Professional Documents
Culture Documents
I. INTRODUCTION
The advent of the pandemic during the last month of 2019 and its surge on the first
quarter of 2020 in the country, has caused several private sectors and government departments,
along with its normal operation, to halt. The Education sector was among those that was hit hard,
given the ultimate nature of virus that it spreads through contact. The Department of Education,
being one of the organizations that relies on face-to-face instruction for learning delivery, has
suddenly halted normal operations and was forced to closure just to mitigate the virus. It has
introduced several distance learning modalities as part of its Basic Education Learning
Continuity Plan. These modalities include modular learning, online learning, TV- based
The schools in the District of Libacao adapted the modular learning modality (print)
which utilizes Self- Learning Modules prescribed and issued by the Department of Education.
This was the most feasible modality to be implemented in the district since most schools do not
have the access to internet with others situated in geographically- isolated areas with no means of
part of the learners but also on the teachers and parents, in general. As the school year progressed
upon its pilot implementation, problems such as “erroneous content”, “difficult activities”, “too
there are those that were resolved through editing and contextualizing by teachers, still there are
non- curriculum related challenges that is evident such as “hassles of distribution and retrieval”,
“limited printing resources” and “unanswered modules that were returned”, which needs to be
addressed and that can only be resolved by the reintroduction of the face-to-face instruction.
The lifting of the stringent alert levels by the Inter- Agency Task Force prompted the
Department of Education to slowly return the schools to its normal operation. In DepEd Order
No. 17 series of 2022, it released guidelines on the progressive expansion of classes and the
schools were made to prepare for the face-to-face instruction and as its guide, DepEd
Memorandum No. 30, series of 2022 issued the School Safety Assessment Tool (SSAT), a tool
to assess the readiness of the schools to participate in the progressive expansion of the face- to-
face learning modality. It is composed of several indicators divided into four categories:
Managing School Operations, Focusing on Teaching and Learning, Well- Being and Protection
and School- Community Coordination. Managing School Operations enumerates indicators that
pertains to school’s physical readiness; while teaching and learning focuses on indicators that
involves pedagogical practices; well- being and protection have indicators that promotes the
health standards to be upheld during the conduct of the face to face classes; while school-
The SSAT is similar to a survey questionnaire wherein school heads will check the Yes
or No for each indicator depending on the availability or presence of that indicator in the schools.
It may look like it’s easy based on the manner of its accomplishment but the preparations of
Mode of Verifications were the source of problems among heads and teachers..Based on the
outputs presented by several schools who were brave enough to do the pilot opening,
preparations of the folders as well as preparing the physical facilities of the school and the
This challenges led to the conceptualization of this analysis. The researcher wanted to
critically analyze the tool based on its content, necessity, timeliness, practicality, and
beneficiality. This will also involve identification of the challenges and difficulties in the
accomplishment of each indicator and the strategies employed by the school just to meet with the
demands.
Thesis Statement
2. What is the characteristics and significance of the tool when analyzed based on:
a. content
3. What are the difficulties perceived by the school in accomplishing the SSAT?
II. SUMMARY
The focus of this critical analysis is to explore the characteristics and significance of the
school safety assessment tool in terms of its content, necessity and timeliness, practicality and
beneficiality. The content focuses on the examination of the contents of the tool, it relevance and
redundancies. The necessity and timeliness assess the timing of issuance of the tool in
comparison to the DepEd timelines and activities and the practicality and beneficiality discusses
the positive points of the tool as well as its lapses and loopholes.
Truth be told, there is really no perfect tool to gauge the needs of the school because the
schools are unique and different in some ways and providing them with a uniform tool will only
eradicate the randomness of the variables and factors present in school that may hasten or hinder
This paper will only serve as a constructive critiquing to the tool that is essential to the
opening of the schools for its learners in the new normal. The gathered feedbacks of the teachers
used in this study were reflected to provide a concrete evidences to the claims and the identities
were withheld for confidentiality. Similarly, the analysis inscribed herein does not solely reflect
the views and opinions of the schools in the District but is only the opinions of the researcher
III. ANALYSIS
The preparation of the progressive expansion of the face-to-face learning modality has
been a tedious and exhausting job for the schools. Prior to the release of the Deped Order No. 17
series of 2021, schools were trying to slowly get the hang of modular learning by investing on
more printing materials. Division offices have several initiatives that caters distance learning in
different platforms—television, radio and online by preparing video- based lessons, TV and
With the ease of restriction on the safety protocols and measures due to the declining
number of COVID- 19 cases mandated by the Inter Agency Task Force on the early weeks of the
first quarter of 2022, the Department of Education signified its intent to also open the gates of the
DepEd Memorandum No. 30 series of 2022 provided the whole public schools in the
country the outline on where to start and with the issuance of the safety assessment tool, the
Content
The school safety assessment tool is composed of four areas with main indicators,
required sub- indicators and optional indicators. These indicators provides the idea for schools on
The first area: Managing School Operations, includes indicators on keeping the school
premises safe, learner- friendly and conducive for learning. The area is subdivided into seven
categories. The first category is the shared responsibility which includes the close coordination
of schools in several government offices in securing permits for the initial opening of the
schools. The second category includes work arrangement which speaks about how teachers will
be prepared physically for the opening of the school which also requires their vaccination status.
The third category is about classroom layout and structure that outlines how the classroom must
be arranged that adheres to the social distancing protocols, proper ventilation and disinfection
method. The fourth category includes school traffic management which speaks about
establishing entrance and exits of the school that will still uphold limited interactions and proper
queueing process. The fifth category is about protective measures and hygiene which includes
establishment of contact tracing procedures, designation of safety officer, disposal of waste plans
and provisions of hygiene and sanitation. The sixth category is about the school having
communication plan on how to coordinate with the stakeholders should there be emergence of
suspected cases and the seventh is the contingency plans that provides several scenario on how
schools will act should there be positive and suspected cases among their learners and personnel.
The indicators from each category mainly speaks of keeping the school premises, classroom,
learners and personnel safe from the onslaught of COVID- 19 by abiding with the safety
measures and protocols mandated by the authorities. Content- wise, the SSAT gives the school a
bird’s eye view on how the school should be preparing in the new normal setup.
The second area is focusing on teaching and learning which pertains to the curriculum of
the school in the new normal. In the normal classroom setup, the classroom can cater a number
of 40 students per session but with the limited interaction ruling, a classroom can only cater up to
20 learners at the maximum given the standard size of a classroom. The implications of this
limitation includes preparation of several class programs that would require additional teachers
and classrooms when not planned out well. School head and teachers will be forced to create a
comprehensive class schedules and programs that considers the manpower, availability of
facilities and teaching loads just to come up with a plan that adheres to the call of the observance
of safety protocols. The second area was also divided into three categories—the learning
resources that ensures availability of modules, textbooks and other resources that is necessary to
learning continuity; face-to-face classes that includes designing class programs and schedules
observing the 6- hour maximum interaction and prioritization of learners based on their
immediate learning needs and health issues; and, teacher support through conduct of learning
action cell for teachers to provide support plans in the delivery of better- quality basic education
services. The second indicator is actually the soul of the face-to-face classes. And the categories
that it enumerated were just timely and relevant because more than getting ready with the
school’s physical environment, it is the learning resources and manpower that has to be ready
The third area is the well- being and protection which includes an array of plans that
pertains to school safety, disinfection and COVID- 19 management. It enumerates the school
needs for disinfection, the development of plans for COVID- 19 cases and inclusion of the
learning. The third area is just a duplication of the indicators found on first two areas which
makes it redundant on its very sense. All the categories can also be found in contingency plans
The fourth area is the school- community coordination that includes the cooperation of
the community in ensuring that the school observes the safety protocols. Similar to area number
three, this could have been merged on the first two areas to avoid duplication of documents.
It is undeniable that it is a necessary step for the schools to prepare for the face-to-face
classes given the numerous studies on modular learning during pandemic which speaks more of
the challenges rather than the pleasures of the learners and the parents alike.
In a survey by Estrada, L.P. (2021) on the effectiveness of self-
hanging by a thread and that the plan seems to be flawed from the
give each one equal and undivided attention. Teachers also struggle
factors along the way. Modular learning was considered the band-
don’t understand.
the actual performance of the students since there are some who
particular concept.
lack of focus.
These are just among the local studies which shows that modular learning is not a very
good solution for the new normal kind of education, thus the necessity for the school to open the
face-to-face classes is just timely. The issuance of the DepEd memorandums and orders
reiterating the mandates for reintroduction of “normal instruction” however has not given the
schools and its personnel the ample time to come up with all the indicators that needs to be
accomplished. It could be an exciting and fun way to prepare for the opening of the school since
teachers and learners alike are just as excited to resume what its like two years ago but given the
time frame that the schools have , it became a strenuous, exhausting and routinary job.
exhausting.]
eon, kaabu abu gid nga nausoy nga matsa bukon gid it relevant.
[The schools were closed abruptly but now that we are opening it
me, is irrelevant.]
exhausting.]
kaabu gid a nga bukon gid it necessary. Like du iba ngani nga
school ta gina- burden like mga isolations rooms, mga health forms
ngaron nga may mga government agencies man kita nga dapat ga-
provide katon karon. [Actually, there parts in the SSAT that are
necessary but there are those that is not. There are requirements that
must not be the scope for the schools to provide like the isolation
The following statements are just some of the feedbacks on how the SSAT was perceived
by some school personnel and it reflects that while schools need a guide to prepare a safe and
conducive learning environment amid the COVID- 19 crisis, the Department of Education needs
to reassess what indicators are really a must and has to consider other work that the teachers need
to do other than just preparing their classrooms and painting the arrows for that traffic
management.
While the SSAT may be perceive negatively because of the manner of how it is prepared
and the indicators that are seem endless to accomplish, among its benefits is the school can
assess the facilities and curriculum. Some of the indicators included were already existent in
other DepEd programs like the health and hygiene being present in the School- based
Management; Contingency Plans were also mandated by the Disaster Risk Reduction and
Management that every schools should have one; Record of health and nutritional status should
be present given that it is among the school forms that teacher advisers need to accomplish;
institutionalizing the School- Learning Action cell which is already a mandate from Deped Order
No. 35 series of 2016; and the usage of budgetary outlays, teacher’s guide and Most Essential
which may have been forgotten during the modular distance learning. It also allow the school
head to check on the necessary school facilities and programs prior to the pandemic which
On the SSAT alone, however, it does not possess practicality since there are requirements
which forces the schools to provide additional resources that is not really stipulated on the annual
implementation plan and in return, there will be projects which will be halted, realigned and
postponed just to cater the SSAT requirements. Annual implementation plan is the annual outline
of the necessary projects, procurements and plans that the school needs and having to realign it
for the sole purpose of accomplishing other unnecessary requirements will cause the delays on
Moreover, other requirements are just superficial. The social distancing, seat plans and
limited interactions do not really conform to what is happening in the real classroom scenario.
The teacher will not always be around the learners to monitor that they would not mingle with
one another.
“Para siin gid mga arrow ta ngara nga sayud ta man nga kun
nga indi mag-ililiping. [What’s the use of the arrows when in fact,
we know that when the learners are inside the school, we cannot
katon pero di man gid masunod in real life. [We are just wasting
papers with this requirements when we could not even follow this in
real life.]
COVID- 19 has already exhausted our resources—money, time and relationships. Going
back to school should be a haven—where learners would gladly look forward to going and learn
The main issue with the accomplishment of SSAT is its timeframe. It was mandated
alongside the rush of accomplishing integrative assessments, weekly learning plans, printing and
checking of modules, liquidation reports and end of school year checking of school forms and
accomplishing of grades.
These pile of paperworks hinders the teachers in doing other aggregate tasks such as
beautification of the school and classroom arrangements as mandated by the memorandum and
the tool. There is also a thin line between accomplishing the required indicators and the aesthetic
factor that entails with it. Instead of just being compliant, schools were unconsciously on a
competition mode when it comes to classroom arrangement. Instead of helping each other out to
accomplish the indicators, there is a silent comparison of who accomplished it best that adds up
The need to understand that we need to coexist and have the good of the learners in mind
above all should take place and it has to start within the core of our department. While
competition is good, it should not exhaust our time, our efforts and our resources. The tool,
admittedly serves its purpose and as implementors of the tool, let us just assess what is
IV. CONCLUSION
“We ensure that the health, safety and well- being of our learners, teachers and personnel
After two years of the schools being idle of the laughs, plays and noise of the learners,
the Department of Education has finally signified its intentions of reintroduction the face -to-face
learning modality. Modular learning has been the band- aid solution and admittedly, it possess
more challenges rather than perks for the learners and parents alike. Prior to the opening of
classes, schools should first accomplish the school safety assessment tool to ensure that all
requirements are met in upholding a safe and COVID- free environment for our learners.
While the SSAT provides a comprehensive list of what the schools needs to have before
it can be declared ready, it also posed scenarios and indicators that are impossible to met and
maintain in real life making it irrelevant. Furthermore, more than the compliance, it has created a
competitive and exhaustive atmosphere among schools with the unconscious need to outdo one
another. With that mindset, accomplishing the task as tedious as the SSAT will be indeed, tiring.
Lastly, may we all keep in mind that more than the flashy classrooms and colorfully-
painted school premises, the very core of the existence of the school is for learning to take place.
With that, surely, doing them for our learners is more inspiring rather than tiring.
REFERENCE/S:
Garbe, A., et.al. (2020). COVID-19 and Remote Learning: Experiences of Parents with
Children during the Pandemic. American Journal of Qualitative Research. Vol. 4 No. 3,
pp. 45-65 https://doi.org/10.29333/ajqr/8471. Retrieved on January 10, 2022 from
https://www.ajqr.org/download/parents-experiences-with-remote-education-during-
covid-19-school-closures-8471.pdf
Estrada, L.P. (2021). Are self- learning modules effective?. Distance Learning. Rappler
through rappler.com
Jayani, P. G. (2021). Teachers’ Perception On Modular Distance Learning Approach At
Mindanao State University-Sulu: Its Readiness And Challenges. Open Access Indonesia
Journal of Social Sciences, 4(3), 275-295. https://doi.org/10.37275/oaijss.v4i2.71
Acala, M. (2021). Challenges of teachers in teaching amid the Covid-19 pandemic