CHED MEMORANDUM ORDER

No. ___
Series of 2020

SUBJECT : GUIDELINES ON THE IMPLEMENTATION OF FLEXIBLE

DELIVERY OF STUDENT AFFAIRS AND SERVICES DURING
COVID-19 PANDEMIC

In accordance with the pertinent provisions of Republic Act (RA) 7722, otherwise known as
the “Higher Education Act of 1994," Batas Pambansa 232, otherwise known as the “Education
Act of 1982,” and RA 11469, otherwise known as the “Bayanihan to Heal as One Act,” and by
virtue of Commission en banc (CEB) Resolution No. ______ dated ________, the Commission
on Higher Education (CHED) hereby adopts and promulgates these guidelines on flexible
delivery of student affairs and services for implementation by all public and private higher
education institutions during the Coronavirus 2019 (COVID-19) pandemic.

SECTION 1. RATIONALE

COVID-19 brought interruptions in all sectors of society causing a chain reaction of impacts
affecting most especially the economic situation of every household or family and even the
psycho-social and mental well-being of everyone.

For the higher education sector, continuity of learning is the main goal, but keeping students
safe is a primary concern. During the pandemic times, not all localities in the country may be
allowed to have schools fully operate face-to-face or in-person classes. For instance, in areas
under Enhanced Community Quarantine (ECQ) and Modified Enhanced Community
Quarantine (MECQ), and General Community Quarantine (GCQ), face-to-face classes are
suspended.1 In areas under Modified General Community Quarantine (MGCQ), face-to-face
classes are limited.2 Mass gatherings in higher education institutions (HEIs) under MGCQ are
also allowed provided the “HEIs shall follow the existing guidelines under MGCQ.”3

Since Academic Year (AY) 2020-2021 is fast approaching, the major objective of health
officials and the national government is to prevent HEIs become epicenters of COVID-19
transmission. In line with risk-based public health standards of the Department of Health
(DOH), CHED is espousing the implementation of flexible learning by all public and private
HEIs to ensure continuity of learning amidst the pandemic and community quarantine
guidelines. Academic preparations for flexible learning are underway, however, preparations
for the operation of student affairs and services (SAS) have not been given more attention
than necessary and yet, SAS plays a crucial role in providing equitable learning opportunities

1 IATF Resolution No. 38, series of 2020 issued on 22 May 2020

2 IATF Resolution No. 43, series of 2020 issued on 3 June 2020
3 IATF Resolution No. 47, series of 2020 issued on 19 June 2020

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for all students wherever they are or whatever their economic situation may be. Therefore, as
we shift to flexible learning, there shall also be a shift to flexible delivery of SAS. It is for this
reason that this set of guidelines is being issued because the backbone to holistic
development of students during the pandemic is the continuity of delivery of SAS.

SECTION 2. SCOPE AND COVERAGE

The main reference for student affairs and services remains to be CHED Memorandum Order
(CMO) No. 09, series of 2013, “Enhanced Policies and Guidelines for Student Affairs and
Services.” But due to the urgency of re-conceptualizing the SAS during the pandemic, these
guidelines were developed as an interim document to supplement the continuous
implementation of CMO No. 09, series of 2013.

This set of guidelines focuses on providing recommended approaches on how to deliver SAS
using flexible modes in order to support all types of students adjust to flexible learning, with
the mission of ensuring no student is left behind during this pandemic. It also complements
CHED Guidelines on the Implementation of Flexible Learning wherein student support
services are mentioned as one of the components of the Learning Continuity Plan (LCP) of
HEIs.

SECTION 3. DEFINITIONS

Major terms or concepts are defined below. Definitions of sub-services are included in Section

1. Student Affairs and Services (SAS) – refer to services and programs in higher
education institutions that compliments and support academic experiences of students
to attain holistic student development. These services include student welfare,
student development, and institutional programs and services. Implementation of
these services shall be unique to each HEI.4

2. Student Welfare Services – refer to basic services and programs needed to ensure
and promote the well-being of students.

3. Student Development Services – refer to the services and programs intentionally

designed by the HEI to provide opportunities for student formation and discipline in the
context of the 21st century.5

4. Institutional Student Programs and Services – refer to the services and programs
designed to pro-actively respond to the basic health, food, shelter, and safety concerns
of all types of students.

SECTION 4. OBJECTIVES
During the COVID-19 pandemic, this set of guidelines aims to ensure that SAS shall be
delivered continuously with the following goals:
1. safeguard proper balance between rights of educational institution and student rights;

4 Adapted the definition in Article V, Section 10 of CMO No. 09, s. 2013

5 Adapted the definition in Article V, Section 10.2 of CMO No. 09, s. 2013

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 2. enhance the quality of SAS among HEIs;
3. promote access to quality, relevant, efficient and effective student affairs and services;
4. ensure the welfare and holistic development of the students; and
5. warrant a systems approach to student affairs and services.

SECTION 5. GENERAL GUIDELINES

1. HEIs shall submit a SAS Continuity Plan for AY 2020-2021 showing the specific
delivery strategies to be implemented for all types of students.

2. HEIs shall institutionalize a mechanism to closely monitor the academic performance,

mental health, and psycho-social well-being of students during the implementation of
flexible learning. This monitoring mechanism shall be included in the Flexible Learning
Primer that the HEI shall develop and publish for dissemination to students and faculty.

3. HEIs shall maintain the operations of the SAS office or unit during the pandemic.

4. HEIs shall establish and maintain an electronic database of students for easier
reference on the dissemination and/or transmission of documents and other
information online and offline.

5. HEIs shall be transparent and accountable to the student body on how SAS fees will
be utilized in AY 2020-2021. (Note: HEIs are reminded that there is an application
procedure to be followed if they plan to increase SAS fees. Those with existing
applications for AY 2020-2021 need to conduct new consultations with their
stakeholders (parents, students, faculty, etc.) to come up with new agreements
considering the economic impact of the COVID-19 pandemic on everyone.)

6. HEIs shall strictly follow the health and safety protocols and guidelines of the
Department of Health (DOH) and CHED for the conduct of limited face-to-face classes.
When students are in-campus, SAS may be delivered to them face-to-face. If this is
the case, HEIs shall continue to comply with the provisions in CMO No. 09, series of
2013.

7. HEIs shall ensure ethical standards and data privacy of students are observed at all
times during the distance delivery of guidance and counseling services.

8. HEIs may form consortium with other HEIs or establish partnerships with organizations
in order to deliver SAS to all students.

9. HEIs shall ensure that SAS Office conducts orientation and provides guidebook on
flexible learning to all students.

10. HEIs are highly encouraged to create offline (e.g. hotlines) and online channels (e.g.
Viber, Facebook, messenger) to facilitate communication between students and SAS
office.

11. HEIs are highly recommended to create separate SAS social media platforms/
webpage/ microsite for proper information dissemination to students and faculty.

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SECTION 6. BASES TO DETERMINE FLEXIBLE DELIVERY MODE FOR SAS

1. Type of Learners by Technology Category

Referring back to the CHED Guidelines on Implementing Flexible Learning, learners

were categorized based on availability of devices, internet connectivity and level of
digital literacy, as shown below.

CATEGORY AVAILABILITY OF INTERNET LEVEL OF FLEXIBLE LEARNING

DEVICES CONNECTIVITY DIGITAL APPROACH
LITERACY
High Level laptops, mobile Fast Proficient Online learning or blended
Technology phones, tablets, learning technology
desktops
Medium Level Mostly available Slow Advanced
Macro and micro learning
Technology phones approach (a mix of online and
offline activities)
Low Level Some mobile phones Poor or no Beginner Self-instructional
Technology or no technology internet modules/mostly offline activities
connection with scheduled consultations
with faculty
Source: Macalde, R., Flexible Learning Management Systems, SEAMEO INNOTECH

2. Community Quarantine Status of Localities of HEIs

The conduct of face-to-face classes depends on the community quarantine status of

the localities of the HEIs as identified by the COVID-19 Inter-Agency Task Force (IATF)
for the Management of Emerging Infectious Diseases. The figure below illustrates the
allowable face-to-face classes that can be done during community quarantine.

Community Quarantine Status Face-to-Face/ In-Person Classes

Enhanced Community Quarantine (ECQ) Suspended
Modified Enhanced Community Quarantine (MECQ) Suspended
General Community Quarantine (GCQ) Suspended until 31 August 2020
Modified General Community Quarantine (MGCQ) Limited

SECTION 7. FLEXIBLE DELIVERY OF SAS

In line with the guidelines on the implementation of flexible learning, the HEIs can adopt
applicable approaches to ensure continuous delivery of SAS. Another possible basis in
determining the delivery of SAS is the community quarantine status or category of the localities
of the HEIs and the corresponding regulations or restrictions in the conduct of face-to-face
classes. Face-to-face delivery of SAS is obviously not allowed under ECQ, MECQ, and GCQ:

Community Conduct of Face- Face-to- Blended Online Offline

Quarantine to-Face Classes Face (F2F) (F2F and
Status Online)
ECQ Suspended    
MECQ Suspended    
GCQ Suspended until    
31 August 2020
MGCQ Limited    

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The SAS Continuity Plan of HEIs shall emphasize the strategies for online and offline
scenarios. Below are the suggested strategies that all HEIs may implement for AY 2020-2021.
HEIs may build on these to come up with their own strategies.

1. STUDENT WELFARE SERVICES

SERVICES OFFLINE ONLINE

1.1 Information and Orientation Services - refer to informative activities and materials designed to facilitate student
adjustment to life in higher education. There shall be updated information and orientation materials on how students
can adjust to flexible learning during the pandemic.
 Send printed or digital information  Create contents and materials that can be
and orientation materials downloaded, develop other platforms for
(brochures, handouts, orientation orientation, conduct synchronous and
packet, learning packets, asynchronous sessions and/or live broadcasts
guidebook, etc.) to students via using different media platforms.
courier or distribution of USB.

1.2 Guidance and Counseling Services - Guidance service - a set of services using an integrated approach to the
development of well-functioning individuals primarily by helping them to utilize their potentials to the fullest; Counseling
- individual and/or group intervention designed to facilitate positive change in student behavior, feelings, and attitudes.
Appraisal - gathering information about students through the use of psychological tests and non-psychometric devices;
Follow-up - a systematic monitoring to determine the effectiveness of guidance activities, in general, and placement in
particular; Referral - refers to coordination with multi-disciplinary team of specialists to ensure special needs of students
are met.
 HEIs shall provide services to ensure psycho-social and mental well-being of the students during the
pandemic such as, but not limited to, Remote Psychological First Aid, Tele-Counselling, and Tele-Mental
Health.
 HEIs shall administer a student needs assessment tool to determine the appropriate interventions to be
provided to students.
 HEIs may partner with  Conduct remote psychological first aid, tele-
organizations located where the counselling, and/or tele-mental health through
students are based. online platforms (e.g. online/web counselling).
 Conduct remote psychological  Conduct series of webinars for mental health and
first aid, tele-counselling, and/or wellness using secured digital platforms (e.g.
tele-mental health through mobile Zoom, DoxyMe).
or landline.
1.3 Career and Job Placement Services - refer to the assistance provided to students in making informed educational
and occupational exploration and career planning.
 Send via courier printed Career  Conduct virtual career fairs, with clearance from
Services Packet containing DOLE.
possible job opportunities, profile  May form partnerships with career fair organizers
of hiring companies, tips on such as DOLE, jobs180, Kalibr, and LinkedIn.
securing jobs, etc.  Conduct webinars on personality development,
resume writing, etc.
 Provide links (e.g. DOLE links) on resources for
job application, opportunities, and legal
considerations (e.g. labor rights).
1.4 Economic Enterprise Development - refers to those services and programs that would cater to the other economic
needs of students such as but not limited to: 1) student cooperatives, 2) entrepreneurial, 3) income generating projects,
and, 4) savings.
 Provide printed information  Conduct online entrepreneurial initiatives and
materials on the different webinars on financial literacy.
opportunities for loans and  Provide online platforms or mechanisms for the
educational assistance for delivery of services (student loans, etc.).
students and financial literacy.  Institutionalize online process or mechanism for
student loan to ensure collection of fees.
 Make information available through digital
platforms (chatbots, website, social media, etc.)

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 SERVICES OFFLINE ONLINE
1.5 Student Handbook Development - refers to the review and revision of student handbook, in consultation with
student representative/s, containing relevant information for the guidance of the students. The handbook shall be
published in accessible formats (such as but not limited to electronic, large print, media, braille, and sign language)
for dissemination to students and other stakeholders.
 HEIs, with student involvement, shall develop Student Guidebook/Handbook on the Implementation of
Flexible Learning. The guidebook/ handbook shall include online etiquette during online classes, tips on
sourcing materials online, intellectual property rights, plagiarism, etc.
 Send hard copy of the  Make available online version (e-handbook) of the
guidebook/handbook to the guidebook/ handbook in the HEI website or other
students via courier or distribution digital platforms.
in designated pick-up point.  Provide online FAQs – related to the different
 Send printed materials on the services and policies;
FAQs and primer on important  Provide primers that are downloadable and can
details the students need to know. be part of the orientation for the new students;
 Strongly emphasize observance of proper
discipline even on online classes and interactions
(online etiquette), access to resources on e-
citizenship, digital well-being, digital safety, etc.

2. STUDENT DEVELOPMENT
SERVICES OFFLINE ONLINE
2.1 Student Organizations and Activities - refer to the recognition/ accreditation, supervision and monitoring of student
groups including the evaluation of their activities.
 Allow submission of recognition/  Allow online submission of application for accreditation
accreditation documents through and re-accreditation of student organizations.
couriers or at drop-off points in  Student organizations can conduct online activities, but
the schools.; must be reported in advance to SAS for proper
monitoring.
 HEI shall provide online platforms or virtual meeting
rooms to student organizations for their student
activities.
2.2 Leadership Training - refers to programs and opportunities to develop and enhance leadership effectiveness in the
personal level and student organizations, emphasizing student leadership role in the new normal.
 Send printed materials on  Organize webinars on leadership trainings.
leadership training modules.  Provide online resources on or links to leadership.
 Provide students list of online seminars-workshops and
conferences.
 Allow students to participate as official representative in
online seminars-workshops, conferences, etc.
2.3 Student Council/Government - refers to the student body duly organized and elected at large by the students
themselves, with due recognition and authority from the HEI as the students’ official representative in matters affecting
them.
 To be determined by the student  HEI shall provide the Student Council/Government
council/government as long as online platforms, virtual meeting rooms, etc.
they abide with the health and
safety protocols of the DOH and
IATF for face-to-face activities.
2.4 Student Discipline - refers to the judicious implementation of institutional rules and regulations governing student
behavior and conduct.
 Send student discipline policies,  Include in virtual orientations highlighting positive
which should be part of the reinforcement of behaviors producing resilient and well-
student handbook, via courier or mannered individuals.
via pick-up.  Provide online student discipline process (Students
 Students may file their Desk) managed by a committee that will handle student
grievances or complaints complaints (grievances) following standard protocols.
through courier or drop-off.

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 SERVICES OFFLINE ONLINE
2.5 Student Publication/Year Book - refers to the official publication/ organ/journal/yearbook and such other
student-oriented print and non-print media of the HEI.
 Send student publications via  Conduct webinars on online campus journalism.
courier or pick-up.  Provide software for students to convert print campus
journals to e-publication.
 Provide online platforms for student publications.

3. INSTITUTIONAL STUDENT PROGRAMS AND SERVICES

SERVICES OFFLINE ONLINE
3.1 Admission Services - refer to services that take care of the processing of students' entrance and requirements.
 Private HEIs may waive entrance exam for AY 2020-2021. They can and implement open admission, but
selective retention. Minimum basic requirements (i.e. registration form, report card, etc.) may still be
collected as a basis for admission. However, for SUCs, waiving of entrance exam is not an option due to
RA 10931.
 Applicants may submit academic  During admission, applicants can submit
credentials through courier. scanned copies of basic admission credentials,
but with undertaking on the submission of not
readily available documents. Once admitted
they are required to submit original credentials.
 There shall be online enrollment.
 May conduct time-bound online entrance
examination for applicants.
3.2 Scholarships and Financial Assistance (SFA) - refer to the management, generation and/or allocation of funds for
scholarship and financial aid to deserving students.
 Applicants may submit documents via  There shall be online application and
courier. submission of documents (no home visitation).
 Application documents shall be made available
online for easy download.
 If there are available funds, HEIs may offer
financial assistance to support technological
requirements of students for flexible learning.
3.3 Food Services - refer to the assurance of available, adequate, safe and healthful food within the campus and
immediate vicinity in accordance with the food, safety and sanitation guidelines of the Department of Health
N/A N/A
3.4 Health Services – refer to the provision of primary health care and wellness program.
 Send materials and primer on health and  Provide tele- and online medical consultations,
safety protocols via courier. digital format of forms and prescriptions.
 Conduct webinars on health and wellness.
3.5 Safety and Security Services - refer to the provision of a safe and secure environment and that of the members of
the academic community.
 Printed materials on safety and security  Provide online materials on the safety and
to reduce disaster risk reduction be security during disaster.
provided to students via courier.  Conduct webinars on safety and security during
 Activate the school DRRM to be ready to disaster.
respond in case of disasters.
3.6 Student Housing and Residential Services - refer to the assistance provided to ensure access to accommodation
that is safe and conducive to learning.
 HEIs may consider offering school dormitories to students with limited or no internet access or no access
to gadgets, except for school dormitories used as community isolation units (CIU).
 Send information materials regarding  Provide information on school dorms and
student housing available in-campus and student housing in surrounding areas online.
surrounding areas.
 Provide informational materials on safety
protocols in dormitories and boarding
houses.

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 SERVICES OFFLINE ONLINE
 School dormitories may be opened but
must comply with health and safety
protocols.
3.7 Multi-faith Services - refers to the provision of an environment conducive to free expression of one’s religious
orientation in accordance with institutional principles.
 HEI determines appropriate strategies.  HEIs may host online worship services for
various faith.
3.8 Foreign/ International Students Services - refer to the provision of assistance to address the needs of foreign
students. HEIs shall provide an integrated service program catering to the socio-psycho-cultural, academic and non-
academic needs of all international students.
 Send appropriate informational materials  Conduct online orientations for foreign students
through courier. on visa requirements, etc.
 Provide appropriate services offered to Filipino
students through online platforms.
3.9 Services for Specific Students – refer to programs and activities designed to provide equal opportunities to
students with disabilities, students belonging to indigenous groups, students who are solo parents, etc.
 Same services shall be provided in  Same services shall be provided in
consideration with their specific needs. If consideration with their specific needs. If with
with disabilities, provide services in disabilities, provide services in consultation
consultation with the National Council on with the National Council on Disability Affairs.
Disability Affairs.
3.10 Cultural and Arts Programs - refer to the set of activities designed to provide opportunities to develop and enhance
talents, abilities and values for appreciation, promotion and conservation of national culture and multi-cultural heritage.
 During the pandemic, conduct of these programs may help in the mental well-being of students.
 Provision of artistic training materials  Provision of artistic training materials for
(e.g. printed or email) that the student student artists
artists can learn in their own time.  Synchronous delivery of regular artistic
 Send information and video materials trainings and meeting rooms for student artists.
that can be used by the general student  Host virtual cultural and artistic performances.
body on using the arts for general Creating virtual platforms for cultural and
wellness (i.e. meditation, arts therapy artistic performances and exhibitions
through music, dance and theatre  Creation of instructional materials to promote
exercises). wellness through the arts.
 Aid the academic sector in the creation of  Assist in staging online institutional events,
online instructional materials for the local and national cultural/historical
promotion and conservation of national celebrations
culture and multi-cultural heritage.  Aid the academic sector in the creation of
 Assist in staging online institutional online instructional materials for the promotion
events and conservation of national culture and multi-
cultural heritage.

3.11 Sports Development Programs - are programs designed for physical fitness and wellness of students other than the
Physical Education subjects.
 During the pandemic, conduct of these programs may help in the mental well-being of students.
 Send illustrative materials showing  Conduct or host individualized physical fitness
exercises to still encourage physical program through online platforms.
movement while studying at home.
3.12 Social and Community Involvement Programs - refer to programs and opportunities designed to develop social
awareness, personal internalization and meaningful contribution to nation building.
 Send information materials on how  May host virtual meetings with LGUs and
students can safely volunteer during discuss how students can help their
pandemic. communities.

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SECTION 8. MONITORING AND EVALUATION

1. The CHED Regional Offices shall monitor the submission of the SAS Continuity Plan
(in standard Excel format) by HEIs under their respective jurisdiction.

2. The CHED Regional Offices shall maintain a registry of student representatives for the
purpose of sending out a standard evaluation form through google survey on the
implementation of flexible delivery of SAS by their HEIs. Results of this evaluation
survey shall be used to improve these guidelines as well as improve the
implementation of HEIs. Student evaluation shall be conducted at the end the end of
every semester of AY 2020-2021.

3. The Office of Student Development and Services (OSDS) shall develop a mechanism
in providing incentives and rewards to HEIs for the proper implementation and
execution of SAS during COVID-19 pandemic this AY 2020-2021.

SECTION 9. EFFECTIVITY

This set of guidelines shall take effect immediately.

Quezon City, Philippines, __________ 2020.

For the Commission:

J. PROSPERO E. DE VERA III, DPA

Chairman

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