CENTRAL LUZON STATE UNIVERSITY OPEN UNIVERSITY

Doctor of Philosophy in Development Education

ED 805 – EDUCATION AND NATIONAL DEVELOPMENT

(Due date Oct. 10, 2021)

RUBEN PANDI QUITOLBO Dr. ROSARIO QUICHO

PhD Student I.D. # 193992 CLSU Faculty

Directions: Answer the questions comprehensively. Please be guided by the rubrics

given below.

QUESTION 1.

In what ways education contributes to the development of the Philippines

especially this time of Pandemic? (50 points)

ANSWER:

During these trying times brought on by the global pandemic, the function of institutions,
particularly in education, undergoes a substantial transformation and has a considerable
impact on the teaching and learning process, marking a major shift. Notwithstanding,
the pandemic's effect clearly resulted to unmatched opportunity for teaching and
learning. The adaptability and resiliency is being tested not only to the administration of
educations but also, to the other stakeholders of the educational system such as the
educators, policy makers, learners and the families..We summarize lessons learned in
different countries in this blog (part of a series highlighting key lessons learned from a
study to understand the perceived effectiveness of remote learning solutions, coming
soon) with a special focus on teachers and how they had to quickly reimagine human
connections and interactions to facilitate learning. Teachers' roles are rapidly changing.

COVID-19's spread has already incurred a tremendous human cost, and these costs
will continue to rise as public health systems struggle to cope. Government initiatives
aimed at slowing the spread of COVID-19 have resulted in a significant demand and
supply shock in several nations. This has resulted in substantial trade disruptions,
commodities price decreases, and financial constriction in many countries. These
consequences have already resulted in significant increases in unemployment and
underemployment rates, and they will continue to jeopardize the viability of many
businesses around the world (Loayza and Pennings, 2020).

Some countries are already lowering their education budgets to make room for the
essential spending on health and social protection, according to evidence. Government
education budget cuts may have a negative influence on educational outcomes. Budget
cuts have had a minimal influence on educational outcomes, particularly in developing
countries. Faced with the epidemic, Philippines have merged high-tech and low-tech
ways to help teachers promote student learning more effectively. It also provides
information on how to access learning programs, ensuring that students have access to
paper-based learning materials, and includes home visits to supervise distant learning
activities. 

For instructors, students, and even parents, learning in the new normal is a big
challenge. Combination of using the technology and gadgets for the online and modules
and other supplemental aids in terms of offline is the Philippines adhering during these
situations. This is what we call blended learning. Online learning occurs when students
study alongside their teacher and classmates through a webcam-enabled application,
whereas offline learning occurs when the teacher gives the students the lesson,
seatwork, or assignment to complete at their own leisure within the deadline. All of the
work is submitted and assessed online.

The difficult time brought by the pandemic, it is an additional burden for the whole
process of teaching and learning. The decision to reopen school despite the pandemic
has sparked heated discussion. Many people are advocating for the education system
to skip this school year so that no students are left behind, but many parents are still
eager to give remote learning a try.

Many Filipino students face numerous problems when it comes to distant learning. It
come to mind that to support the flexible kind of education, there is a lot of
considerations such as the resources especially for the learners such as the laptops,
tablets or phones, the internet connections and the like.. We can really observe that
during this hardship, a lot of people lost their jobs as a result of the outbreak. So how
the family can support their students at home if there is nowhere financial or any kind of
support to have to.

QUESTION 2

What contributions DEPED, CHED, and TESDA extend to national development

effort of the government? (50 points)
ANSWER:

Because of the coronavirus disease 2019 (Covid-19) pandemic, the country's

educational delivery has changed dramatically. Due to the closure of public and private
schools to preserve the health of students and educators, teaching had to be done
remotely using modular and digital platforms. Briones, the Department of Education
Secretary, went on to say that education must continue in accordance with the
Department of Health's or the DOH, and the World Health Organization's (WHO) health
protocols.

The education institutions such as the Department of Education (DepEd), Commission

on Higher Education (CHEd) and the Technical Education and Skills Development
Authority (TESDA) played a vital role in response and implementation of continuation of
teaching and learning process amidst facing the pandemic. Their roles, though, a lot of
gaps and lapses, made it through, as it takes for 2 years of experiencing this hardships.

DEPARTMENT OF EDUCATION

The Basic Education-Learning Continuity Plan (BE-LCP) that has been carefully
planned, managed and critiqued, was approved by the Inter-Agency Task Force or the
IATF for, to ensure that students continue to learn despite the lack of face-to-face
classes due to the threat of Covid-19. The BE-LCP intends to deliver high-quality
remote learning through the use of digital and printed self-learning modules, radio,
television, and the internet. The Department of Education has chosen instructors who
have been trained as teacher-broadcasters. The DepEd TV production team, which
includes more than 100 teacher-broadcasters and 72 members of the production team,
expects to create 220 episodes per week by January 2021, covering all subject areas.

In response to the pandemic, the Department of Education restored its DepEd

Commons, an online learning platform for both public and private schools, to aid more
learners and teachers in remote learning.

With the cooperation of the Department of Information and Communications Technology

(DICT) and the National Telecommunications Commission (NTC), The Deoartment of
Education was able to quadruple the number of learners who may access the platform
at the same time.

In struggling with the new normal education, the Depart of Education pursues to
regularly release of modules, the ability to lend tablets to the students belong to the
marginalized family, produces learning materials and printeds, also, they use to develop
a DepEd TV, DepEd TV YouTube Channel, and the DepEd Commons that really helps
to cater students’ need during this situation.

COMMISSION ON HIGHER EDUCATION

Alongside with the pandemic and suspension of classes, CHEd also operates on
distance flexible learning systems. Most universities and colleges in the Philippines
have implemented flexible learning systems to continue education, based on the tenets
of inclusive and resilient education. There are three types of flexible learning, according
to CHED (2020): 1) online – uses an online classroom to offer instruction; 2) offline –
does not require internet access because learning is done through printed modules or
digital media stored on storage devices; and (3) blended – a mix of online and offline
modalities (Magsambol, 2020a).

One of the key difficulties in flexible learning is connectivity, as some students may have
full access to technology and bandwidth, while others would have limited or no access.
Poor internet connections, especially in the provinces, have made totally online classes
As most Higher Education Institutions or HEIs performed curriculum revisions to
respond to the new normal by focusing on core competencies, key learning
experiences, and integrated assessments, the CHED curriculum is learner-centered and
outcome-based. Learner-centeredness and outcome-based education are profoundly
entrenched in flexible learning.

CHED has encouraged higher education institutions to employ technology to help

learning and teaching, including determining the level of technology to be used for
program delivery based on student connectivity (CHED CMO 4, 2020).

COVID-19 has caused chaos on education beyond our wildest dreams, and
governments all around the world are scrambling to figure out how to keep learning,
teaching, and providing services during the pandemic. The Philippines' basic and higher
education institutions transformed instruction delivery in the new normal, identifies
obstacles, and provides critical conclusions.

Given the challenges that Philippine education faces before, during, and after COVID-
19, DEPED and CHED's leadership is praiseworthy. Despite the ongoing problems and
difficulties, the memos and advisories with cooperation with multi-stakeholders serve as
constant reminders that there is a working government conscious of its responsibility to
provide education for everyone. Educational institutions that are using creative methods
to how academics can influence policy, impact communities, and effect positive change,
especially during these challenging times, are also noteworthy. Furthermore, technology
has long been at the forefront of Philippine education, as evidenced by the epidemic;
and whether online, offline, blended, tv/radio, printed modules, or other flexible
modalities, it will continue to be an important element of modern learning and teaching
following the pandemic. Finally, education is a high priority for any Filipino family;
hence, the COVID-19 is just another educational crisis demonstrating the Filipino
people's resiliency.

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

On the other hand, The Technical Education and Skills Development Authority (TESDA)
intends to maintain its projects and programs implemented despite the crisis. The
TESDA will adhere to continue its legacy to provide and give help to the workers and
trainees where they can train them with their programs.

Because several private technical-vocational institutions (TVIs) were affected by the

pandemic, TESDA devised a more flexible payment arrangement so that those who
were already implementing their scholarship programs and pieces of training at the time
of the community quarantine will be compensated fairly.

To their workers on site and healthcare professionals, the agency has produced and
distributed over 443,000 face masks, 40,000 face shields, 10,000 protective body suits,
1,200 pairs of goggles, and 17,800 liters of sanitizers and disinfectants, according to the
reports. 
TESDA also help to give assistance to the victims of natural disasters and calamities
throughout the whole pandemic situations. TESDA's regular scholarship programs were
able to be implemented despite the pandemic's disruptions, resulting in a high number
of enrollees and certified graduates. Overseas Filipino Workers account for a large
percentage of graduates (OFWs).

Also, despite the hardships our country faces, TESDA manages to establish new
provincial training centers that will cater the needs of differebt Local Government Unit.

All of these initiatives are already planned for the year 2021, and they intend to do even
more to empower marginalized people living in remote places.

Students will be graded based on the scoring table below:

RUBRIC

Score  Content  Organization  Development  Use of  

Language
41-50 All required   Well organize and Analyze and   Correct use
information is   clear sense of order. evaluate of scientific
correctly   Begins  with the each  point words and
supplied concepts discussion,   and provide  appropriate language
Giving concrete    s with no
examples then  complete   grammatical error.
analysis of all point information
correctly

31-40 The write-up Clear sense Develops Uses technical  or

is  of order. Begins with each point scientific  terminolog
appropriate a thesis or topic with y  appropriately  and
to  the sentence.  may specifi correctly.  No
required   Supporting points c details.  major  
Information.  are presented in Provide grammatical or 
Content is a logical progressio required  spelling errors
factually n. Information
correct. completely.

21-30 Content of May lack a thesis Each point Accurate word choice.

the  sentence, but points supported No more than 2
Information are presented in with some major errors and a
required a logical progression. details and few minor errors.
may have evidence. 
one or All
two factual important
errors. points
included.

11-20 Content Logic of argument is Sparse Ordinary

relates minimally details word choice use
peripherally perceivable.   or evidence.   of scientific
to  the Points presented in a Required   terminology avoided
information seemingly random Information . Some serious
required;   fashion, but all partially errors  
Contains support argument. given. (But they
significant don’t impair
factual errors. communication).

1-10 Content   Lacks clear   Statements Limited  

unrelated to Organizational plan. are  Vocabulary; errors
the  required   Reader is confused. unsupporte impair communication.
Information. d by any
detail or  
Explanation.  
Repetitious,  
incoherent,  
illogical
development.