LIUJ VDASARI G.

RAYOS
BSMARE SCAVENGER

SEMI FINAL – ACTIVITY 1

Answer the following questions.

A.
1. What can you say about the K-12 program of the Department of Education here
in the Philippines?
The K-12 program is a Department of Education school reform effort that intends
to improve the quality of basic education in the nation by adding two years to the
basic education system. The K-12 curriculum consists of a kindergarten, six
years of elementary school, four years of junior high school, and two years of
high school. The program aims to provide Filipino students with the skills and
information they need to flourish in their chosen industries and compete
worldwide.

2. Does the government prioritize education programs?

Increase rates of literacy and numeracy: Governments prioritize education
programs to equip individuals with the fundamental skills required to operate in
society.Education programs should promote workforce preparedness to
guarantee that individuals are prepared to enter the workforce and contribute to
the economy.Education programs may assist nations in enhancing their place in
the global economy by cultivating a highly trained labor force and fostering
innovation

B. Write a not less than 800-words and not more than 1,000-words REACTION PAPER
about the Implications of Covid-19 Pandemic in Philippine Education.

The Covid-19 pandemic has drastically impacted the Philippine education system. Since the
onset of the pandemic, schools across the country have been closed, and educators, learners, and
policymakers have had to adapt to new ways of delivering and receiving education. The
implications of the pandemic in Philippine education are vast and far-reaching, with significant
consequences for learners, educators, and the country as a whole.
One of the most significant implications of the pandemic in Philippine education is the disruption
of learning continuity. With schools closed, students have had limited access to learning
opportunities, leading to learning loss and widening achievement gaps. Moreover, many learners
from underprivileged and marginalized communities have limited access to technology and
internet connectivity, making it difficult for them to participate in online learning programs. As a
result, many learners may fall behind, leading to a loss of human capital and diminished
economic growth potential.

Another implication of the pandemic in Philippine education is the increase in the burden on
educators. With the shift to online learning, teachers have had to adjust to new pedagogies,
curricula, and digital tools, all while managing their own fears and anxieties about Covid-19.
Many teachers have had to work longer hours and address new challenges, such as developing
effective assessment methods for online learning, mitigating cheating, and managing student
engagement during virtual lessons. These challenges can lead to teacher burnout and decreased
morale, which can ultimately impact learner achievement.

The pandemic has also exposed inequalities in the Philippine education system. Learners from
underprivileged and marginalized communities, who often have less access to technology,
internet connectivity, and learning resources, are at a disadvantage compared to their wealthier
peers. Moreover, the pandemic has highlighted the dire need for more equitable funding for
education, as many schools do not have the resources to support online learning, distance
education, and other pandemic response measures.

The pandemic has also had implications for education policy in the Philippines. Policymakers
have had to rethink strategies and policies to facilitate the continuation of education during the
pandemic. For example, the government has introduced distance learning programs, such as
modular instruction, radio, and television instruction, and online learning platforms to ensure that
learners can continue to learn despite school closures. Additionally, policymakers have had to
consider the safety of learners, teachers, and staff in developing education delivery models
during the pandemic.

The pandemic has also presented an opportunity for transformative change in the Philippine
education system. With the abrupt shift to online learning, educators and learners have become
more tech-savvy, and digital tools have become more integrated into the learning process. This
shift towards digital learning has the potential to improve access to education and provide
learners with more personalized and flexible learning opportunities. Additionally, the pandemic
has spurred innovation in assessment methods, facilitating the development of new, more
equitable forms of assessment.

In conclusion, the Covid-19 pandemic has had significant implications for Philippine education.
The disruption of learning continuity, the increased burden on educators, the exposure of
inequalities, the need for policy transformation, and the potential for transformative change are
just some of the implications that the pandemic has brought about. Education stakeholders need
to continue to work together to develop strategies to address these implications and ensure that
learners can continue to access quality education despite the challenges posed by the pandemic.
With continued collaboration and innovation, the Philippine education system can emerge
stronger and more resilient in the face of future challenges.