COVID-19 has a huge impact worldwide, not only on the people’s health but also on every country’s economic growth and development. It has also had an enormous effect on the countries’ education systems affected by this virus. Many have decided to close their schools, colleges, and universities. It is to avoid the spread of the virus. On March 23, 2020, more than 124 countries closed their education systems. It was either the whole country or just specific regions. As a result, more than 1.25 billion learners are affected worldwide. Even pre-pandemic, the ECLAC or the Economic Commission for Latin America and the Caribbean argued that the social situation of the region was deteriorating because of rising poverty, inequalities, and growing social discontent. The crisis will significantly negatively impact various social sectors, including education, health, employment rate, and poverty. Therefore, UNESCO identified significant educational outcomes gaps connected to unequal distribution of general teachers, especially the most qualified teachers. It has massive damage in low-income countries and regions and rural areas inhabited by indigenous and migrants. It concentrated on education, and many of the measures taken by governments in the other areas in response to the crisis are related to the suspension of face-to-face classes at all levels. All may lead to three significant areas of action. First is using distance learning modality through various formats and platforms—supporting and mobilizing education staff and communities. The concern is about the student’s health and general well-being. To identify multiple short-term and medium-term impacts of these measures on the educational community. Also, to provide essential recommendations on the best way to manage all the implications and provide learning opportunities. And to draw the attention of the educational system during the pandemic.
The first and foremost goal is to fight the health crisis brought about by COVID-19. The second is to avoid the spread of the virus. The world stops many ordinary things that every human does every day. We force to quarantine ourselves, especially if we have symptoms of the virus such as fever, loss of taste and smell, and cough, that just common symptoms of the virus. There are also some less common symptoms such as sore throat, headache, and diarrhea. Policymakers were also facing some issues between closing schools and keeping them open. Some want to have face-to-face classes, and some do not. But during that time in 2020, average life will never be back again unless we have respect and have the will to help some health workers in terms of making the safety of everyone. Well, let’s say that the focus here is not education but the safety of everyone. Making sure that ordinary people will survive and be safe throughout the pandemic started up to now will be the work of policymakers. Even though from the start, we are struggling just to make sure that everyone is okay, even some health workers died because they served to protect the lives of the people when their own lives were at risk. Throughout the pandemic, their commitment and professionalism are visible to all—some extraordinary people perform exceptional work. However, many of them were ill and died because of COVID-19.
According to the World Health Organization (WHO)), there are estimated that between 80 000 and 180 000 health and care workers could die from COVID-19 in the period between January 2020 to May 2021, converging to a medium scenario of 115 500 deaths. Encouragingly, there are reports that infections and death among health and care workers have reduced through time. However, the world cannot be complacent. We need more workers to maximize and minimize the risk of the virus in their workplace. Based on data from 119 countries, 2 in 5 health and care workers were fully vaccinated on average by September 2021, with significant variation across regions and economic groups. In the African area, less than one in ten people has been fully vaccinated, whereas 22 primarily high-income countries reported that more than 80% of their workforce had been fully vaccinated. Only data reported to WHO through standard mechanisms are included in these rates. In conjunction with a press conference with WHO Director-General Dr. Tedros Adhanom Ghebreysus, the International Year of Health and Care Workers Steering Committee issued a joint statement expressing their deep concern about the likely number of deaths, the overall low rate of vaccinations, and vaccine inequities among health and care workers in low- and middle-income countries. The Joint Statement calls for immediate and concrete action to protect health and care workers:
1. Strengthen data collection and reporting on infections, ill-health, and deaths among health and care workers due to COVID-19;
2. Protect the health and care workers during and beyond the current global COVID-19 pandemic; and
3. Accelerate the vaccination of all health and care workers in all countries.
Failure to act jeopardizes the physical, mental, and social well-being of those we rely on to deal with the pandemic. Recognition and remembrance are insufficient. Protecting and investing in health and care workers is a moral obligation. And we must work together to move presumptuously.
Now let us know its impact on the school. We all know that the best method to raise our skills is going to school. It could also lend fun and boost social skills and social awareness. From an economic point of view, being in school possibly increases children’s ability. Try to think about this, even in the short time of absence from going to school. There’s a strong possibility that you will miss some valuable skills and knowledge that will help you be better or somewhat help you grow mentally and physically. But now the question is can you visualize the impact of COVID-19, especially its interruptions in learning? Yes, we cannot answer it too quickly without knowing and understanding the situation, as we are in a new world; but we can use some other studies to get an order of magnitude.
Two pieces of evidence are helpful. Carlsson et al. (2015) consider a scenario in which young Swedish men have varying amounts of time to prepare for necessary tests. The authors can estimate a causal effect of schooling on skills because these differences are conditionally random. The authors demonstrate that even ten days of extra schooling increase scores on tests of knowledge application (‘crystallized intelligence’) by 1% of a standard deviation. If we simply extrapolate those numbers as a highly rough measure of the impact of the current school closures, twelve weeks less schooling (i.e., 60 school days) implies a loss of 6% of a standard deviation, which is not insignificant. They find no evidence of a significant effect on problem-solving abilities (fluid intelligence).
Lavy (2015) takes a different approach to this question, estimating the impact of differences in instructional time across countries on learning. Surprisingly, there are significant differences in the number of hours spent teaching in different countries. According to Lavy, total weekly hours of mathematics, language, and science instruction in Denmark are 55 percent higher than in Austria. These distinctions matter, resulting in significant differences in test score outcomes: adding one hour per week to the main subjects during the school year increases test scores by around 6% of a standard deviation. In our case, a loss of 3-4 hours per week of maths teaching for 12 weeks could be comparable to a loss of an hour per week for 30 weeks. So, strangely and undoubtedly coincidentally, we end up with an estimated loss of around 6% of a standard deviation. Aside from the close similarity, these studies could indicate a likely effect of no more than 10% of a standard deviation but greater than zero.
Even to some dissatisfaction, generally, the children don’t be at home to play. The concept is that they stay at home to continue their education, hoping that the learning progress is still there. That’s the only way to keep in touch with education since face-to-face classes are prohibited. According to Bjorklund and Salvanes, “families are central to education and are widely agreed to provide major inputs into a child’s learning” (2011). Now that we are homeschooling, the family’s effort is significant in maintaining that their children’s education is still progressing. They can assure that their children are safe since they are in their respective homes. While global homeschooling will undoubtedly produce some inspirational, angry, fun, and frustrating moments, it appears very unlikely to replace the learning lost from school on an average basis. But the bigger point is that there will almost certainly be significant differences between families regarding their ability to assist their children in learning. The amount of time available to devote to teaching, the non-cognitive skills of the parents, resources (for example, not everyone will have the kit to access the best online material), and knowledge – it’s challenging to help your child learn something that you don’t understand yourself (Oreopoulos et al. 2006). As a result, the inequity of human capital growth for the affected cohorts will worsen due to this episode.
The decision to close schools, colleges, and universities Is not only resulting in the delayed teaching of students around the globe but also coincides with the critical assessment period, and many exams have been postponed or canceled. Internal evaluations are perhaps less critical, and many have been canceled. However, their goal is to provide families and teachers with information about the child’s progress. The loss of this information can cause long-term harm to the child by delaying the recognition of both high potential and learning difficulties. Andersen and Nielsen (2019) investigate the consequences of a major IT failure in Denmark’s testing system. The authors discovered that taking the test increased the score on a two-year reading test by 9% of a standard deviation, with similar effects in mathematics. These effects are most pronounced in children from low-income families. For example, all exams for the primary public qualifications – GCSEs and A levels – have been canceled for the entire cohort in the United Kingdom. Depending on how long the lockdown lasts, we’ll likely see similar reactions worldwide. One possible replacement for the canceled assessments is to use ‘predicted grades.’ However, Murphy and Wyness (2020) show that these are frequently inaccurate and that predicted grades for students from disadvantaged backgrounds are lower than those from more advantaged backgrounds among high-achieving students. Another option is to substitute teacher evaluations for blind exams.
We cannot deny that face-to-face classes give quality education to learners. It gives us what we call the “connectivity” between the students and teachers that guides us to effective learning for students. We know that education provides us with knowledge of our society and the environment. Most significantly, it molds and improves our skills to be more beneficial to the community and change the world for the better tomorrow. Education also helps us stand for our perspectives in life and showcase our opinions, especially if they have enough reason to be shown. For me, education today is not the way of learning that we once wanted. However, I believe that anyone eager to learn can find a way to access this new way of learning. I understand that it is not only the students who are trying to cope with this new model of education but also the teachers. I notice some teachers, especially the old ones. They are trying to keep pace even though they are not experts in this technology, but with the will to teach, they are trying to learn also. Going back to education, I believe that education is only the key to interpreting different issues and events in our society that are connected to our lives. It means that education helps us acquire knowledge, values, attitudes, and most significantly, the skills we can use throughout our lives.
The beginning of 2020 opened our eyes to the tremendous crisis brought to us by COVID-19. The pandemic has been shaking worldwide, including in the Philippines, which has had a negative impact in terms of lives and livelihoods. Hence, even schools, colleges, and universities cannot operate their institutions for almost a year due to the restrictions of the spread of the novel coronavirus since the middle of March 2020. After a few months, some educational institutions are still closed, and online education appears in some prominent universities and colleges as an alternative way to ensure the continuity of education. However, the question remains whether our institutions and students are prepared to use these alternative methods of delivering education in our country without sacrificing educational quality. However, some families, especially those in poverty, say that we are not ready for it. With limited access to gadgets and the Internet, many students suffer from a lack of internet connectivity at home. We didn’t even have enough data on how many students have access to personal gadgets and the Internet that can support them in online classes. I watched before the news of 24 Oras. There was a family that had only one smartphone in their family. But with the three students studying, it is tough for them to explore on one phone, especially if the schedule of the classes for their children is the same. The mother said that it is tough for them to live in poverty, and she asked for an academic freeze until the pandemic ends.
Here in the Philippines, after many months of waiting, in September 2020. The Department of Education confirms that they are ready to start classes in October 2020-2021, using blended learning approaches, after reaching over 23 million students. They decided to have blended learning. Blended learning uses technology to combine online and offline learning methodologies. Online learning occurs when students study with their teacher and classmates using a webcam-enabled application.
In contrast, offline learning occurs when the teacher gives the students the lesson, seatwork, or assignment to complete at their own pace within the deadline. All work is graded and submitted online. During this challenging time, this new way of learning brought on by the COVID-19 pandemic may be an additional challenge. And, since returning to the “normal” we’ve all become accustomed to isn’t going to happen anytime soon, let’s all do our best to adjust and make the best of the situation we’ve found ourselves. Remember that online learning aims to keep students academically engaged to retain what they’ve learned.
According to Paramount Direct, the following are things that we need to do to prepare before school starts during the blended learning approach.
1. Set up a designated study space. Assign a specific area in your home to serve as a classroom for your children. Prepare your study materials, such as headphones, laptops or tablets, mice, notebooks, pens, and paper. Place the materials and supplies in areas of the study room where your children can easily access them. To keep your children’s attention, support the site tidy and remove all possible distractions.
2. Do test runs. Make a mock-up presentation on the Internet with your kids. It shows them how to navigate the computer and familiarizes them with the new apps and software they will need to access and use during their formal class.
3. Establish a routine. There are no rules or practices in homeschooling or distance learning. Begin by waking them up early and allowing them to dress properly as if they were going to school. Also, stick to a recess and lunchtime schedule to give them plenty of time to relax and rest. Make healthy snacks and meals a priority. Print or write down your children’s plans and post them somewhere visible, such as in front of the computer or on their work table. They will assist them in remembering and remaining on track. During the first month, or until you know your children are used to it and that schedules are followed, parents or guardians must guide them.
4. Keep yourself updated. Always keep an eye on your children’s email inboxes for upcoming assignments and projects. Your children should not work alone or independently because they learn online and at home. Ensure that your children comply and learn effectively.
5. Stay positive and ensure your family’s well-being. Regardless of the abrupt shift to online learning and the technical difficulties you may face throughout the school year, you must set a good example by remaining calm and positive. Create a supportive environment as much as possible, especially since this setup is new to them. Remember to provide positive reinforcement to keep them motivated and encourage them to keep doing what they’re doing.
Parents should take on the responsibility instead of the teacher. Perhaps this is just a chance for the parents to gain experience as teachers for their children—writing, math problems, and many more that the teachers can’t do personally. I just remembered my mother teaching my younger brother. It seems like my mother is struggling. She delayed her housework just to teach my brother, and she didn’t want me to do it for her because she knew that I was working too. I was holding onto my faith that everything would be back to normal someday during those days.
They are going back to this new usual way of learning. The old education has changed. The students will not learn inside in a traditional classroom but in the comfort of their rooms. The use of technology has been changing vastly and benefiting many institutions since 2020. This technology saves us. The use of the Internet makes online learning possible and convenient for some. When the coronavirus started to change our way of living in the year 2020, everyone was worried about what would happen to the students’ education. The pandemic shifts the learning process of millions of students in connection with the fundamental right to education. It is why some schools and colleges have decided to switch to online classes to be able to continue or complete their academic years. Hence, this new way of teaching is just temporary. But everyone is hoping that things will return to normal after a bit.
Online learning necessitates a reliable internet connection, and the telecom industry has responded by offering a variety of internet plans that are both cost-effective and easily accessible. Because online classes are held every day, online learning is more engaging. The concept of an online class timetable enables educational sectors to complete their syllabus on time. Students must attend classes daily to understand better and keep them engaged in academic activities. Online courses are held using Zoom and Google Meet, both free to use as long as you are connected to the Internet. Those are just some applications that made education more flexible and reliable. There were no payment terms and conditions that made these applications so popular among all people for features like the ability to send many invites to join the meetings and attend these meetings. Educational institutions use these online applications to communicate with their students. This change was difficult to adjust to, but with each other’s help, teachers and students were able to do so. The education sector assisted students in completing their academic year by completing the syllabus online and conducting exams.
The education sector was not ready for online education at all. The school, teachers, and students faced some problems in these online classes. It just came out that it is only to save education but with many issues. Here in the Philippines, let’s say that schools and colleges in urbanized areas face some difficulty in balancing their studies. Just imagine what rural areas are going through. In areas where internet signals 8s hard to get, how will be a student be able to secure an internet connection? “Can you hear me?” Am I visible? Can you see the screen I shared? Due to poor connectivity, I cannot attend or participate in today’s class. “These are the current typical dialogues upon which our entire academic career is predicated. There are numerous challenges that all stakeholders in the education sector face when conducting online classes, and these challenges can sometimes overshadow the benefits of online learning. Taking online courses and understanding these new features is no problem for people who use mobile phones and laptops daily. However, many people do not have access to smartphones, making it difficult to use these new applications to take classes while maintaining a stable network.
Here in the Philippines, According to the DepEd, there are around 47,000 public schools and 12,000 private schools in the country. Garma noted that schools need the approval of local governments before opening face-to-face classes, and parents may still choose distant learning for their children. He said vaccination against COVID-19 is not required for students who will participate in face-to-face classes. Garma said that around 90% of teachers are already vaccinated against COVID-19. Due to the threat of COVID-19 in 2020, the DepEd implemented distance learning where students do not need to go to campuses to continue their studies. They only have to accomplish and submit learning modules or join online classes. Due to the threat of COVID-19 in 2020, the DepEd implemented distance learning where students do not need to go to campuses to continue their studies. They only have to accomplish and submit learning modules or join online classes. Due to the threat of COVID-19 in 2020, the DepEd implemented distance learning where students do not need to go to campuses to continue their studies. They only have to accomplish and submit learning modules or join online classes. In November 2021, the pilot testing of face-to-face classes started in select schools in several country areas. —KG, GMA News. Are we still thinking about some what-ifs? It’s just our minds playing with us. But no one can blame us if we question the government’s actions. We are just ordinary people. If that virus enters our houses and kills our loved ones, we can’t support ourselves. They say that it’s okay to go back to normal because we are vaccinated. If you believe that vaccines can save us, you are mistaken. For me, it is not. We are the ones who spread the virus. We are in control. Now yes, it’s true. Having a vaccine gives us extra protection from the virus, but it will never erase the virus. Let’s say that you were vaccinated and got a booster shot. Can you guarantee that you are safe? Of course not. You also need to follow protocols given by the IATF.
These are just a few of the benefits and drawbacks of holding face-to-face classes during this pandemic. Distance learning has been frustrating for students, parents, and teachers alike. Some students may have already adapted to online learning. You can read more about the DepEd’s guidelines for schools in the face-to-face learning modality in our article What You Should Know About DepEd’s Guidelines for Schools in Face-To-Face Learning Modality? For more information on DepEd’s face-to-face class implementation.
FACE TO FACE VS. ONLINE LEARNING
Face to face learning
We have traditionally learned through face-to-face interaction. It usually occurs in a classroom, with the lecturer as the focal point. Other options for classroom organization include group learning, learning with a partner, or having a mentor.
You must be in a specific location at a particular time to participate in face-to-face learning. At times, it will also necessitate interaction or participation. Most people find that going to a specific location at a particular time helps them concentrate and puts them in a learning mindset. Students prefer classroom learning to online learning for all of these reasons. Explains why face-to-face learning is so popular. There are various reasons why it is still the preferred method of instruction in most institutions.
Online learning
Online learning is a relatively new way of learning due to technological advancements. With almost everyone owning a computer and having a busy schedule, eLearning has become a popular way for people to attend classes and learn new things. However, many people remain skeptical that a computer can provide the same knowledge and skills as a classroom.
Online learning can take place in any setting, at any time, as long as a computer, an internet connection, and a willing learner are available. It can deliver the content of the courses in a variety of multimedia formats via an LMS. Learning can be fun and interactive or straightforward and lecture-style. Many people’s preferences can be accommodated by online learning. One of the ways that eLearning helps with employee training and development is this way.
The Georgia Academy gave some examples of the advantages and disadvantages of face-to-face classes during this pandemic time. Let’s us know what is those. The list will be mentioned below:
Disadvantages of Face to Face Classes
1. It Can be an unsafe environment for learning. COVID-19 virus has mutated into several variants since the start of the pandemic. According to scientists, the Delta virus is a highly contagious COVID variant, making it the most infectious respiratory disease. It puts the ongoing physical classes in jeopardy.
2. Physical classes are not flexible learning. Unlike online and modular distance learning, face-to-face classes are time-bound, requiring students to adhere to a strict schedule every day. On the other hand, online classes have only 4 to 5 hours per day of synchronous classes and offline activities, which students can do at any time of the day unless the teachers set a deadline, due to the guidelines of healthy screen time.
3. Cost More Transportation Expenses. The daily commute is cheaper than it was a year before the pandemic, but the cost of COVID has increased by nearly half. Since last year, public transportation has cut its passenger capacity in half, resulting in a fare increase.
Although almost every business’ operations have returned to normal today, adjustments to these fares appear to be taking time.
If face-to-face classes are reinstated during the pandemic, their fares will be higher.
4. Routine Classes, Time-Bound. Physical education classes follow a daily schedule that lasts eight hours. Because each subject has a limited time, children should stick to a strict schedule to complete the day’s activities. ThEseThis can be exhausting, especially when compared to online classes, where students spend 3 to 5 hours per day, followed by asynchronous courses that are sometimes flexible.
5. More Pressure On Kids When It Comes To Participation. Students can turn off their videos or check their notes on their devices while participating in class discussions in online classes. On the other hand, face-to-face classes can be intimidating and put a lot of pressure on students to participate in class discussions.
Some children prefer online classes because they have less interaction with their classmates. It will be difficult for these children to adjust to this setting if they return to face-to-face classes.
Advantages of face to face learning
1. Concentrate better. Teachers in a traditional classroom setting can easily manage the class and enforce classroom rules, which is more difficult in virtual classes. It allows students to concentrate on class discussions while avoiding distractions from other students. Teachers in face-to-face classes can easily spot students who are engrossed in their phones or otherwise distracted.
2. Better understanding and real-world examples. Most teachers can attest that children learn better in physical education classes. It is due to the real-world examples that students can discuss or share. Because physical courses last 20 minutes longer than online classes, teachers and students can participate in more of the class and have more time to ask questions of the teachers.
3. Greater chance of completing activities on time. In-person classes are timed, and activities are usually completed within the subject’s allotted time, depending on the teacher’s instructions. Learners must make the most of their time, regardless of how limited it is.
It is beneficial to students because ideas are still fresh in their minds, and activities completed during the school day prevent students from having pending activities after school.
Which of learning do you prefer?
Face-to-face and eLearning are two different approaches to learning that complement various teaching materials. Some skills are simply not reachable by a computer. Medical students will not be able to complete their studies entirely online. That job only requires that we meet with our tutors face to face. Other skills are well-suited to being taught via eLearning. As a result, both teaching methods are beneficial and will stand the test of time.
According to the Department of Education (DepEd), Education Secretary Leonor Magtolis Briones had authorized all regional directors to begin the progressive expansion phase of face-to-face classes for both public and private schools as of February 2, 2022, when the President approved the recommendation for the progressive expansion of face-to-face courses. Until a Revised Joint Memorandum for the expansion phase is issued, the main protocols and standards in DepEd-DOH Joint Memorandum Circular 001, s. The year 2021 will continue to be applied as needed, with the following main inclusion criteria:
Expansion schools have been validated as compliant with the standards of the School Safety Assessment Tool (SSAT)
Schools must be located in areas under alert levels 1 and 2 based on the periodic risk assessment by the Department of Health.
Schools may already include other grade levels based on the capacity of schools.
Schools or divisions must have secured the concurrence of the Local Chief Executive in the City or Municipality where the expansion school is located. The schools must also have coordinated with their respective barangay officials.
Students participating in the face-to-face classes must have the written consent of their parents.
Schools are given flexibility in contact time for teaching and learning, provided that meals are not taken in school except during managed recess.
Only vaccinated teachers may participate in the face-to-face classes, and vaccinated learners shall be preferred.
The Regional Directors have submitted a list of 6,686 schools nationwide that have passed the SSAT, of which 6,586 are public schools and 100 are private schools, as directed by Secretary Briones for Regions to conduct the readiness assessment in all schools during the pilot implementation period. As the remaining schools close the gaps in their SSAT scores, this list will grow.
According to the COVID Alert Levels for February 1 to 15, 2022, issued under IATF Resolution No. 159-A dated January 29, 2022, 304 public schools are located in Alert Level 2 Areas, including 118 schools in NCR cities, 12 schools in Batanes, 106 schools in Bulacan, 33 schools in Cavite, 21 schools in Rizal, five schools in Biliran, and nine schools in Southern Leyte.
Because the schools are on their mid-year break for February 2-5 under the SY 2021-2022 Calendar, no face-to-face classes are scheduled for that month. Academic Quarter 3 is expected to begin on February 7, but some divisions may start later due to class suspensions caused by the Omicron surge and Typhoon Odette in some affected areas.
Regional Directors with areas under Alert Level 2 reported varying commencement dates for their expansion phases during the joint Execom-Mancom meeting on February 2, 2022:
NCR – The original 28 pilot schools will resume on February 9, while the expansion schools will progressively start their classes from February 9 onwards.
Region II (Cagayan Valley) – The 12 recommended schools in SDO Batanes (now under Alert Level 2) are ready to implement the expanded face-to-face classes. The SDO is also securing the concurrence of the Local Chief Executives, where the 12 schools are strategically located. Should the LGUs approve the conduct, face-to-face classes in Batanes will start next week (February 7-11).
Region III (Central Luzon) – There are 106 schools in four SDOs of Bulacan that are ready to start face-to-face classes on February 21, 2022.
Region IV-A (CALABARZON) – A total of 57 schools from eight SDOs in the provinces of Rizal (21 schools) and Cavite (36 schools) (under Alert Level 2) are slated to participate in the expanded phase of the limited face-to-face classes. These schools have complied with the requirements of the SSAT and are now in the process of securing concurrence from the LGUs. Expanded face-to-face courses will start on February 14, in time for the start of the third quarter.
Region VIII (Eastern Visayas) – In Southern Leyte and Biliran City, SDOs that are in Alert Level 2, three schools of SDO Southern Leyte will start classes on February 7, while Maasin City (seven schools) and Biliran City (6 schools) will kick off on February 14.
In anticipation of improving the COVID Alert Level in their respective areas, the rest of the Regions and Divisions in the above Regions outside of those already under Alert Level 2 are continuing their preparations for the expanded phase of face-to-face classes. We’ve finished talking about the Department of Education’s updates on limited face-to-face learning. The Commission on Higher Education, or CHED, is the next one that we should learn. Let’s take a look at what’s new in this department.
The plan to start limited face-to-face classes for higher education institutions (HEIs) in areas designated as Alert Level 3 is set to begin. “The date of the phase 2 implementation of limited face-to-face classes for all programs of HEIs in areas under Alert Level 3 should begin on January 31, 2022 (Monday),” CHED said in an advisory on Tuesday, January 11. Face-to-face classes in areas with lower alert levels began in December 2021 as part of CHED’s reopening plan’s first phase. Colleges and universities are not obligated to reopen. Administrators can continue to offer online classes if they believe it is the best option for their students.
If schools want to hold face-to-face classes, they must first meet CHED’s standards for safe courses. HEIs must only allow 30% indoor venue capacity and 50% outdoor venue capacity for fully vaccinated individuals in Alert Level 3 areas. Unvaccinated students are not permitted to participate. These guidelines, however, were established by the Philippine government before the outbreak of the highly contagious Omicron variant. The government was only dealing with the Delta strain of the virus at the time. Omicron is three to five times more Infectious than Delta.CHED has not yet released a list of schools that have applied for reopening in Alert Level 3 areas. – Rappler.com
Going back to March 26, 2021, the CHED issued 24 higher education institutions (HEI) all over the country and could hold limited face-to-face classes during their 2nd Semester of AY 2020-2021. “These HEIs have fully complied with the CHED-DOH guidelines and have been inspected by CHED and their local governments, allowing them to bring their 3rd and 4th-year students for hands-on training and laboratory classes in a limited face-to-face system.” CHED will continue to monitor these HEIs. I am confident that in the coming months, they will be able to provide safe and healthy environments for their students,” said CHED Chairman J. Prospero E. De Vera III.
The following HEIs passed stringent retrofitting and health standards Imposed by CHED, the Department of Health (DOH), and the COVID-19 Inter-Agency Task Force for the Management of Emerging Infectious Diseases (IATF-EID):
Mariano Marcos State University – Batac (Region I)
St. Louis University (CAR)
Our Lady of Fatima University – City of San Fernando (Region III)
Ateneo School of Medicine and Public Health (NCR)
University of Santo Tomas (NCR)
University of East Ramon Magsaysay (NCR)
Our Lady of Fatima University – Quezon City (NCR)
Our Lady of Fatima University – Valenzuela City (NCR)
Manila Central University (NCR)
Adventist University of the Philippines (Region IV)
De La Salle Health and Medical Science Institute (Region IV)
University of Perpetual Help – Don Jose (Region IV)
Our Lady of Fatima University – Sta. Rosa (Region IV)
Naga College Foundation (Region V)
West Visayas State University (Region VI)
Central Philippine University (Region VI)
Cebu Institute of Medicine (Region VII)
University of Cebu School of Medicine (Region VII)
Iloilo Doctors’ College of Medicine (Region VI)
University of Iloilo (Region VI)
Blancia Foundation College, Inc. (Region IX)
Xavier University (Region X)
Liceo de Cagayan University (Region X)
University of the Philippines-Manila (NCR)
Selected allied health-related degree programs, such as Medicine, Nursing, Medical Technology/Medical Laboratory Science, Physical Therapy, Midwifery, and Public Health, were prioritized for limited face-to-face classes for two significant reasons: (1) to enable students to achieve essential learning outcomes on specialized laboratory courses and hospital-based clinical clerkship/internship/practicum, and (2) to provide additional human resources to the country’s health system.
Six (6) HEIs have partnered with their local government to allow their facilities to serve as vaccination centers during the first wave of vaccinations because they have retrofitted facilities and are safe spaces:
University of Santo Tomas Hospital (NCR)
Manila Central University Gymnasium (NCR)
St. Louis University Baguio Gymnasium (CAR)
De La Salle Medical Health Sciences Institute (Region 4)
Our Lady of Fatima University (NCR)
Central Philippine University (CPU)
As the country prepares for expanded vaccination of senior citizens, essential workers, teachers, and government personnel beginning in the second quarter of this year, we encourage other HEIs to offer their services. In exchange, we ask that the LGUs include the HEI faculty, staff, and students helping with the vaccination drive in their vaccination list to help their LGUs,” De Vera said. “This is also why President Duterte approved limited face-to-face classes – because our HEIs can assist the government with its vaccination program,” he added.
“As the country prepares to receive the next batch of millions of donated and procured vaccines in the second quarter of this year, we must maximize the use of large alternative venues to be readily available so that priority groups (essential workers, seniors, and the poor) can be inoculated without further delay,” De Vera said.
According to De Vera, CHED is currently preparing Guidelines for Establishing Vaccination Centers in Higher Education Institutions with input from the CHED Public Health Experts Group (PHEG). We will discuss these guidelines with the LGUs and the IATF, which will ensure that the government has more vaccination centers. – Commission on Higher Education.
Face-to-face classes necessitate good health and adherence to healthy practices. Returning to the Department of Education (DepEd), they plan to “streamline” the requirements in its safety assessment tool, which it uses to evaluate the applications of schools that want to implement limited face-to-face classes. The revised guidelines—which are still pending approval—will reduce the number of conditions for applicants, allowing more schools in areas with alert levels 1 and 2 to conduct physical classes.
According to Education Assistant Secretary Malcolm Garma, who spoke at a press conference on Wednesday, 10,206 public and private schools had been given the green light to hold in-person basic education classes as of March 22. According to DepEd data, 9,994 of these were. On the other hand, 14,396 public and private schools with 2.6 million students have been nominated for the progressive expansion phase of in-person classes, which began on November 15, 2021, with around 15,000 learners from Kindergarten to Grade 3 and selected senior high school students. “When we say nominated,” Garma explained, “these are the schools that have already undergone and qualified in so far as our school safety assessment tool (SSAT) is concerned,” adding that these schools would also have to get permission from their respective local governments.s.While vaccination was not required for students taking physical education classes, the DepEd stated that “we prefer that our learners be vaccinated” in support of the national government’s pediatric inoculation program…
Of course, there are some rules to follow. Teachers and other school personnel, particularly those who work with students in person, must be fully vaccinated. According to the department’s interim guidelines, schools must meet the SSAT’s standards on expanding limited face-to-face classes. They should also be in areas with alert levels 1 and 2 and obtain the approval of their respective local governments and the written consent of the learners’ parents or legal guardians. In addition, the schools must work with their respective barangays to implement physical education classes.
Governments worldwide are prioritizing the development of the future healthcare workforce. This education has traditionally been supported by campus-based activities, such as face-to-face interactions between students and peers and work-integrated learning (WIL). Doctors, nurses, and allied health professionals have been trained through work-integrated education, similar to the “apprenticeship model.” Lecture halls, hospital wards, surgical rooms, practitioners’ clinics, and the community are all familiar places for students to learn. Through tutor-student and peer relationships, it can happen informally in social settings such as hospital tearooms, cafeterias, or office hallways. Still, it is more common informal settings such as classrooms.
In-person education has enhanced improved engagement by increasing student-tutor and student-student interaction. According to the Social Learning Theory, new patterns of behavior emerge from direct interaction with peers or by observing peers’ conduct. However, because of the COVID-19 pandemic, all formal and informal learning opportunities have halted, and
We must now deliver health professional courses exclusively through online education. The impact of this shift in teaching and learning on both students and teachers is unclear. The delivery of learning materials via the Internet for student-student and student-teacher interaction and the distribution of educational materials is known as online education. Teachers have begun to use online learning platforms to promote self-directed learning and assessment in students as technology-assisted knowledge has advanced over the last decade. With the flexibility of both synchronous and asynchronous learning, online education also aids in engaging a large group of students at one time (where lectures may not be viable). While synchronous learning ensures that all students learn the same topic in the same way, asynchronous learning allows knowledge to be shared across sites and campuses. Students learn at their speed and in their own time if possible. Similarly, as part of blended learning, online education delivery allows tutors to adapt and assess student learning styles with greater flexibility. It may help teachers provide the needed support for individual students when face-to-face feedback isn’t possible.
the COVID-19 pandemic, universities worldwide switched to remote education, with the majority of it being delivered online. A variety of blended learning technologies, such as synchronous online tutorials, E-learning in simulation sessions, asynchronous activity in moderated discussion forums, formative quizzes, and other teacher-directed or self-directed learning activities, may be used in health professional courses. It’s possible that using these learning methods will be seen differently from traditional classroom instruction. Both teachers and students have had to adjust to new learning styles online, focusing on active learning and technological support for education delivery.
Engaging with an online-only curriculum is likely to impact how students learn and apply what they’ve learned in clinical practice. Understanding the positive and negative effects of these initiatives on student engagement, learning, and behavior (both positive and negative) will provide helpful information for future teaching, and learning practice[14], particularly the impact of online education on the development of practical skills graduate ready to practice. We provide a procedure devised to investigate the process and effect of student and teacher adaptation to new learning pedagogies emerging from the epidemic in this research. The primary goal of this procedure is to investigate the impact of changing teaching and learning methods. It covers a short and long-term assessment of online education and modifications to work-integrated learning during the COVID-19 epidemic and its influence on students and teachers.
To sum up, everything I write in this paper, let us go back to how the pandemic affects our lives and the education system. COVID-19 epidemic has spread across the globe, affecting practically all countries and territories. The epidemic was initially discovered in Wuhan, China, in December 2019. Countries throughout the world warned people to exercise caution. Handwashing, wearing face masks, physical distance, and avoiding big gatherings and assemblies have all been public health initiatives. To flatten the curve and control the spread of the disease, lockdown and stay-at-home techniques have been implemented (Sintema, 2020). During the second week of March 2020, Bhutan announced the closure of schools and institutions and a reduction in business hours (Kuensel, 2020, March 6). From August 1, 2020, We put on the entire country on lockdown (Palden, 2020). In the interim, people were allowed to roam around, offices reopened, schools and colleges reopened for some levels, and others continued with online classes. The school closure has impacted more than 170,000 Bhutanese pupils in grades PP–XII. The consequences are far-reaching, and they have had an impact on learning this academic year and will continue to do so in the coming days. Face-to-face instruction has been phased out at several schools, colleges, and universities. Alternative instructional and assessment strategies must be developed and implemented quickly. The COVID-19 epidemic has allowed us to pave the ground for digital learning to be implemented (Dhawan, 2020).
The Information gap, a non-conducive atmosphere for learning at home, equity, and academic excellence in higher education are all highlighted in the research. The influence of the COVID-19 epidemic on the teaching and learning processes around the world is examined in this article. During the COVID-19 pandemic, online and continuing education challenges and opportunities are highlighted, and a path ahead is recommended.
Due to the COVID-19 epidemic, most countries have implemented lockdown and social distancing measures, which have resulted in the closure of schools, training institutes, and further education facilities. Educators deliver quality education through multiple online channels, which is a paradigm change. Despite the problems faced by both educators and learners, online learning, distant learning, and continuing education have proven a remedy for this unprecedented worldwide pandemic. Transitioning from traditional face-to-face learning to online learning can be a completely different experience for students and teachers. They must adjust to it with few or no other options. Through numerous internet platforms, the school system and educators have adopted “Education in Emergency” and are being forced to adopt a system for which they are unprepared.
During the pandemic, e-learning tools were vital in assisting schools and universities in facilitating student learning while universities and schools were closed (Subedi et al., 2020). Staff and student readiness must be assessed and supported while adapting to the new adjustments. Learners with a fixed perspective have difficulty adapting to new situations, but learners with a growth mindset adapt fast. For online learning, there is no one-size-fits-all methodology. There is a range of subjects to choose from, each with its requirements. Various disciplines and age groups necessitate various ways of online learning (Doucet et al., 2020). Physically challenged students can also benefit from online learning because it allows them to participate in learning in a virtual environment with limited movement (Basilaia & Kvavadze, 2020).
Students, parents, and educators worldwide have felt the unanticipated rippling impact of the COVID-19 epidemic as schools have been closed to deal with the global pandemic. While governments, frontline workers, and health officials do their utmost to contain the spread, educational systems strive to provide high-quality education to all students during these tough times. Many students have experienced psychological and emotional hardship at home/living environment and have been unable to interact successfully. The greatest online homeschooling techniques have yet to be discovered (Petrie, 2020).
The skills and exposure to Information and communications technology (ICT) for both educators and learners may influence the implementation of appropriate and relevant pedagogy for online education. Unified communication and collaboration platforms like Microsoft Teams, Google Classroom, Canvas, and Blackboard have been used thus far to allow teachers to design educational courses, training, and skill development programs (Petrie, 2020). They contain features such as workplace chat, video meetings, and file storage, all of which help keep classes organized and productive. They normally let you share a wide range of files, including Word, PDF, Excel, audio, and video. Quizzes and rubric-based assessments of submitted assignments make it possible to track student learning and assessment.
The flipped classroom Is a simple approach for presenting learning resources before class, such as articles, pre-recorded films, and YouTube links. The time spent in the online classroom is then used to further comprehension by engaging in discussions with teachers and peers (Doucet et al., 2020). It is an extremely successful technique to promote problem-solving, critical thinking, and self-directed learning skills. Videoconferencing (Google Hangouts Meet, Zoom, Slack, Cisco, WebEx) and configurable cloud-based learning management platforms such as Elias, Moodle, BigBlueButton, and Skype are becoming more popular in virtual classrooms.
With so many platforms and online educational resources available, users—both educators and learners—experience regular difficulties when utilizing or referring to them. The following are some of the issues that numerous researchers have recognized and highlighted:
Broadly identified challenges with e-learning are accessibility, affordability, flexibility, learning pedagogy, life-long learning, and educational policy (Murgatrotd, 2020). Many countries face significant challenges in maintaining a stable Internet connection and gaining access to digital gadgets. While many economically disadvantaged children in developing countries cannot afford online learning devices, online education increases the learner’s exposure to screen time. As a result, offline activities and self-exploratory learning have become critical for pupils. Because both parents work, there is a lack of parental direction, especially for young learners. There are practical concerns about physical workspaces conducive to various learning styles.
Inherently motivated learners are largely unaffected since they require little supervision and assistance, but pupils who are deficient in learning have challenges. Some academically qualified students from low-income families cannot access or afford online instruction.
Due to the reduced contact hours for learners and a lack of communication with teachers when learning/understanding challenges, students’ academic performance is likely to suffer in classes held for both year-end and internal examinations (Sintema, 2020). Students are assessed online, which involves a lot of trial and error and doubt and confusion among teachers, students, and parents. The method used to administer online exams differs depending on the convenience and expertise of the instructors as well as the compatibility of the students. Due to the enormous student population, many schools and institutions have yet to implement appropriate plagiarism-checking procedures. Internal assessments and examinations for the main public qualifications like the General Certificate of Secondary Education (GCSE) have been disrupted by the lockdown of schools and institutions. At the same time, A levels have also been canceled for the full cohort in the UK. Depending on how long the lockdown lasts, postponing or canceling the full exam evaluation could be a possibility (United Nations, 2020).
It’s also feasible that the pauses will enhance certain students’ careers. In Norway, for example, it has been agreed that all 10th-grade pupils would receive a high school diploma. According to a study conducted in France, the 1968 abandonment of conventional test processes in the aftermath of student riots resulted in beneficial long-term labor market consequences for the impacted group (Maurin & McNally, 2008).
Aside from being enjoyable for the children, school time helps them develop social skills and awareness. While kids are away from their regular school schedule, they face economic, social, and psychological consequences. Many of these students are now taking online classes and spending more time on virtual platforms, putting them at risk of online exploitation. Children have been exposed to potentially harmful and violent information and a higher risk of cyberbullying due to increased and unstructured time spent on online learning. More families rely on technology and digital solutions to keep their children engaged in learning, entertained, and connected to the outside world due to school closures and strict containment measures. Still, not all children have the necessary knowledge, skills, and resources to keep themselves safe online.
Although there have been numerous problems for educators, schools, institutes, and the government regarding online education, the COVID-19 epidemic has created multiple chances for those unprepared or have long-term intentions to deploy an e-learning system. It has strengthened the bond between instructors and parents like never before. Homeschooling necessitates parents’ financial and academic support for their children’s education. During this continuing disaster, children with disabilities require additional and specialized assistance. For the first time, online platforms such as Google Classroom, Zoom, virtual learning environments, social media, and other group forums such as Telegram, Messenger, WhatsApp, and WeChat are studied and tried for teaching and learning. Even after face-to-face teaching resumes, Who can explore this further, and these platforms can provide extra materials and coach learners.
Teachers are expected to develop innovative ideas to help overcome the constraints of virtual teaching. On a local level, teachers actively collaborate to develop online teaching approaches. As instructors, parents, and children have similar experiences. There is unparalleled potential for collaboration, creative solutions, and openness to learn from others and try new techniques (Doucet et al., 2020). Many educational organizations are making their tools and solutions available to assist and support teaching and learning more interactively and engagingly. Online learning has allowed teachers and students to teach and learn in new ways that are not possible in a traditional classroom setting.
Online learning does not allow for the use of pedagogy available and used for face-to-face learning. Although various pedagogy has been developed for online and distance learning, technologically illiterate teachers, require appropriate professional development and training to align themselves with their pupils.
Internet bandwidth is limited, with fewer connection points, and data packages are expensive compared to people’s income in many developing nations, limiting accessibility and affordability. To alleviate this situation, policy involvement is essential. A research field is further inquiry and investigation of effective pedagogy for online teaching and learning. Another research topic is the need to develop methods for authentic assessments and quick feedback. The affordability and accessibility of educational tools for all learners from all economic backgrounds have been noted as a difficulty for which educational tool developers might concentrate on personalization. Intervention at the policy level is also critical. Given the current situation, education systems worldwide, including Bhutan’s, must engage in teacher professional development, particularly in ICT and effective pedagogy. Another area of research and development is using user-friendly tools to make online teaching more creative, inventive, and participatory. It would help and prepare the educational system to deal with future uncertainty.
The COVID-19 pandemic has shown us what should educate instructors and students/learners on how to use various online educational technologies. When normal courses resume following the COVID-19 epidemic, teachers and students should be encouraged to continue using online technologies to improve teaching and learning.
We are keeping a Positive Attitude in the Face of the COVID-19 Pandemic. The COVID-19 pandemic is putting us in situations we could never have expected just a few weeks ago, from spending more time with family to homeschooling to working remotely — or not working at all. These abrupt, quick changes in our lifestyles, combined with uncertainty, can be stressful, particularly for parents of small children. While we all know that keeping a cheerful attitude helps everyone in the family, it’s sometimes easier said than done. Here are a few things to keep in mind:
It isn’t going to last. Now is a trying time, but it will pass. You may be struggling now, but trust the process tomorrow. It will be changing. Now is the time for us to pray. Remember that God put us here in this situation because he knows that we can survive it. The first action is always the hardest to make. Believe in yourself, keep fighting, trust the process, and have strong faith.
Recognize the positive aspects of your work. Even though things are difficult right now, you’ve done a fantastic job with some of them. Consider the physical, logistical, mental, and emotional problems you’ve faced in the last month and how you addressed and dealt with them in a decent — even outstanding — manner. You are an inspiration. What you do today will be your prize tomorrow. Believe in yourself, and nothing will do it permanently for you except yourself.
Remind yourself of the positive aspects of your life. Some factors may be difficult to change right now, or they may contribute to your feeling helpless. However, there are other aspects of your life that you should be grateful for. Making a list of the incredible things you value — big or small — can help you change your focus to a more positive place. Now that we are trying to make our lives remember what COVID-19 teaches us every day.
For references:
https://www.iesalc.unesco.org/en/2020/08/25/orealc-eclac-and-unesco-report-education-in-the-time-of-covid-19/
https://www.deped.gov.ph/2022/02/02/on-the-expansion-phase-of-limited-face-to-face-classes/
https://repositorio.cepal.org/handle/11362/45905
https://voxeu.org/article/impact-covid-19-education
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