Catanduanes State University

Virac, Catanduanes
COLLEGE OF EDUCATION

GRADUATE STUDIES
EdM 403 (TRENDS, PROBLEMS AND INNOVATIONS IN EDUCATION)
1st Semester - School Year 2021-2021

Submitted by: ALLYN II M. CRISOLO

Program: MAEM
Submitted to: MARIA SHEILA R. GREGORIO, EdD

MIDTERM EXAMINATION
1-28.) Draft a plan on how CHED and DepEd should address the current and future
challenges that may arise. (2) Point out possible problems and devise feasible solutions
to the identified problems.
Currently, CHED and DEPED upon the approval of President Duterte and
the Inter-Agency Task Force (IATF) has allowed limited face-to-face classes in
low COVID 19 risk and high vaccination rates. The DEPED pilot implementation
of limited face-to-face classes will only be participated by at least 100 public
schools and 20 private schools that have already undergo a selection process.
These school are located in minimal-risk areas based on the criteria set by the
Department of Health and must passed the safety assessment using the school
safety assessment tool of DepEd and have support the local government unit by
form of resolution or letter support. Likewise, CHED upon IATF has allowed
limited face-to-face classes in higher education institution that offers Medicine
and Allied Health Sciences and expanded to other degree programs require
hands-on experience. After thorough assessment and inspection conducted
along with DOH more than 180 universities and colleges nationwide have hold
limited face-to-face classes.
Conducting limit face-face-classes was very risky now because there are
possible problems should be address. The threat of high risk covid-19 active
cases, poor covid-19 schools facilities and poor performance of the students in
terms of literacy and numeracy. School reopening for face-to-face interactions
must be carefully planned to ensure the safety of students as well as teachers
and school staff in a staged fashion especially in following physical distancing.
First, planning and execution of school health protocols during this pandemic
must be supported by the truthful data being given by various institutions. The
checklist is aligned with, and builds upon, existing COVID-19-related WHO
guidelines and is structured around protective measures related to: hand
hygiene and respiratory etiquette; physical distancing; use of masks in schools;
environmental cleaning and ventilation; and respecting procedures for isolation of
 all people with symptoms. Second, the DepEd policymakers and school officials
enhance compliance and adherence the remediation to lessen the poor
performance of students in literacy and numeracy. Last, all Filipino should be
fully vaccinated especially students and teachers before the 100 percent
reopening of classes.
In conclusion, school health protocols in conducting face-to-face classes
must be planned carefully following national and international guidelines to
ensure that students will be safe or at least lessen the effects of COVID-19. After
all, students’ lives matter as education does to them. That is the responsibility of
every government to ensure its fulfillment. These are very challenging times for
the world because of the pandemic but it is also important that we acknowledge
that this is also a crisis in the education system... The longer the school closure,
the more severe the negative effects can be to students. This would be a
problem when face-to-face classes resume.

29-52.) Make your Personal Reaction to the article. You include your personal thoughts,
insights, and feelings. Clearly demonstrate that you understood the research presented
and saw a meaningful connection to observations or personal experiences. You may
also comment on the results or key concepts presented and how these relate to your
own experiences as student, teacher, or parent. How meaningful has this article been
for you? How has it deepened or challenged your assumptions and beliefs?
The impacts of internationalization and globalization is undeniable the presence
brought and given a great deal of influences within various fields including on education
sector. The continuous process of globalization and internationalization brings a number
of opportunities for people all over the world. This is a free movement of people, capital,
knowledge, services and ideas across national borders, a process by which economic,
social, cultural aspects of people living in different countries and cultures.
The effects of internationalization and globalization on education bring about fast
expansions in technology and communications are anticipating changes within learning
systems across the world as ideas, values, and knowledge, changing the roles of
students and teachers and producing change in society from industrialization towards
an information-based society. In the 21st century, education systems deal with the
twofold challenge of providing students with the new knowledge, skills and values
needed to be competitive in a global market while at the same time producing graduates
who are responsible adults, good citizens both of their country and of the world. Thus
globalization challenges us to rethink not only how much education is needed but also
its ultimate purposes.
Furthermore, According to Asean Journal of Community Engagement,
globalization has a profound impact on the higher education institutions to build
graduates capable to work and compete in the fourth industrial revolution. The
Association of Southeast Asian Nations (ASEAN) region is no exception to this
movement. The students graduated from overseas gain a global exposure through
intercultural competencies in the diverse and multicultural environment. However, the
ratio of the immobile students is very high who are in need to be skilled with global
competencies such as intercultural communication, knowledge, and awareness about
diverse cultures, and understanding of international and global challenges.
Internationalization at home is considering an apt solution for such challenges but,
unfortunately, neglected by higher education institutions (HEIs) administration and
policymakers in ASEAN due to the incomprehension regarding potential benefits linked
with this change. The aim of this proposed project is to identify and operationalize the
solutions for the deficiency of global and international competencies among the
immobile students in ASEAN countries. Through involving professionals from diverse
culture and backgrounds, and by conducting information sharing activities on
internationalization at home (IaH) i.e. workshops, symposiums, and training, it is
expected that this project will bring a societal change through signifying the need of
internationalization at home. The findings of the project would be highly significant for
HEIs administration, education ministries, and corporate professionals to achieve the
workforce demands such as global graduates capable to move efficiently in the rapidly
changing global markets.
A nation’s economic development is always coupled with the development of the
educational system. Globalization's is also a "threat" to education should be considered
in the light stream of opportunity for Philippine education system to improve. Thus, this
nation will not be left behind with the other nation's development by not compromising
the loss of the Filipino culture, including their native language. Globalization has always
been a double-edge sword; it has its advantage and disadvantage. One minor 'bad'
effect of globalization to the educational system is the current attempt of the
government to endorse English as the medium of instruction in its educational
institution, much to the demise of the development of the Filipino language.
Globalization affects the education system of the Philippines, by posing a constraint to
the government to make its citizens more globalize, that is, adaptive and
accommodating to the language of the globalist. For example, we must learn how to
speak English fluently and we Filipinos are very particular when it comes to grammar.
When we heard someone speaking English incorrectly or pronounce it improperly, we
immediately criticize them for doing so. But when a Filipino speaks our own language,
even if it’s incorrectly pronounced or uttered, we fail to correct and pretend like its
nothing. Although speaking English is an asset, we must keep in mind that learning
English must not be equated in forgetting to speak Filipino or forgetting that we are
Filipino.
My personal opinion regarding internationalization and globalization in the
context of education is that it opens wide variety of global opportunities: international
employment, exports and imports, information and technology transfer, etc. Through
internationalization and globalization people are continuously researching, seeking or
getting ideas from other countries when it comes in delivering quality education
particularly here in our country. We basically adapt what other countries offer or provide
for their citizens when it comes to education. Just like what we did in our present
curriculum which is the K-12 curriculum that is originally formulated from the Western
countries. I guess it would somehow be helpful in the near future provided that there will
be a continuity and further research or evaluation about the effect of the K-12 curriculum
in Philippine education and to the Filipino citizens. Through globalization, our knowledge
about certain things expanded to the extent that we even try to invent and have our own
local versions of things that are originated abroad.

53-60.) What are the efforts being done by DepEd and CHED in order to address the
gap on inclusive education? (Be able to support with factual evidences from reputable
sources.

61-68.) How are you directly or indirectly involved in the pursuit of the country to be truly
inclusive?

The Department of Education (DepEd) is pushing for improved collaborative

efforts within the Philippines’ trifocal education system.

Secretary Leonor Magtolis Briones on Friday advocated to have more active dialogues
with officials of Commission on Higher Education (CHED) and Technical Education and
Skills Development Authority (TESDA) to identify issues and streamline programs
related to improving the state of Philippine education.

“We should take the PISA agenda in greater detail and meet more often to have serious
discussions on the challenges [of Philippine education],” Secretary Briones said as one
of the panelists in the Development Academy of the Philippines’ (DAP) Dekalogo public
lecture series of Senator Sherwin Gatchalian.

The trifocal education system mandates DepEd in basic education which covers
elementary, secondary and non-formal education while CHED being responsible for
higher education and TESDA administering post-secondary, middle-level manpower
training and development.

Briones identified that one of the educational gaps was on the curriculum of teachers.
She highlighted that DepEd must know how universities and colleges train education
majors.

“We should strengthen the link between the pre-service and the in-service of the
teachers,” she noted, citing the educational system of Singapore as an example, where
the Ministry of Education was the sole institution implementing teacher training
curriculum in pre-service and in-service.
This was the same issue observed by Sen. Gatchalian, as he pointed out the
disconnect of CHED ‘producing’ the teachers and DepEd being the ‘end-users’.

“Right now, there is no physical connection between the producer and the end-user.
The coordination is quite hazy and not so clear. The end user must have a large say on
this,” Sen. Gatchalian said.

Briones shares that DepEd is making efforts for continuous upskilling and reskilling of
teachers under its watch through the National Educators Academy of the Philippines
(NEAP).

“Once teachers come in, we are responsible for their continuous training and
education,” she said.

69-76.) Formulate one policy that could help mitigate the common barriers to inclusive
education and discuss its implications to society.