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The New Normal in Education 1
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A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
THE NEW NORMAL IN EDUCATION: A CHALLENGE TO
THE PRIVATE BASIC EDUCATION INSTITUTIONS IN THE
PHILIPPINES?
*Ruel F. Ancheta, Ed. Gulf College, Sultanate of Oman ruel@gulfcollege.edu
Helen B. Ancheta, MAEd St. Vincent Blessed School of Manila, Philippines helenbancheta@yahoo *corresponding author
Abstract
This article aims to examine and discuss the challenges faced by the private basic education institutions in the Philippines as an effect of the Covid-19 pandemic. This pandemic has brought a dilemma to educational institutions especially when the government announced and ordered not to open face to face classes for Academic Year 2020 - 2021 until the Covid- 19 vaccine. In response to this order, the Department of Education (DepEd) released department order nos. 007, 12, 13, and 14 series of 2020 instructing all basic education institutions to come up with their learning continuity plan (LCP) and health and safety protocols in the new normal in education during the pandemic. The bigger challenge is now passed on to the private basic education schools. Literature cited herein develop a framework as to the necessary measures every private basic education institutions must do in the re- opening of the schools. As there are limited studies written on the same nature, the author suggests a thorough study on the various facets of the online learning involving the children of the private basic education institutions.
Keywords: challenges, private education institutions, learning continuity plan, new normal
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
1. Introduction
The operation of the private basic education institutions in the country and around the world was severely affected by the COVID-19 pandemic which began in December 2019. It became a worldwide health crisis where everyone were literally affected regardless of age, gender and social status. The world stopped and economy collapsed as all businesses shutdown operations. For instance, most countries closed the schools, colleges and universities to contain the spread of the virus. The crisis became a dilemma not only to the health sectors but also to the education sectors. When the Philippine government ordered closures of all educational institutions, the disruptions were sudden since classes were still running. At the height of the pandemic, educational institutions came out with remote learning as an alternative solution. The immediate action and strategy aims to mitigate the closure while continuously delivering quality education. The sudden shift to online learning created a hot debate in the Philippines citing the poor living conditions of the learners. Magsambol (2020) cites an obvious gap between those who can and cannot afford the resources to avail the new education platform. The general condition of children in the public school system sends a message of inequality with the DepEd’s mantra ‘no child left behind.’ However, learning cannot be cancelled as much as to drive the economy. This led to a tighter measures for education institutions in sustaining its operations despite the impending risk. One of the basic problems seen by Kasrekar (2020) is the conduct of classes despite of the closure order. As the face to face classes pose higher risk of spread, the most viable solution is through online teaching and learning. This platform challenges both the teachers and the students as it occurs something new to them. This calls for an ‘adopt quickly’ response to the new normal in teaching and learning amidst the pandemic (Tanhueco- Tumapon, 2020). The shift to online learning was too sudden at a very short notice but academic institutions have to strategize and accelerate new forms of teaching pedagogy. The question of how ready the schools are in terms of technical infrastructure is still left unanswered. Reopening of the schools at this stage is really expensive (Felter & Maizland, 2020).
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
of information. It can also broadly described as a systematic way of collecting and synthesizing previous research (Snyder, 2019). The sources of information were the various DepEd orders which include DepEd Order Nos. 007, 013, and 014 s. 2020. In addition, the DOH AO No. 0015 s. 2020 was used. The author reviewed the contents of the DepEd Orders and DOH administrative orders to develop a framework of preparations checklist for the opening of classes in the new normal for School Year 2020-2021. After identifying all the requirements, details were presented and discussed. The author based the arguments from the current situations as well as cited literature and studies. Due to the limited studies in the Philippines, the actual experience of the authors in running their own private school were considered for the analysis and discussion.
3. Results and Discussion
Most countries all over the world are focused on how to start the new school year within the ‘new normal’ of teaching and learning without depriving the students of their right to quality education. The public and private academic institutions in the Philippines are instructed by DepEd to come up with a learning continuity plan (LCP) for school year 2020 - 2021. LCP is a package of education intervention in response to the challenges in basic education brought by Covid-19 pandemic. This strategic plan is designed to carry out the conduct of classes amidst pandemic. It is a commitment of the government in protecting the health and safety of learners, teachers, and school personnel under the health protocol of the Department of Health (DOH) and the World Health Organization (DepEd Order Nos. 12 and 13, 2020). Apart from the LCP, all private basic education institutions are required to come up with the school plan for compliance with the minimum health standards as per DOH guidelines on the risk-based public health standards for COVID-19 mitigation (DOH AO No, 2020). All these requirements need to be submitted to DepEd office before the opening of the school year 2020 - 2021 (DepEd Order No. 14, 2020).
3 The Learning Continuity Plan
Per DepEd Order Nos. 12 and 13 s. 2020, the LCP contains two major parts: the rationale and the operationalization home-based learning through modular, online or a
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
combination of modular and online (blended approach). The rationale is an easy part of the LCP as it only indicates the nature of the school which include government recognition or permit number, accreditation, and its classification whether small, medium or big school. It also includes the location of the school, summary of the number of students for the past two school years, number of administrators, teaching and non-teaching staff, and number of classrooms and other facilities. The number of currently enrolled students are included in the rationale. In reality, this part shows a drastic decrease on the number of current enrolment in most of the private basic education institutions as compared to the past two years data. This is because most of the students transferred to the public school. It was clearly stated by DepEd Secretary in the interview conducted by Rappler on 08 July 2020 that the transfer of students to public schools is due to the economic downturn. Parents who used to send their child in the private schools have lost their jobs during the pandemic. She also said that almost 200,000 students from private schools had transferred to public schools. The operationalization part of the LCP is a very comprehensive plan in response to the new normal in education. This part needs strategic planning and coordination with the stakeholders in order to come up with a comprehensive contents as per DepEd guidelines. The operationalization part include 10 major contents which are school readiness, platform and support, content, assessments, teachers preparation, learners capability, parents role, communication plan, continuance, and monitoring and evaluation. All these require proper preparation, brainstorming, meeting, survey and coordination. Briones (2020), DepEd Secretary, emphasized that the basic education learning continuity plan in the time of Covid-19 is the response of the department to the challenges posed by Covid-19 in the field of education. She pointed out that education must continue whatever the challenges and difficulties faced now and in the future. Thus, the LCP is an integrated output of the Department in consultations with advisers, legislators, executive directors, teachers, parents, learners and the general public.
3.1 School Readiness All private basic education institutions must have a clear statement of its readiness in the new normal. This readiness include consultation with stakeholders as to how the new normal would take place such as online enrollment, the date of school opening, teaching and
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
According to Gardiner (2020), this mode is specifically helpful for students with difficulty attending specific time schedules. It also allows peer collaboration through group assignments where students can work and review tasks together. Ultimately, this aids to those with no full access to the internet. For academic institutions with their own LMS, management of the learning materials is easy for both the teachers and the students. All quizzes, class works and other performance tasks including quarterly assessments can be made readily available. The user administrators can also create email accounts for students using Microsoft Office 365 for easy communication. However, schools with insufficient funds and resources make full use of the modular approach. If no available platform for the upload of the learning materials, parents can claim materials from the school observing proper protocols. In reality, this allows teachers to work at home while students learn at home at their own pace. However, a serious issue is on the online assessments. Online examinations through a ‘trial and error’ approach lead to uncertainty. Interruptions and internet glitches affect students’ performance that might lead to increased failures. Results might not be favorable for both the teachers and the students. Gardiner (2020) shares best practices for asynchronous learning. One powerful way is through a record of any components of the syllabus. It is mandatory also to communicate with the students and provide specific instructions either through email or a discussion thread in a portal.
B. Synchronous Learning This is a real time online learning with live interaction between teacher and students using specific online platforms. The learners and teachers are in the same place online at the same time for learning to take place (Finol, 202). It includes video conferencing, live- streaming lectures and chatting using Google classroom, Google meet, Zoom, MS Teams, and other platforms (The Best School, 2018). This allows similar face to face classes through a virtual room. For most of the learners, it gives opportunity for online interactions (Simonson, Smaldino, Albright, & Zvacek, 2012), allows immediate question and answer session (Hrastinski, 2008) and offers personalized learning opportunities (Lorenzo & Ittelson, 2005). For example, in a study conducted by Park & Bonk (2007) in a synchronous graduate class found that there was no difference between the online and in-class students in terms of
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
learning strategies for synchronous discussions. However, the case is very much different for the school children. Hrastinski (2008) provided a clear view as to when, why and how to use asynchronous and synchronous e-learning as provided in table 1.
Table 1 When, Why, and How to Use Asynchronous vs. Synchronous E-Learning
Asynchronous E-Learning Synchronous E-Learning When? Reflecting on complex issues When synchronous meetings cannot be scheduled because of work, family, and other commitments
Discussing less complex issues Getting acquainted Planning tasks
Why? Students have more time to reflect because the sender does not expect an immediate answer.
Students become more committed and motivated because a quick response is expected. How? Use asynchronous means such as e-mail, discussion boards, and blogs.
Use synchronous means such as videoconferencing, instant messaging and chat, and complement with face-to- face meetings. Examples Students expected to reflect individually on course topics may be asked to maintain a blog. Students expected to share reflections regarding course topics and critically assess their peers' ideas may be asked to participate in online discussions on a discussion board.
Students expected to work in groups may be advised to use instant messaging as support for getting to know each other, exchanging ideas, and planning tasks. A teacher who wants to present concepts from the literature in a simplified way might give an online lecture by videoconferencing. Source: Stefan Hrastinski (2008)
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
Filipino learners acquiring the 21st century skills despite the use of blended or distance learning.
3.1 Assessments Learning outcomes in the form of knowledge, skills, attitudes, and values are the major measures of the teaching and learning in the basic education. This part needs a clear statement that the assessments are still in compliance with the DepEd’s standard indicating the required percentage in each of the components including written work, performance task, and quarterly assessments. According to the DepEd Order No. 8, (2015), classroom assessment is an integral part on the implementation of the curriculum. It becomes the bases for measuring the performance and progression of the students. This also acts as parameter for the necessary adjustments on the teaching strategies as set in the policy guidelines. According to Russell (2001), there is no difference in the achievement of learning outcomes as measure in grades or exams between the face to face and e-learning modality. The same was the results of the study conducted by Francescucci & Rohani (2018) on the 698 undergraduate students in North America. The specific statistical comparison between the face to face and the virtual, interactive, real-time, instructor-led (VIRI) showed same level of students performance in both methods. Given the results of the previous studies, the adaption of the e-learning at the current state may not be similar in the outcomes. There are various considerations such as the attention span of the children, the assessment mode, monitoring and supervision during assessment and other social and environmental factors.
3 .1 Teacher’s Role The role of the teacher in the new normal plays a big part on the teaching and learning process using the chosen modality. The role is expanded as compared to the normal classroom setup. In the new normal, the teachers must be available at all times even though they are working at home. Although a bit burden for the teachers, they need to be available online at all times in case of queries from the students and parents. As Tarek (2016) emphasized that since distance learning entails high level of interaction between the teacher and students, the teacher must treat learning problems that students might encounter taking into account the individual needs of the students in terms of their learning styles. Teachers
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
must initiate virtual learning activities such as collaborative work to motivate students to learn. They should be more creative, motivate their students to actively participate in the virtual learning and engage the students to a deeper learning so that the desired learning outcomes are met (Tuscano, 2020). Saxena & Saxena (2020) developed a framework as to the role of teachers during the pandemic as shown in Figure 1. It highlights the teaching levels for effective learning which enable to unfold the fears and mysteries of immature learners.
Figure 1 Teaching levels for effective learning
Source: Saxena & Saxena (2020). Available at media.springernature/original/springer- static/image/chp%3A10.1007%2F978-981-15-4814-7_15/MediaObjects/498571_1_En_15_Fig4_HTML
As the children have different nature and learning styles, teachers need to develop different teaching levels suitable to the students. Aside from the different teaching strategies, Warden, Stanworth, Ren & Warden (2013) disclosed the result of the nine-year action research on 3630 students that the main source of problem in the synchronous learning is behavior. Thus, the virtual classroom management is a measure of success in the new normal
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
children. The support of the parents is critical to the learning development of the children in the absence of the teachers.
3.1 Communication Plan Communication plays an important role in the implementation of the new teaching and learning modality. Haythornthwaite (2002) suggests the three types of communication in sustaining e-learning communities: content-related communication, planning of tasks and social support. It serves as a road map on how teachers, learners and parents connect with each other. To be transparent with the stakeholders, a statement on the medium to be used need to be stated clearly. There is a clear process on how important information, announcements and other updates reach the stakeholders. Everitt (2020) emphasizes that transparency to stakeholders is very important to maintain the two-way communication about the status of the newly implemented program.
3.1 Continuance The school pledges that teachers have continuous learning and enhancement program on the use of technology and other platforms. For this, an explicit statement is needed in the LCP to ensure quality in the teaching and learning process. In addition, the school certifies the statement through a plan of continuous improvement of its quality services in terms of training and seminars before, during and after the delivery of the new modality. According to teacher (2020), professional development for teachers is very important as education is an ever growing and changing field. This means that teachers must be updated of the current trends in educational practice. However, teachers in the private schools cannot afford professional development due to high cost of the training programs. Much more depressing is that schools cannot finance their own teachers’ professional development. As a solution, schools only give free in-house training for their teachers sponsored by some publishing book companies.
3.1 Monitoring and Evaluation Under the new normal, efficacy of the monitoring and evaluation process is necessary. For example, learners who were given the learning resources need to be evaluated
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
and monitored both for the learning process and the applicability of the learning modality. Support system is established for monitoring. In this case, feedbacks from students and parents are necessary to identify major gaps in the implementation and provide inputs for the improvement of the chosen platform. According to Kamalludeen (2020), alternative means of evaluation have to be used to monitor the students’ progress and achievement. The evaluation must focus on the results of students’ performance to measure the achievement of the learning outcomes.
3 School’s Plan for Compliance with Minimum Health Standards
3.2 Protocols for Health and Safety DepEd Order No. 14, s. 2020 instructs all private basic education institutions to come up with health and safety protocols in compliance with the guidelines on the risk-based public health standards for COVID-19 mitigation. This Covid-19 mitigation aims to increase mental and physical resilience, reduce transmission and contact, and reduce duration of infection (DOH AO No. 0015, 2020). For this, the UNICEF (2020) emphasizes on the water and hygiene facilities.
A. General Health and Safety Protocols In compliance with the DOH guidelines on the risk-based public health standards for covid-19 mitigation, the general health and safety protocols advocate the use and practice of respiratory etiquette and other protective measures. All learners, teachers, and non-teaching personnel are required to observe this general health safety protocols through the use of protective measures. Additionally, the school needs to ensure the availability of disinfecting paraphernalia at all times. Singh-Vergeire (2020) explains that the public must be vigilant and observe the infection prevention such as the use of PPEs, proper hygiene and social distancing to avoid the spread of the virus.
B. Detection and Referral Early detection through temperature check of all who enters the school premise is a primary step in times of pandemic. In case someone is detected to have high temperature,
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Even though students are not coming to school, the physical arrangement of the school has to follow the standards set by the government (DepEd Order No. 13, 2020).
3.2 Support Mechanisms This includes physical and mental resilience and administrative support of the school. The first step to achieve resilience is through proper orientation to its teachers and learners. Furthermore, the school guidance office must be functioning effectively in monitoring students’ mental health. The school also makes sure that teachers working at home are provided with necessary logistics.
4. Conclusion
It is obvious that almost all private basic education institutions are facing lot of challenges brought by the effect of covid-19 pandemic. The government order on the stoppage of face-to-face classes until vaccine is available has impacted on the enrollment data of the basic private education institutions. The decrease on the number of enrolment is due to economic downturn as parents who can afford high fees in the private schools lost their jobs during the pandemic. In addition, the sudden shift on the teaching and learning modality added burden and pressures to the school owners. The DepEd requires all private basic education institutions have to comply with all the government requirements if teaching and learning are pursued for the current school year. Of these requirements, the LCP and health and safety protocols add additional burden as these are for strict compliance and immediate implementation. Though DepEd gave guidelines on how to prepare all the requirements for the opening of classes, the documentation process is a tedious process completed in no time. The bigger challenge is now passed on to the private schools. Literature cited herein develop a framework as to the necessary measures every private basic education institutions must do in the re-opening of the schools. As there are limited studies written on the same nature, the current situation serves as a jumpstart in the conduct of the same. Children by nature are more exposed to face-to-face learning but, as the situation dictates, have to transition to e-learning with no bridging programs. As the old
A Publication of the Institute of Industry and Academic Research Incorporated
DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
adage says ‘experience is the best teacher’, the author suggests a thorough study on the various facets of the online learning involving the children of the private basic education institutions.
References
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DEVELOPMENT STUDIES Volume 1, Issue 1 · September 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE) Disease Control. Springer, Singapore. doi/10.1007/978-981-15-4814- 7_ Shank, P. (2020). (The Right) Learning Modalities to Deliver Digital Learning: Part 4. Available online at: elearningindustry/create-synchronous-learning- digital-modalities-part-4. Date Accessed, 28 July 2020. Simon Burgess, Hans Henrick Sieversten (2020). Schools, skills, and learning: The impact of COVID-19 on education, Available online at voxeu, Date Accessed 24 June 2020. Singh-Vergiere (2020). Safety Prevention Protocols Against Covid-19, Press Release, Department of Health, July 10, 2020. Snyder, H. (2019). Literature Review as Research Methodology: An Overview and Guidelines, Journal of Business Research, Vol. 104, p 1. Tanhueco-Tumapon (2020). Education and the New Normal. Available online at manilatimes, Date Accessed, 26 July 2020. Tarek, S. (2016). Distance Learning: The Role of the Teacher, Available online at docuri, Date Accessed, 15 August 2015. The Best School (2018). Synchronous Learning Vs. Asynchronous Learning in Online Education, Available online at thebestschools, Date Accessed, 26 July 2020. Tuscano, F. (2020). It’s not about Online Learning: A Reflection on the “New Normal” in Education, Available online at francisjimtuscano, Date Accessed 16 August 2020. UNESCO (2020). Education: From disruption to recovery, Available online at en.unesco, Date Accessed, 24 June 2020. Warden, C., Stanworth, J., Ren, J. & Warden, A. (2013). Synchronous learning best practices: An action research study. Computers & Education, Volume 63, April 2013, Pages 197-207. DOI: doi/10.1016/j.compedu.2012.11.
The New Normal in Education 1
Course: Business tax (BSAC 242)
University: The Philippine Women's University
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