 2021 Activity (LOA)
 & One-Paged
Task Sheet-
Nov. 20, 2021

12-13 Essential Topic #9: Research Work Activities RRL-

Nov. 21 & Disadvantage Group Consultation Meetings Dec. 11, 2021
Nov. 28, of Learners
2021 ● ALS
● IPED
● SPED
● MADRASAH
Essential Topic #10:
Problems and
challenges
encountered in the
implementation of
School-based LCP

15 Oral Defense Presentation

Dec. 5, and defense
2021 of RRL.

Dec. 12, Submission/Completion of outputs

2021

X. Online References

Fore, H. (2018). How we can help young people to build a better future. TED Ideas Worth
Sharing.
● https://www.ted.com/talks/henrietta_fore_how_we_can_help_young_people_build_a_bet
ter_future?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
Leicht, A. et. al (2018). Issues and Trends in Education for Sustainable Development.
UNESCO Publishing
Maligalig, D. et. al (2011). Educational Outcomes in the Philippines. Asian Development Bank.
Philippines
Schleicher, A. (2020). The Impact of COVID-19 on Education: Insights from Education at a
Glance 2020. OECD.

XI. Assigned Reading Materials

Arinto, P. (2016). Issues and Challenges in Open and Distance e-Learning: Perspectives from
the Philippines
Baum, D. R. (2012). Education service contracting in the Philippines: Human rights as trumps,
goals, or policy talk? Educational Research for Policy and Practice, 11(3), 189-206.
doi:http://dx.doi.org/10.1007/s10671-011-9118-5
Hanemann, U. (2019). Examining the application of the lifelong learning principle to the literacy
target in the fourth sustainable development goal (SDG 4). International Review of
Education, 65(2), 251-275. doi:http://dx.doi.org/10.1007/s11159-019-09771-8
Little, A. W., and Green, A. (2009). Successful globalisation, education and sustainable
development. International Journal of Educational Development, 29(2), 166-174.
Mitra, R. (2020). COVID-19 is killing education budgets: Are educational public-private
partnerships an answer? Journal of Professional Capital and Community, 5(3), 255-264.
doi:http://dx.doi.org/10.1108/JPCC-07-2020-0056
Mukherjee, D., & Hasan, K. K. (2020). Challenges in Learning Continuity during the COVID-19
Pandemic: A Methodological and Thematic Review. South Asian Journal of
Management, 27(3), 56-78. https://www.proquest.com/scholarly-journals/challenges-
learning-continuity-during-covid-19/docview/2476337454/se-2?accountid=47253
Obrad, C. (2020). Constraints and Consequences of Online Teaching. Sustainability, 12(17),
6982. http://dx.doi.org/10.3390/su12176982
OECD (2019). PISA 2018 Assessment and Analytical Framework.PISA, OECD Publishing,
Paris.
Patchen, T. (2020). Teacher Education in the Covid-19 Era: Perspectives and Possibilities
During a Pandemic. Issues in Teacher Education, 29(1), 3-11.
https://www.proquest.com/scholarly-journals/teacher-education-covid-19-era-
perspectives/docview/2478108741/se-2?accountid=47253
Pilloti, M. et. al (2020). Sustainable Education Starts in the Classroom. Department of
Sciences and Human Studies, Prince Mohammad Bin Fahd University, Al Khobar
31952, Saudi Arabia.
Swaniker, F. (2017). Time to Modernize. New African
Tria, Jose. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines:
The New Normal. International Journal of Pedagogical Development and Lifelong
Learning. 1. ep2001. 10.30935/ijpdll/8311.