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chaCHAPTER I

INTRODUCTION

Background of the Study

COVID-19 has affected every sector and has made a drastic change across the

globe. While there have been other health pandemics that have affected the global

economy, the hardest-hit sector by the coronavirus pandemic is the education.

Since its outbreak in late December 2019, COVID-19 has wreaked have across the

world and like any critical sector, education has been hit hard. Students, schools, colleges

and universities have been deeply impacted (United Nations, 2020).

Educational, Scientific and Cultural Organization (UNESCO) affirmed that over

800 million learners from around the world have been affected, one in five learners cannot

attend school, one in four cannot attend higher education classes, and over 102 countries

have ordered nationwide school closures while eleven have implemented localized school

closure.

The COVID-19 pandemic have adversely impacted the progress. Some

governments were making around increasing the education budget. Therefore, this is a

crisis that requires urgent attention and collective action by all governments, stakeholders

and communities.

Each day millions of children do not go to school due to emergencies and ongoing

humanitarian crises. The outbreak of COVID-19 has compounded the plight of learners in

countries affected and or emerging from conflict and disaster. While the Global Campaign

for Education (GCE) acknowledges the public health decision to close schools,
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contingency plans should be in place to ensure the right to education even in times of crisis.

GCE is convinced that all learners no matter where they live and circumstances have a

right to education. Education is an essential right for children, young and adults in

emergencies and must be a priority from the very beginning of any and all emergency

responses.

The cost of school closures on students’ learning, health and well-being has been

devastating. The repercussions for every child, their family, their community and their

economy was felt for years to come. Many children will never catch up. School closures

impact every child, but the most vulnerable children hardest. Some students have been able

to access remote learning during school closures, but many of them have struggled due to a

lack of support. At least a third of the world’s schoolchildren had no access to remote

learning at all.

School closures have led to reduced physical activity and poorer diets, increased

levels of anxiety and self-harm, and exposure to domestic violence. For many children the

alternatives to school are child labor, child marriage and teenage pregnancy. Once this

happens, it can be impossible for girls or boys to return to school. Keeping children at

home has also resulted in parents having to leave their jobs, especially in countries with no

or limited family leave policies.

And this is despite the evidence showing that to date schools have not been a main

driver of COVID-19 transmission in communities. The World Health Organization

recommended that it is only in extreme cases that school closures should be considered.

And then only as a temporary measure of last resort. It’s clear then that governments need
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to prioritize support for schools and take all possible measures to reopen safely. The future

of the next generation depends on it.

The COVID-19 pandemic has highlighted both challenges and opportunities in

education. Prioritizing opportunities for authentic education through the curriculum,

learning priorities and the learning environments proposed by education experts reveals a

future direction for education that could be further explored after students return to school.

In terms of school environments, outdoor education is proving to be a potentially viable

avenue to facilitate the management of space and physical distancing, in addition to

offering promising learning settings. Lastly, prolonged school closures have highlighted

training needs for both students and teachers. While students now need to learn how to

work more independently, teachers need to receive more training in the effective use of

technological tools required for quality teaching.

In light of recent events and the difficulties with distance learning experienced by

educational systems, it is also relevant to question the role of teachers vis-à-vis their

students and the overall teacher-student relationship. For distance learning, but also after

schools reopen, it is imperative that teachers play a supportive role with their students who

might have suffered negative effects from the crisis, such as anxiety and a compromised

willingness to learn. That is why it is crucial that a positive teacher-student relationship be

established since this facilitates adjustment and adaptation after a traumatizing event like

the one we are currently experiencing. The teacher thus becomes a facilitator in the

development of the student, both as a member of their community and a member of their

society.
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Statement of the Problem

This study aimed to find out the journey, experiences and aspirations of Local

Colleges in Panay Island during Covid-19 pandemic.

Specifically, it answered the following qualitative research questions:

1. What are the interventions initiated by your institution embedded in your Learning

Continuity Plan to cope with the effect of pandemic?

2. What are the factors that affect your enrolment status before and during pandemic?

3. What challenges did you encounter during pandemic?

4. What are the lifelong learnings that you attained during pandemic?

5. How did you help your institution to deliver quality education amidst pandemic?

6. What are the intervention programs that has been done by your institution to cope with

the new normal?

7. How do you see your institution five years from now in terms of:

a. instruction

b. faculty

c. facility

d. research

e. extension

f. production/entrepreneurship

8. What are the plans of your institution in preparation for the conversion to a state college?

9. What is the status of your institution in terms of:

a. enrollment

b. courses offered
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c. passing percentage of board courses

d. employment of graduates

e. budget allocation

f. number of academic and non-academic personnel

g. personnel’s status of appointment

Assumptions of the Study

This study will aim to find out the journey, experiences and aspirations of Local

Colleges in Panay Island during Covid-19 pandemic.

The study was conducted through In-Depth Interview (IDI) and Focus Group

Discussion (FGD) utilizing purposive sampling method.

The participants of the study were the Heads, Deans, Middle Managers, Faculty

Association Presidents, Employees Association Presidents and Presidents of Student

Council of seven local colleges in Panay Island.

The participants was purposively selected and chosen by the researcher. This study

was conducted last March 28-31, 2022. It was done upon the availability of the

participants.

Qualitative research was employed in the study. It is a type of social science

research that collects and works with non-numerical data and seeks to interpret meaning

from these data and that helps understand social life through the study of targeted

populations or places (Begornla et. al., 2020).

Qualitative research is a process of naturalistic inquiry that seeks an in-depth

understanding of social phenomena within their natural setting. It focused on the "why"
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rather than the "what" of social phenomena and relies on the direct experiences of human

beings as meaning-making agents in their everyday lives.

The researchers made interview guide was used to gather the data needed in this

study. The discussion with the chosen respondents was employed in gathering the data. The

respondents’ responses were recorded for interpretation and analysis. Proper health

protocols were strictly observed during the gathering of data especially during the

interview with the respondents.

Researcher used In Depth Interview (IDI) and Focus Group Discussion (FGD).

Purposive sampling method served as the sampling technique. It is a form of qualitative

research where questions are asked about their journey, experiences and aspirations of

Local Colleges in Panay Island during Covid-19 pandemic.

Epistemology and Theoretical Perspective

The term “theory” evolved from the Greek word theoria signifying a “vision” that

will guide the researcher in the conduct of the research investigation. A theory provides the

researcher the avenue to further understand the variables involved in a particular

phenomenon.

Theories are important for the social and natural sciences because they make

possible robust explanations of previously or currently observed phenomena, and because

they are points of departure for forecasts about future phenomena.

The recent study was anchored to the following epistemological and theoretical

perspectives.

This study is grounded on the interpretivism that considers one historical streams

that have born it along such as phenomenology (Crotty,2013). The interpretivist approach
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looks for culturally and historically situated interpretations of the social life-world.

Phenomenology, however, treat education with a good measure of caution and suspicion.

Our education maybe enabling but, paradoxically, it is also crippling. Phenomenologists

recognize that it is education that allows us to emerge from our immediate environment and

reflect upon it. They agree that it is because of education- our symbols, our meaning

systems- that we know our past and can plan our future.
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Journey of Aspirations
Local of
Colleges Local
Colleges
COVID- 19
PANDEMIC

Experiences
of
Local
Colleges

Figure 1. Research Paradigm

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Significance of the Study

This study was undertaken to find out the journey, experiences and aspirations of

Local Colleges in Panay Island during the Covid-19 pandemic.

The result of this study would be beneficial to the following:

Commission on Higher Education. The result of the study will inform them on the

challenges, aspirations and journey amidst pandemic COVID-19. Further, the findings of

this study may guide the Commission on Higher Education to review the policy guidelines

on the implementation of the learning modalities du the distance learning.

Local Colleges. This study will give the Local Colleges an idea in giving

interventions of the challenges, aspirations and journey of the subjects.

Students. The result of this study may greatly benefit the students themselves. The

findings may help increase the students’ level of awareness on fhe challenges, aspirations

and journey of Edukasyon sa Tunga sang Pandemya. Further, it may enhance the subjects

‘level of confidence that they are able otocope twith he challenges, aspirat,ions and journey

amidst pandemic COVID-19.

Faculty. The results of the study will provide information on the challenges,

aspirations and journey amidst COVID- 19 pandemic. The teachers may become more

sensitive, ,creative and innovative in planning and preparing for the development of

learning. It can also inspire them to be more flexible in the use of teaching enhancement

tools. This study may further serve as an eye-opener for the faculty to adapt creative and

innovative strategies that respect the unique contexts of diversity of learners.

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Middle Management. This study will provide insights on the challenges,

aspirations, and journey amidst pandemic COVID-19 to the Curriculum Planners, Deans,

and Unit Heads in assessing the challenges encountered and the strategies intervened by the

teachers brought about by the new mode of teaching-learning process.

Researcher. The result of this study may be beneficial to the researcher from

undertaken study, which may give the researcher an additional insights about the

challenges, aspirations and journey amidst pandemic COVID-19 and thus, may guide her in

the implementation of the Learning Continuity Plan of her school.

Future Researchers. The result of the study may serve as the basis and reference

of fore study that they might conduct in the future. This may act as their yearboard for an

in-depth investigation in the future.

Definition of Terms
The following terms are defined conceptually and operationally for better

understanding of their use.

Aspiration- hope or ambition of achieving something (Oxford, 2017).

In this study, aspiration refers to dreams of the subject after this pandemic.

Experiences- practical contact with and observation of facts or events (Merriam- Webster,

2022)

In this study, experiences refer to the encountered scenarios of Local Colleges in

relation to financial, human resource, income, expenditures, and performance.

Journey- a passage from one stage to another (Merriam-Webster, 2021).

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In this study, journey refers to the above- mentioned definition.

Local Colleges- are higher educational institutions that are being run by local government

units in the Philippines (Pimentel, 1991). This definition was adopted in this study.

Pandemic- a disease outbreak that spreads across countries or continents. It affects more

people and takes more lives than an epidemic (WebMD, April 2020). This definition was

adopted in this study.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Conceptual Literature

Covid-19

In December 2019, an outbreak of pneumonia of unknown origin was reported in

Wuhan, Hubei Province, China. Pneumonia cases were epidemiologically linked to the

Huanan Seafood Wholesale Market. Inoculation of respiratory samples into human airway

epithelial cells, Vero E6 and Huh7 cell lines, led to the isolation of a novel respiratory virus

whose genome analysis showed it to be a novel coronavirus related to SARS-CoV, and

therefore named severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). SARS-

CoV-2 is a beta coronavirus belonging to the subgenus Sarbecovirus. The global spread of

SARS-CoV-2 and the thousands of deaths caused by coronavirus disease (COVID-19) led

the World Health Organization to declare a pandemic on the 12 th of March, 2020. To date,

the world has paid a high toll on this pandemic in terms of human lives lost, economic

repercussions and increased poverty. In this review, we provide information regarding the

epidemiology, serological and molecular diagnosis, the origin of SARS-CoV-2 and its

ability to infect human cells, and safety issues. Then we focus on the available therapies to

fight COVID-19, the development of vaccines, the role of artificial intelligence in the

management of the pandemic and limiting the spread of the virus, the impact of the

COVID-19 epidemic on our lifestyle, and preparation for a possible second wave (Marco et

al., 2019).

A few days later, the causative agent of this mysterious pneumonia was identified

as a novel coronavirus. This causative virus has been temporarily named severe acute
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respiratory syndrome coronavirus 2 and the relevant infected disease has been named as

coronavirus disease 2019 (COVID‐19) by the World Health Organization, respectively.

The COVID‐19 epidemic is spreading in China and all over the world now. The purpose of

this review is primarily to review the pathogen, clinical features, diagnosis, and treatment

of COVID‐19, but also to comment briefly on the epidemiology and pathology based on

the current evidence.

Many aspects of the Covid-19 pandemic and the public health response to it was

undoubtedly contribute to widespread emotional distress and increased risk for psychiatric

illness. Health care providers have an important role in addressing these emotional

outcomes. (Pfefferbaum et al, 2012).

According to Jose Tria (2019), the COVID-19 pandemic has introduced the notion

of the “new normal” in daily life through profoundly influencing the way people used to

live, study and work. During these unprecedented times, the rapid transition from

traditional face-to-face learning to online learning has been viewed as a paradigm shift in

higher education. Drawing impetus from the self-determination theoretical framework, the

present study aimed to examine the impact of the online learning climate on student’s

engagement. It also hypothesizes the mediating role of basic psychological needs on the

nexus between online learning and students’ engagement. In the stated study, a total of 689

students taking online classes in ten (five publics and five private) universities of Pakistan

responded to the web-based survey. The study findings did not support the direct influence

of the online learning climate on student engagement, nevertheless, this relationship was

mediated by students’ perceptions concerning the extent to which their basic psychological

needs were satisfied/ dissatisfied. The study theoretically and empirically contributes to
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both the psychology and higher education literature, pertaining to the developing field of

online learning. The practical implications from the study inform policy-makers in

academia to reflect on the students’ psychology.

Student’s Experiences During the Pandemic Pivot

Academic Year 2020- 2021 was unmistakably shaped by forces outside of the

control of higher education leaders. The COVID-19 pandemic caused colleges and

universities across the country and the world to quickly pivot in an emergency fashion to

online teaching, learning, and research while grappling with a host of complex issues in

serving students, supporting faculty and staff, and ensuring their financial viability

(Blankstein, 2022).

According to Wolff-Eisenberg (2022), on student’s experiences during the

pandemic pivot, which represent the experiences and needs of over 15,000 students,

provided with an understanding of the challenges that students—and in turn, their faculty,

administrators, and institutions more broadly—have faced as we now approach a new year

of instruction. While these results should not be interpreted to represent perceptions of

online learning that occur outside of the context of a global pandemic, they can inform

strategies for another academic term that will no doubt be shaped to some extent by these

external forces. Indeed, many higher education institutions and systems have already

modified academic calendars and modes of instruction in response.

Blended Learning in LUC’s Learning Continuity Plan

Traditional face-to-face, in-person, classroom-based teaching and learning has been

used for centuries as the ubiquitous delivery method. Distance and distributed teaching and

learning opportunities are much newer, particularly in reference to technology-enabled

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learning. When online education became available, it was used first in distance education,

with students studying fully online. Notions of blending classroom-based learning and

online or distance education came later. Only over the last few decades have technology for

learning been readily available. It emerged so quickly that use of these technologies was

implemented well before people had substantial knowledge of its impact and the

differences it made for teachers and students. Now, with more evidence, improved theories

and models, and more clarity about how to use both in-person and online teaching and

learning, people can blend the two delivery modes with careful attention to each.

This system’s approach allows someone new to blended learning to consider key

interacting components at work as they create and offer a blended learning course or

programed. Teachers was most interested in the relationship between content, learners and

technology. (Richardson et al. 2012).

The term blended learning is used to describe a solution that combines several

different delivery methods, such as collaboration software, Web-based courses, EPSS, and

knowledge management practices. Blended learning also is used to describe learning that

mixes various event-based activities, including face to-face classrooms, live e-learning, and

self-paced learning.

A successful blended learning program requires alignment of institutional, faculty,

and student goals. Reliable and robust infrastructure must be in place to support students

and faculty. Continuous evaluation can effectively track the impact of blended learning on

students, faculty, and the institution (Patsy et.al, 2013). In the same manner, Anthony et al.

(2013) stated that blended learning, which combines the strength of face-to-face and

technology-enhanced learning, is increasingly being seen as one of the most important

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vehicles for education reform today. Blended learning allows both teacher and learner

access to radically increased possibilities for understanding how we transmit and receive

information, how we interact with others in educational settings, how we build knowledge,

and how we assess what we have taught or learned.

Pérez et al (2011) emphasize that new information and communication technologies

(ICTs) provide educators and learners with an innovative learning environment to stimulate

and enhance the teaching and learning process. In this context, novel educational concepts

such as blended learning are being developed. In their study, a total of 17 groups took part,

with 1431 students registered for the 2009-2010 academic year. Researchers used objective

outcomes and the students’ perceptions regarding the blended learning activities

performed.

In the past decade, many studies have shown that proper mobile learning strategies

or tools need to be considered to help the students acquire the expected learning

achievements in real-world environments (Chu, et al., 2010). Most of those studies have

focused on whether the students’ learning performance can be improved by the mobile

learning system or by using proper traditional instruction strategies (Hwang, et al., 2012).

Teachers Struggle with Online Teaching

During the Covid-19 pandemic, teachers were asked to transition to online teaching

with little time to prepare, becoming both instructional designers and pedagogical

facilitators using tools which few had fluently mastered. Their lack of experience teaching

in a virtual environment was reported widely in the media, yet demand for these learning

models has in fact been increasing in higher education sector (Archambault & Kennedy,

2014; Rice & Deschaine, 2020).

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Researchers have found that while most teachers regularly use computers in their

personal and professional lives, there is a gap between personal use and classroom use.

This gap supports the idea that a lack of confidence and teaching beliefs prevents teachers

from regularly using technology in their instruction (Bebell & Kay, 2010; Tyminsky et al.,

2013). Despite the need for educators who are prepared to teach online, teacher preparation

for online programs is essentially non-existent (Kennedy & Archambault, 2012). Online

teaching requires many different skills and competencies than traditional teaching (Pulham

& Graham, 2018) yet is not fully integrated in pre-service teacher coursework. Teachers

must not only have technological expertise, but they also need to develop strategies for

building relationships with students and attending to their social, emotional, and academic

needs (Borup & Evmenova, 2019; Rice & Carter, 2015). To address these barriers to

effective technology integration, researchers have recommended restructuring

preservice credentialing programs, updating existing school and district technology plans,

providing targeted professional development for administrators and teachers, and

prioritizing time for teachers to experiment and practice with technology (Ertmer et al.,

2012; U.S. DOE OET, 2016; Wachira & Keengwe, 2011).

Education and Covid-19 Challenges and Opportunities

The COVID-19 pandemic has already had devastating impacts that are likely to

have long-term social and economic consequences. The crisis has exacerbated already-

widespread educational inequalities due to factors relating to gender, disability,

immigration, mother tongue, learning difficulties or other sources of socioeconomic

disadvantage. Indeed, 40% of the world’s poorest countries have been unable to support

their disadvantaged learners in recent months, and the many adverse consequences of

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school closures have been particularly severe for disadvantaged children and their families,

as well as for all learners with learning difficulties and special needs.

The pandemic has starkly highlighted the fragility of our education systems, even

those considered relatively stable. It is therefore crucial that the innovation and creativity

stimulated by this crisis be leveraged to make education systems more just, inclusive and

resilient. This article is therefore intended to give educational system stakeholders a crisis-

inspired glimpse into potential opportunities for improvement in the areas of curricula,

students, teachers and educational settings.

The prolonged closure of schools due to the COVID-19 crisis has transformed

stakeholders’ relationships to both schools and learning content. Although some students

continued their education, many were deprived of adequate opportunities to do so and often

lacked essential services and tools such as technological equipment or learning support

services. It therefore became necessary to establish specific priorities and emphasize some

subjects more than others in school curricula.

In the absence of both clear operational guidelines and a contingency plan

concerning curriculum priorities, education system actors came up with a variety of

suggested approaches to maintain educational continuity. Some curricular priorities were

proposed concerning the academic skills and knowledge that students, depending on their

age and grade-level, needed to maintain in subjects such as languages, mathematics,

science and history, with the rest of the curriculum – the arts, for example – being

discounted as non-essential. This suggests that clear guidelines need to be established to

prepare schools for other potential emergencies involving prolonged closures.

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Nonetheless, it is important to bear in mind that many education systems had

already revamped their curricula after determining that students were rarely able to

adequately transfer the knowledge and skills acquired in school to everyday situations.

Indeed, the learning acquired in school was rarely placed in the context of real-life

situations, which fueled the idea that school is boring and outdated. Many international

organizations, including the OECD, have called for an effort to make education more

“meaningful” through revamped curricula that are more challenging and interesting for

students.

Commission on Higher Education has prioritized global competencies within

curricula that can be leveraged in a wide variety of situations. In summary, it is more

necessary than ever to support students in the development of fundamental competencies

or life skills for the future.

In this regard, research tends to demonstrate that outside-the-classroom initiatives

and outdoor learning provide added value to the in-classroom learning experience,

particularly when these two learning environments are used in a complementary way. The

advantages include a more student-centered education and a focus on the students’ own

initiatives, both of which foster student engagement and in-depth learning. Outdoor

learning is also associated with meaningful and more authentic learning situations since

students are more likely to internalize what they experience; educational activities in “the

real world” thus foster learning transfer.

The experience of distance education during the pandemic has highlighted the issue

of students’ independent learning. Indeed, while students are used to being supervised,

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guided and strictly scheduled in their school work and in using resources, including

technological tools, the school closures have required them, especially those with parents

who are less available to help them, to become more independent in their learning.

In this regard, work plans for making students more independent and responsible

could be a useful resource, provided that they are adapted for each student and each

subject, and that students are explicitly taught how to use them. Moreover, work plans as

an educational tool could benefit student learning under normal circumstances in order to

foster the development of independent learning by encouraging students to set their own

goals and exercise self-discipline, as well as by giving them some control over the choice

of methods and tools used to carry out tasks. On the evaluation front, it would also be

relevant for work plans to be integrated with educational approaches that support

independent learning, such as project-based or problem-based tasks.

Journey of Educational System during Pandemic

Distance education is a process of planned teaching learning that occurs in a

different place from the normal learning setting and requires communication and a special

corporate organization via technologies (Moore & Kearsley, 2012). The definition of

distance education has four components: a. Corporate basis b. Interactive

telecommunication c. Data, sound and video sharing (learning experiences) d. Separation

of teacher and student (Simonson, Smaldino, Albright & Zvacek, 2008). Distance

education is a concept which pertains to increasing the quality of education to develop

student’s learning (Burns, 2011).

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Distance education in which the antecedent practices were based on mail

correspondence technologies, with advances in technology, has continued with the use of

pre-recorded media, two-way audio, two-way audio with graphics, one-way video, two-

way audio / one-way video, two-way audio / video and desktop two-way audio / video

technologies (Simonson et al., 2008). The rise of internet has brought out the concept of

electronic learning by changing the mode of delivery of learning and knowledge (Mahmud,

2010). Although there are semantic differences between concepts such as distance

education, electronic learning, internet-based education and online learning, which have

gained ground in the literature in the course of time, these concepts are correlated. For

example, online learning is a version of distance education (Bates, 2018).

Together with the development of digital technologies aimed at offering distance

courses, new educational opportunities such as open educational resources and massive

open online courses have emerged for larger masses to access education (Saykılı, 2018). In

today’s digital age, online learning, blended learning, social media and open learning are

critical developments for an effective teaching (Bates, 2018). Also, the widespread

utilization of mobile learning tools has added a different dimension to distance education.

The utilization of mobile learning tools in distance education has positive impacts on

learner’s motivation, selfregulation, control and personalization of learning environment

(Sönmez, Göçmez, Uygun & Ataizi, 2018). However, as teaching by using new

technologies requires a variety of skills that most educators are not familiar with, the

educators need to be trained on how to use these new devices and how to integrate them

into their own implementations (Makoe, 2012). In addition, students should be prepared
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and motivated for distance education lessons that are greatly widespread and designed in

different models (Bertiz & Kocamankaroğlu, 2020).

Problems Faced in Distance Education

Distance education offers individuals educational environments independent from

time and space with the support of advancing web-based platforms and technologies

(Bilgiç & Tüzün, 2015). Institutions choose distance education for a number of reasons

such as accessing learning and education, updating skill development, increasing cost

effectiveness, increasing the quality of educational structure, improving the capacity of the

system of education, balancing inequalities between age groups, providing education to

specific target groups, providing emergency case training to target groups, expanding the

capacity of education in new subject areas, associating working and family life with

education and adding an international dimension to education (Moore & Kearsley, 2012).

However, institutions sometimes encounter obstacles and problems in technology

integration. Ertmer (1999) identified first-order (external) and second-order (internal)

barriers to the technological integration. First-order barriers are related with equipment,

education, access, time and technical support; while second-order barriers (specific to

teachers) are related with pedagogy, belief and personal preferences.

Davis, Gough and Taylor (2019) stated that student barriers to online learning

might be misinterpretation of expectations, time management and interpersonal

communication; while instructor barriers might be related to the identification of

expectations, providing feedback and interpersonal relations. O’Doherty, Dromey,

Lougheed, Hannigan, Last and McGrath (2018) stated in their research based on the
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literature that barriers to online learning in medical training might be time limitations, weak

technical skills, inadequate infrastructure, lack of institutional strategies and support and

negative attitudes of everyone involved. Burns (2011) mentioned three barriers to the web-

based distance education implementations in teacher education: lack of high-speed internet

and durable technology, lack of trainer and student skills and lack of support services.

In the literature, studies on the problems faced in learning environments such as

distance education, online learning, electronic learning, are not adequate in number. The

related studies have been conducted mostly with administrators and managers (Berge &

Muilenburg, 2000; Bilgiç & Tüzün, 2015; Durak, Çankaya & İzmirli, 2020), parents

(Apriyanti, 2020), teachers (Fauzi, Hermavan & Khusuma, 2020; Mailizar, Almanthari,

Maulina & Bruce, 2020; Rasmitadila et al., 2020) and students (Botha, 2011; Guven,

Kurum & Sağlam, 2012; Leontyeva; 2018; Mahmud, 2010; Muilenburg & Berge, 2005;

Özüdoğru & Özüdoğru, 2017). These studies range from kindergarten to higher education,

from health education to social sciences and to teacher education.

In the literature, there is a limited number of studies on the problems faced by

students, parents, teachers and administrators in distance education during the Covid-19

period. Apriyanti (2020) found in their research that kindergarten and primary school

parents face problems during the Covid-19 pandemic such as being unable to guide their

children to learn and children’s lack of concentration, unwillingness to learn, desire to go to

school, inability to learn online and limited comprehension of the material. Fauzi et al.

(2020) found in their research that teachers face problems in the Covid-19 pandemic such

as lack of opportunities, network and internet use, planning, implementation and evaluation
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of learning, and collaboration with parents. Mailizar et al. (2020) found that teacher,

school, curriculum and student were the four components of problems experienced by

teachers in the Covid-19 period. Rasmitadila et al. (2020) found that teachers face

problems in distance education implemented in the Covid-19 pandemic such as technical

barriers, student’s conditioning, student’s participation in education and online education

experience.

Distance Education during the COVID-19 Pandemic

Coronavirus disease, also known as Covid-19, is a health problem today deeply

affecting several areas like daily life, working life and the system of education in world. It

first appeared in Wuhan City, China in December 2019, World Health Organization

(WHO) (2021) declared Covid-19 is a global state of emergency on 30 January 2020 and a

global pandemic on 11 March 2020. In order to reduce the spread of this life-threatening

virus, specific limitations and rules such as travel restrictions and closure of restaurants,

entertainment venues, theatres and cinemas have been imposed occasionally. One of these

limitations is the prevention of face-to-face education. Distance education implementations

have been used to reduce contact and to continue education. By this way distance education

has started to be implemented from preschool education to higher education.

During the Covid-19 pandemic, institutions, administrators, educators, students and

even parents have unpreparedly found themselves in the distance education process.

Transition from face-to-face teaching methods to more indirect methods, has forced

schools into a flow of learning which is full of complexities and limitations (Rasmitadila,

2020). This process has had a great impact on school, teachers and students (Mailizar et al.,
 25

2020). In this process, individuals inevitably have faced specific difficulties and obstacles

in institutions. Students have been affected psychologically by school closures, lack of

equipment to participate in courses, being unable to access online materials from home and

being unable to leave home for a long time (Apriyanti, 2020). Also, the inadequate

technological infrastructure of educational institutions can be considered another factor.

Such factors are an obstacle to the success of the education implemented.

The phenomenon of learning at a distance through emergency remote teaching

amidst the pandemic crisis

Although the concepts of online learning (Anderson, 2008; Harasim, 2017;

Horzum, 2017; Panigrahi, Srivastava & Sharma, 2018; Wang, Minku & Yao, 2018), open

and distance education (Bozkurt, 2019; Jung, 2019; Simpson, 2018; Weller, Jordan,

DeVries & Rolfe, 2018), and blended learning (Boelens, De Wever & Voet, 2017;

Dziuban, Graham, Moskal, Norberg & Sicilia, 2018) have been slowly introduced to some

Philippine colleges and universities, however, the issues of affordability and accessibility

to some extent still impede wide range integration of technology in the context of

education.

In the Philippines, the effect brought about by Corona Virus Disease 2019 or

COVID-19 paved the way for schools to suspend and declare a state of public health

emergency. Specifically, the Philippine Commission on Higher Education or CHED

released COVID advisory no. 5 stating the cancellation of classes and school activities,

including on-the-job-training and internships, from March 9-April 14, 2020. Nonetheless,

the continued increase of local transmission cases resulted for the Philippine government to
 26

extend until the end of April 2020. This also led for CHED’s issuance of advisory no. 6

that authorizes higher education institutions (HEIs), who are still using the June-March old

school calendar, to immediately end the semester. Whereas, those schools that are aligned

with the August-May new school calendar were given the autonomy to make judgments on

the inclusion of flexible learning and other alternative means of teaching and learning

delivery, such as ERT (synchronous and asynchronous learning tasks).

Although there are some HEIs in the country who are practicing blended learning

(e.g., Lim, 2016; Mabuan & Ebron, 2016; Resurreccion, 2018), the use of ERT (Bozkurt &

Sharma, 2020) for almost half of the remaining semester in this critical period of our time

created unique issues and concerns of students experiences. Therefore, more than the

access to technological devices and the internet, it is significant to investigate the journey

of learners who were prematurely immersed in a remote learning context. Through

listening to their stories and giving voices from their experiences, we can picture out their

lived through learning at a distance in these trying times.

During the early years of technology conception in the Philippine education system,

most of the educators are distant in using information and communication technology

(ICT) tools, such as computers, because they think it will replace them soon in classrooms

(Acosta, 2016). Educators felt that face-to-face interaction is still the core of teaching and

learning environment where it provides a rich context of instruction than learning in an

online environment (Arinto, 2007; Hill, Chidambaram, & Summers, 2013). Nevertheless,

as it progresses towards the age of disruption in education (Al-Imarah & Shields, 2019;

Andrade, 2018; Hopp, Antons, Kaminski, Oliver Salge, 2018; Quinney, Lamont, Biggins &
 27

Holley, 2017), some educators gradually embrace the idea of bringing technology in the

learning environment. For instance, the case of the University of the Philippines – Open

University, offers open and distance e-learning approach in reaching out to its learners.

Compare to traditional face-to-face interaction, online learning provides flexibility (Daniel,

2016; Orr, Weller & Farrow, 2019; Stone, Freeman, Dyment, Muir & Milthorpe, 2019)

which they can access learning resources regardless of time and distance. This also makes

learning more convenient and conducive, for instance, to those who are residing in remote

areas or working professionals.

There were also advocates of online learning that emphasize this approach as a

more cost-effective (Renner, Laumer & Weitzel, 2014) wherein the instructional materials

are sometimes made freely open for learners (e.g., Hilton, 2016; Jemni & Khribi, 2017;

Ozdemir & Hendricks, 2017). Although the learning technologies are becoming part of

instructional integration in a face-to-face classroom, it is also no doubt that in developing

countries, like the Philippines, it possesses different challenges like accessibility and

affordability (e.g., Roberts & Hernandez, 2019).

Take for example the case of the higher education system in Nigeria where despite

having widespread usage of technologies in teaching and learning, the country is still

lagged behind in the international digital parameter because it failed to integrate

educational technology in the school curriculum (Njoku, 2018). It posits the need to see the

significance of utilizing educational technologies to its full extent, such as inclusion in

curriculum, considering that education delivery is moving through momentous changes.

 28

To sum it up, while there is no doubt that some schools are in the modality of

bringing physical classroom in the digital world, problems such as faculty’s knowledge and

skills in managing virtual learning environment possess great threat for learners, since they

are mostly products of the traditional learning environment (de la Pena-Bandalaria, 2007).

Compare to developed countries, the Philippines is also behind in the arena of ICT (Acosta,

2016) such as in terms of affordability and accessibility of technology devices, and

educational technology curricula inclusion, innovation, implementation, and evaluation.

Experiences of Education Amidst Pandemic

According to UNESCO, it has observed that “Most governments around the world

have temporarily closed educational institutions in an attempt to contain the spread of the

COVID-19 pandemic. These nationwide closures are impacting over 60% of the world’s

student population. Several other countries have implemented localized closures impacting

millions of additional learners”. Overall, close to 200 countries closed their schools in the

year, thereby interrupting the education of more than 1.5 billion young people. We

therefore need to reflect deeply on our education systems in light of this unprecedented

crisis.

The COVID-19 pandemic has already had devastating impacts that are likely to

have long-term social and economic consequences. The crisis has exacerbated already-

widespread educational inequalities due to factors relating to gender, disability,

immigration, mother tongue, learning difficulties or other sources of socioeconomic

disadvantage. Indeed, 40% of the world’s poorest countries have been unable to support

their disadvantaged learners in recent months, and the many adverse consequences of
 29

school closures have been particularly severe for disadvantaged children and their families,

as well as for all learners with learning difficulties and special needs.

The pandemic has starkly highlighted the fragility of our education systems, even

those considered relatively stable. It is therefore crucial that the innovation and creativity

stimulated by this crisis be leveraged to make education systems more just, inclusive and

resilient. This article is therefore intended to give educational system stakeholders a crisis-

inspired glimpse into potential opportunities for improvement in the areas of curricula,

students, teachers and educational settings.

Improving Curricula Amidst Pandemic

The prolonged closure of schools due to the COVID-19 crisis has transformed

stakeholders’ relationships to both schools and learning content. Although some students

continued their education, many were deprived of adequate opportunities to do so and often

lacked essential services and tools such as technological equipment or learning support

services. It therefore became necessary to establish specific priorities and emphasize some

subjects more than others in school curricula.

In the absence of both clear operational guidelines and a contingency plan

concerning curriculum priorities, education system actors came up with a variety of

suggested approaches to maintain educational continuity. Some curricular priorities were

proposed concerning the academic skills and knowledge that students, depending on their

age and grade-level, needed to maintain in subjects such as languages, mathematics,

science and history, with the rest of the curriculum – the arts, for example – being
 30

discounted as non-essential. This suggests that clear guidelines need to be established to

prepare schools for other potential emergencies involving prolonged closures.

Nonetheless, it is important to bear in mind that many education systems had

already revamped their curricula after determining that students were rarely able to

adequately transfer the knowledge and skills acquired in school to everyday situations.

Indeed, the learning acquired in school was rarely placed in the context of real-life

situations, which fuelled the idea that school is boring and outdated. Many international

organizations, including the OECD, have called for an effort to make education more

“meaningful” through revamped curricula that are more challenging and interesting for

students.

Prioritizing Opportunities for Learning

The COVID-19 crisis has raised salient questions about the necessity, importance

and usefulness of certain curriculum content. It has highlighted the relevance of certain

trends, particularly the authenticity of learning situations. Indeed, apart from academics,

educational programs and student assessment, the paramount need that has emerged is to

preserve students’ motivation, engagement and interest as well as their connection with

school, particularly when schools are closed for long periods of time. This requires varied,

flexible and authentic learning activities. In this regard, the authentic learning experiences

resulting from the COVID-19 lockdown could be used to contextualize student realities

during the pandemic. This represents an opportunity to rethink curricular content and

approaches.
 31

Maximizing the use of learning outside the classroom

While the extended school closures in year 2020 has definitely been a huge

disruption in the school year, it has also shown that learning can continue through distance

education, especially by digital means, without students’ physical presence in schools, even

though this entails some challenges. These challenges can affect various aspects of

education, including the student-teacher relationship that is so crucial for student success.

Even the best technologies cannot completely eliminate this distance between teacher and

student. In-class education therefore remains necessary, but this must be placed in

perspective and adapted to the current situation. Furthermore, in preparing for the return of

students to school, potential difficulties in meeting physical distancing requirements in the

classroom, particularly given student numbers and classroom sizes, should be taken into

account. Whereas many schools have reduced class sizes or spaced out student desks,

others have addressed these difficulties by organizing outside-the-classroom educational

settings, either on school grounds or other outdoor settings. Even in higher education,

outdoor classes are being considered as an attractive solution to not only deal with the

pandemic but also as a permanent strategy. Indeed, the risk of virus transmission outdoors

is considered low, and open spaces facilitate compliance with physical distancing. Outside-

the-classroom education is therefore an interesting possibility for facilitating space

management and maximizing face-to-face educational activities, while at the same time

keeping virus transmission risk to a minimum. Needless to say, indoor classes cannot be

completely replaced by their outdoor counterparts but the pandemic has opened up an

avenue for exploration, even in the longer term.

 32

In this regard, research tends to demonstrate that outside-the-classroom initiatives

and outdoor learning provide added value to the in-classroom learning experience,

particularly when these two learning environments are used in a complementary way. The

advantages include a more student-centered education and a focus on the students’ own

initiatives, both of which foster student engagement and in-depth learning. Outdoor

learning is also associated with meaningful and more authentic learning situations since

students are more likely to internalize what they experience; educational activities in “the

real world” thus foster learning transfer.

In Canada, a case study has also shown that a land-based education model of

learning and teaching that includes Indigenous philosophy could also increase student

motivation, reduce anxiety and enhance students’ sense of community. The deep

connection with the environment that these outdoor learning models foster in students

support learning, greater ecological awareness and a deeper appreciation of Indigenous

cultures.

Supporting Students’ Independent Learning

Thanks to a variety of distance-education platforms – telephone, radio, television,

email and video conferencing – many students have been able to continue their education

during the school closure period and maintain their social connection with school.

However, many families have experienced challenges in accessing technologies, and

numerous parents have experienced difficulties in terms of their abilities and availability to

support their children in their learning and in the use of technologies.

 33

The experience of distance education during the pandemic has highlighted the issue

of students’ independent learning. Indeed, while students are used to being supervised,

guided and strictly scheduled in their school work and in using resources, including

technological tools, the school closures have required them, especially those with parents

who are less available to help them, to become more independent in their learning.

In this regard, work plans for making students more independent and responsible

could be a useful resource, provided that they are adapted for each student and each

subject, and that students are explicitly taught how to use them. Moreover, work plans as

an educational tool could benefit student learning under normal circumstances in order to

foster the development of independent learning by encouraging students to set their own

goals and exercise self-discipline, as well as by giving them some control over the choice

of methods and tools used to carry out tasks. On the evaluation front, it would also be

relevant for work plans to be integrated with educational approaches that support

independent learning, such as project-based or problem-based tasks.

It therefore seems valuable to promote students’ independent learning, particularly

given the possibility that a second wave of COVID-19 could disrupt the school year again

and the fact that developing learning autonomy entails many advantages that are already

widely acknowledged in the educational system. Specifically, greater learner autonomy

would help students organize their work better, take more initiative, think more critically,

and be more involved, responsible and accountable as well as make them more motivated

(according to a Université Laval researcher). The possibility of making the learning

environment in schools more flexible in order to enable students to make more choices
 34

about their lives and their learning – as was done in an elementary school in the Chinese

province of Zhejiang – should therefore be explored. During the lockdown, that school

quickly and with some success implemented distance education, thanks to a learner-

centered teaching model that was already operating at the school and which was based on

the pupils’ ability to seek information and analyze and solve problems in practical and

innovative ways. Despite differences in access by pupils’ families to digital resources,

solutions were quickly found to reach students and guide them in choosing appropriate

goals for independently continuing their learning.

Seizing the opportunity to support and guide students’ independent learning

therefore seems an interesting avenue for post-COVID education. However, in order to

develop learner autonomy and make students less dependent on adults for their learning,

teachers must, paradoxically, skillfully oversee their students, particularly by letting them

make choices and take initiative. To do so, teachers must possess certain knowledge and

skills that are not necessarily part of their training. In this regard, the crisis has brought to

the forefront another important requirement in the training of teachers in the use of

technological tools: the need to provide quality teaching through the use of information and

communication technologies (ICTs) that are likely to motivate students and support their

independent learning.

Enhancing Teachers’ Digital Skills

Given that distance education has been primarily based on the use of digital

technologies such as email, online courses and document-sharing platforms, the crisis has

highlighted the need to develop teachers’ digital literacy. While the use of digital tools is an
 35

integral part of the professional skills expected of teachers and many teachers have already

been using these tools (e.g., video), many teachers still lack the required knowledge, skills

and tools to design quality online learning material. Similarly, many students cannot

independently use technologies. As a result, teachers during the crisis have had to play the

dual role of training students about technologies with technologies.

The crisis has thus highlighted the need to enhance both the initial and continuous

training of teachers in the use of technology for teaching. In order to address short-term

needs during the school closures while awaiting the eventual development of this type of

training, several massive open online courses (MOOCs) on the topics of distance and

online education were made available to teachers by institutions such as Coursera, the

University of Pennsylvania and FUN-MOOC. Many universities also quickly mobilized

themselves to provide distance education to their students. For example, the Université du

Québec à Montréal (UQAM) developed several training modules on its Carrefour

technopédagogique platform to help teachers adapt to the lockdown.

While it is clearly necessary for teachers to embrace the various features offered by

digital tools, such as audio, video, text, live sessions and interactive games, they also need

to be trained in the basic principles of how to effectively use these tools for student

engagement and learning. For example, a study has demonstrated that adequate planning of

a course that is to be filmed as a video has more impact on learning engagement than

producing and editing the video itself, and that planning an online course is quite different

from planning a face-to-face one. In other words, the rigorous structuring of ideas at the
 36

planning stage has more impact than the “finished product”. Without training in these

aspects, quality video material from most teachers is clearly not to be expected.

Face-to-face teaching offers opportunities for student-teacher interaction that are

difficult to replicate at a distance, particularly where there is inadequate training for

distance education. Thus, although some distance education practices have definitely

proven themselves during school closures, the e-learning experience has mostly served to

replicate face-to-face teaching with a greater or lesser degree of efficacy.

The COVID-19 pandemic has highlighted both challenges and opportunities in

education. Prioritizing opportunities for authentic education through the curriculum,

learning priorities and the learning environments proposed by education experts reveals a

future direction for education that could be further explored after students return to school.

In terms of school environments, outdoor education is proving to be a potentially viable

avenue to facilitate the management of space and physical distancing, in addition to

offering promising learning settings. Lastly, prolonged school closures have highlighted

training needs for both students and teachers. While students now need to learn how to

work more independently, teachers need to receive more training in the effective use of

technological tools required for quality teaching.

In light of recent events and the difficulties with distance learning experienced by

educational systems, it is also relevant to question the role of teachers vis-à-vis their

students and the overall teacher-student relationship. For distance learning, but also after

schools reopen, it is imperative that teachers play a supportive role with their students who

might have suffered negative effects from the crisis, such as anxiety and a compromised
 37

willingness to learn. That is why it is crucial that a positive teacher-student relationship be

established since this facilitates adjustment and adaptation after a traumatizing event like

the one we are currently experiencing. The teacher thus becomes a facilitator in the

development of the student, both as a member of their community and a member of their

society.

Teachers’ Responses and Reported Experiences

Some information regarding teachers’ experiences during COVID-19 and distance

learning began emerging as early as April 2020 with educators reporting lack of physical

activity, exhaustion, panic, loss of students’ cues that helped direct teaching decisions, and

concern about students’ well-being and the uncertainty that comes with not seeing them

daily (Fagell, 2020; Gewertz, 2020a). Additional personal effects involved stresses

surrounding health of self and family, living habits, and financial status (Vu et al., 2020).

Teachers experienced personal loss, change, and stress during the pandemic.

In addition to managing the personal impact and unforeseen changes the situation

demanded such as having their own school-age children home, possible job loss by other

family members, concerns about meeting personal and family needs in terms of food and

safety, amongst others, teachers were confronted in their professional lives with the

challenges of continuing educational activities for students who could no longer enter

buildings and classrooms. Teachers could no longer rely to the same extent on their

adaptive expertise, their collection of resources to practice in a manner they were familiar

with and to which they were accustomed. Instead, educators were bombarded

simultaneously with changes, had to make many new decisions, and manage a unique
 38

situation. Even veteran teachers with many techniques and strategies in their “teacher

toolboxes” were discombobulated and disoriented in the new environment. All were

confronted with a plethora of novel and complex challenges as they transitioned to distance

learning.

Additional experiences shared by teachers in the literature included the difficulty in

the dissemination of educational materials, especially to those lacking internet access,

determining the content and pacing for continuing to educate students, possible limited

familiarity with technology and the tools necessary to guide virtual instruction, assessing

student progress and competency, and assuring the support of students and their families

(Daniel, 2020; Eachempati & Ramnarayan, 2020).

The need to make significant changes to curriculum content and delivery were also

identified as challenges for teachers in transitioning to distance learning. Teachers reported

the difficulty in paring down content to make it manageable and comprehensible to

students without immediate and continual instructor support (Gewin, 2020). DeWitt

(2020), in his Education Week blog, reported scanning social media posts to identify

educators’ most salient concerns with regards to the imposition of distance learning. He

shared that teachers’ primary concerns revolved around an uncertainty in navigating the

technology in order to be effective in the new educational territory and a concern over

students’ lack of engagement (DeWitt, 2020). In an educational column, Fagell (2020)

acknowledged the uncertainty of educators in how best to support students both

academically and emotionally from afar. This research project attempted to learn of the

experiences of teachers in relation to some of these same issues. Although technology

 39

posed an obstacle for many teachers, Lieberman (2020), in an article in Education Week,

recognized the potential benefits awarded by digital learning as it allowed for more

opportunities for independent self-directed learning. He also noted the emphasis during the

pandemic, on completion of coursework and projects rather than assessments

demonstrating aptitude. Similarly, this research study sought to identify both the benefits

and challenges of distance learning as perceived by the teacher participants. Empirical

research of educators’ experiences and perceptions was just emerging at the time of this

study.

Kaden (2020), in the case study of a lead teacher in a small K-12 school in rural

Alaska, reported of the participant’s experiences as including increased workload, surprise

at the complexity of online teaching, difficulty in selecting content to teach, and struggle to

engage students and assess learning. One survey revealed that the majority of educators’

workdays during distance learning involved responding to student and parent emails. The

next largest amount of their time was spent creating materials for online learning.

The same study reported concerns regarding a decline in the quality of student work

as the period of distance learning progressed as well as a notable gap in achievement and

school engagement correlating to family income (Cullinane & Montacute, 2020).

At the time of this study, literature and research exploring teachers’ experiences

with distance teaching and learning models during the COVID-19 emergency situation was

scarce. This made evident the need for delving into this phenomenon, speaking with

educators who lived it, and sharing the findings. The purpose of this study was to do just

that. The goal was to explore the experiences of teachers in making the transition to
 40

distance learning, particularly with regards to the modification of content, delivery, and

assessment, while learning too, of the particular challenges and benefits teachers

experienced and any other takeaways they noted from their lived experience.

Additionally, the scarcity of empirical research as directly reflecting teachers’

experiences during the COVID-19 pandemic and forced transition to distance learning,

supports the need for this research study which exists within a conceptual framework of

constructivism and adaptive expertise.

Meeting the Challenges of the New Normal in School Education: An Online Workshop for

Policymakers, Teacher Educators, and School Leaders

The global COVID-19 pandemic has had huge disruptive effects on normal life,

difficult as it already was in many countries. For schools, students and parents, the impact

of closed schools and children stuck at home with little or no access to learning, the effect

has been devastating. Experts estimate that a whole year of learning could be lost, meaning

a whole cohort of students could be permanently lagging behind in their learning.

The crisis and the response to it has exposed weaknesses in educational systems,

while creating opportunities to reshape school education to a new paradigm that is more

resilient and robust. This pandemic is not the first, nor will it be the last, to impact

countries and schools. Such crises are becoming increasingly likely with climate change,

technological disruptions and globalized connectivity.

The solution lies in neither a top-down approach from policymakers, reactive

changes to teacher preparation and in-service training, nor temporary makeshift

 41

arrangements by under-resourced principals and teachers. All parties need to be involved in

developing strategies that can be implemented in the near-term as well as long-term. A

dialogue across all levels of education is therefore critical in making informed policy to

prepare for the new normal in school education.

There exists now a small window of opportunity to learn from each country and

experts and in developing a dialogue of expectations and requirements as we move ahead

to the next phase of meeting post-COVID-19 challenges, knowing that the world will never

be the same again. It is also an opportunity to address the rigidities in the education system

of many countries that were exposed by the pandemic.

Challenges for Quality Education in the Times of Pandemic

Education provides us knowledge of our society and environment and hones our

skills to change them for the better. Education also helps us to develop our own perspective

of looking at our lives, prepares us to have our own points of view and form our own

opinions on different facets of life. Education today is not the process of gaining

information. Any willing person can have access to immense data and information

nowadays through different websites and e-based platforms. But, can information be

transformed into knowledge without education? Only education can train us to interpret

different issues and events in our lives.

Since the beginning of 2020, we have been facing a crisis of enormous proportions.

The COVID-19 pandemic has been wreaking havoc across the globe — including India —

upsetting our lives and livelihoods. Therefore, all the enrolled students in schools, colleges
 42

and universities of India have been unable to go to their institutions for almost a year due to

the restrictions imposed to check the spread of the novel coronavirus since the middle of

March 2020. This has hurt students immensely.

When millions of young people have been urged to stay at home like the other

members of their families, and when the educational institutions have remained closed,

online education appears to be the only alternative to ensure the continuity of education of

these students. But the question remains as to whether we were prepared to utilise these

substitute means of providing education in our country without diluting the quality of

education to be imparted to our students. The short answer to this question is — we were

not. The standard online education is still out of the reach of many students in our schools,

colleges and universities, who have limited or no access to computers and internet

connectivity at home. We still do not have any data on how many students have access to

broadband internet, 4G smartphones, tablets, laptops or desktop computers and other

technologies absolutely necessary for online classes. It has also been noticed that, in many

cases, there is only one 4G smartphone at home for many families, which would have to be

shared by the earning members of the family struggling to continue with their shrinking

livelihood opportunities and to ‘work from home,’ if possible. The children at home, of

various ages, are left jostling for that only device in the family. After all, the pressure on

the families is intense. Jobs are being lost and incomes cut.

Therefore, most of the young people in our country have been just staying at home

for months without any form of formal education, let alone quality education, necessary for

understanding crises and achieving a more sustainable future, as emphasised in the

 43

Sustainable Development Goals (SDG) adopted by the United Nations on 25 September

2015, for a just and sustainable planet. Under such circumstances, there is a strong

likelihood that there would be a high dropout rate from schools, colleges and universities in

2020-21 and a few years subsequent. Given our patriarchal family structure, where boys

are still prioritised over girls in terms of imparting better and higher education, dropout

rates of girl-students during and after this pandemic could be much higher than boys. If this

happens in view of the COVID-19 pandemic and the consequent slowdown and recession

in economy, the target of vigorously increasing the Gross Enrolment Ratio (GER)

envisaged by the New Education Policy (NEP) 2020 could be seriously jeopardised.

Education is one of the areas in India, where the uneven impact of COVID-19 is more

evident than most. The indefinite closure of schools, colleges and universities may reverse

years of progress in access to education in our country.

Under the circumstances, let us divert our attention from these bleak probabilities to

what needs to be done at the earliest. First, we must admit that face-to-face interactions

between teachers and students along with vibrant and healthy debates amongst peers within

the classroom and outside are integral to quality teaching, as envisioned by the SDGs.

Online education may complement this method of learning but cannot substitute it. Social

and emotional learning — like empathy, attention, collaboration and negotiation, critical

and creative thinking, growing awareness of multiple perspectives and developing respect

for others who are different — are difficult to inculcate among students without face-to-

face classroom teaching. Second, having said this, we have to understand that, when, for

any reason — be it a pandemic or any other unforeseeable reason, classroom learning is not

possible — online education may be a viable alternative provided:

 44

i. Adequate public financial resources are allocated for providing access to online

educational facilities, in particular, for the students belonging to the economically weaker

sections in order to overcome the prevalent digital divide.

ii. Necessary arrangements are made for stable broadband facilities throughout the

country for quality online learning along with provision of earlier broadcast technologies

like radio and television for delivering the curriculum.

iii. Educational institutions, not only in metropolises, but also in smaller towns and

rural and remote areas, are equipped with state-of-the-art ICT (Information and

Communication Technologies) facilities for imparting quality online education.

iv. Teachers are sufficiently trained for offering online lessons using different

digital platforms.

v. Necessary arrangements are made for offering lessons in digital platforms in the

vernacular languages of India.

vi. Proper methods for assessing the quality of the learners are developed and

familiarised among both students and teachers.

vii. Adequate arrangements are made for imparting online education to differently-

abled students.

The fulfillment of the above essential conditions would be able to create a

sustainable alternative method of imparting quality education to make India one of the

major future education hubs in the Global South and to turn the country’s demographic
 45

dividend into valuable human resources by imparting advanced skills to compete in the

world in the 21st century. The COVID-19 pandemic is a test for India. But it also gives us

an opportunity to turn this crisis into a driving force for achieving India’s aim to provide

quality education to all.

COVID-19: Higher Education’s Challenges and Responses

Supporting student socio-emotional development and wellbeing. One of the needs

that emerged during the pandemic was the need to attend to the wellbeing of learners. No

one learns well when they are fearful or anxious, and a good education, therefore, requires

attending to the socio-emotional well-being and development of learners.

According to Goel (2021), with the rapid pace of vaccination and the decline in new

COVID cases, barring a surge in variants, we can anticipate a small measure of normalcy

by this fall. For universities, this will mean a gradual and safe return to campus.

However, a complete return to what has long been considered “normal” would

represent a failure for our campuses and our broader society. The pandemic has made clear

that there are many ways in which we can be innovative and flexible in our teaching. We

have also seen the importance of investments in fundamental research capacity which, for

example, led to the development of mRNA vaccines. We have also witnessed the value of

scholars engaging in interdisciplinary and applied research in partnerships locally and

globally.
 46

The pandemic has also highlighted the significant issues we continue to face as a

result of issues such as historical inequities in society, the effects of globalization and the

rise of populism and nationalism.

Higher education is facing a generational opportunity to address these challenges, to

seize upon the trends that were already under way before the pandemic, and to breathe

fresh relevance into the postsecondary experience in a world where social, technological

and economic disruptions have become commonplace.

The opportunity for universities to capitalize on centuries of expertise in delivering

education, then, is also clear. But what used to be a competition among institutes of higher

learning now has new entrants that are creating their own programs to ensure their work

forces have the skills they need.

This dynamic is challenging universities to forge new learning models that address

the needs of workers and leaders, in order to support the economic recovery of Canada and

the world, and to capitalize upon the knowledge and research that have made our

institutions so valuable throughout history.

There is room for all kinds of learning. But in the face of the pandemic, as

researchers across disciplines and geographies galvanized around the extraordinary threat

of COVID-19, we are reminded that what universities bring to the world is worth fighting

for.

A successful post-pandemic university ensures our brightest minds get the same

chance to innovate, to lead and to fight future global battles. That starts with ensuring every
 47

member of our community feels represented and empowered, and by acknowledging that

racism exists at our institutions of higher learning.

For these institutions and the communities, they serve, the outbreak of COVID-19

has made the important work of reconciliation with Indigenous peoples, and of more

aggressively fighting resurgent racism against Black and Asian people at an institutional

level, all the more urgent.

Higher Education Challenges

Higher Education is a large and complex system. Over the last decade, Higher

Education around the world is facing a number of challenges. In recent years, considerable

interest has focused on identifying those challenges.

Re-imagining higher education: A cohort of teachers’ experiences to face the ‘new normal’

during COVID19

In consonance with the cited Journal, the sudden advent of COVID-19 has

challenged educational institutions worldwide. Extensive media coverage regarding the

spread of the virus left educational institutions having to shut down. Curfews were put in

place, social distancing and the wearing of masks became compulsory. Educational

institutions in South Africa were closed from the end of March to the beginning of June

2020. This effectively meant that no formal education took place for two months. Formal

education resumed officially on the first of June for all, including teacher education

institutions. Murphy (2020) reports that “extraordinary times call for extraordinary

measures” and the trend adopted in education worldwide in response to the pandemic was
 48

emergency e-learning. Teaching and learning continued in this way and the 4th industrial

revolution, where technology advancement is key, became a reality for all in education.

The transition from face-to-face tuition to online learning came without warning. Prior to

the pandemic, the percentage of internet users for developed and developing countries were

86 percent and 47 percent respectively. Currently, at least 60 percent of students affected

do not have the skills or resources to access and manage online learning (UNESCO, 2020).

Continued Learning during the Pandemic

The world is transforming and in this transitional period we are obliged to

reformulate and re-assess many basic assumptions about what comprises education. While

such obligatory re- assessment can be constructive and refreshing, many values and visions

that had gone unchallenged for decades need to be interrogated. Ali (2020) states that even

the highest performing education systems will not be adequately equipped for full

provision of online learning. Face-to-face education systems, according to UNESCO

(2020), pose a threat to communities during this pandemic. While movement to e-learning

may introduce a fresh and exciting pedagogy, higher education institutions, in their quest to

mitigate the risk of transmission, have had to modify their teaching environments and

practical activities to virtual settings (Morrison & Sepulveda, 2020). This requires integral

planning and the necessary preparation may help to avoid the pitfalls and challenges related

to the adoption of such immediate change. This crisis calls for online learning expertise and

the necessary competences to be developed and refined. The World Bank (2020) lists

various issues to be aware of during this critical time of change:

 49

a) Transitioning to online learning is a difficult and highly complex

undertaking for education systems, even in the best of circumstances;

b) Moving to online learning on a large scale raises equity concerns;

c) Highly motivated learners, especially those with previous experience of

online learning, are the most likely to take the most advantage of online

learning opportunities;

d) Making content available on a wide variety of devices and mobile friendly is

critical;

e) Supporting the use of low bandwidth including offline solutions is key to

effective learning;

f) Staff teaching online need to be supported;

g) Universities need to negotiate with internet vendors to help provide access

to online learning for students for free or at a cheaper rate

h) Providing supplemental guidance and support on how to use and access

remote and online learning content can be critical; and

i) Some academic subjects are easier to move online than others (World Bank,

2020)

Being an adequately resourced institution does not necessarily mean that the

implementation of ICT was easy. There are many factors that affect implementation. Staff
 50

members, for example, need to be adequately trained and ready to change their modes of

teaching (Ali, 2020).

Learning Platforms and Instructional Processes

ICT literacy has become one of the cornerstones of managing teaching and learning

during the pandemic and its integration into the teaching programme is central to the

development of prospective teachers. E-learning platforms have been defined as online

facilitated learning which is “flexible learning using ICT resources, tools and applications,

focusing on accessing information, interaction among teachers, learners, and the online

environment” (Moll, Adam, Backhouse, & Mhlang, 2007). Technology integrated with

education informs “how students learn” and pedagogical practices applied. In order for ICT

to be assimilated, training for lecturers and students in ICT as well as support in

pedagogical practices need to be provided (Ali, 2020; Morrison et al., 2020). Ali (2020)

purports that integration of ICT results in changing pedagogies allows for greater

engagement and collaboration. Learners own their learning and are guided by their own

space and time. Students are encouraged by online learning environments. The

responsibility of control is shifted from the lecturer to the student which promotes self-

generated learning. Teachers adapt their teaching to students to allow self-regulated

learning to take place. As students develop confidence and become more capable, less

instruction is needed from the teacher and the students are able to generate their own

learning. Bridging this gap through a process of scaffolding in a virtual space moves the

students from the known to the unknown, from dependence to independence, also leading
 51

to improved skill (Mutekwe, 2018, p. 60). In this way the student adapts to the teaching and

this reciprocal relation determines the level of independence the student has attained within

the learning context (OECD, 2018).

Pedagogical Practices Adopted during COVID-19

Synchronous learning enables both teacher educator and student to be present in the

same virtual space at the same time. It allows both to share various tools such as power

point presentations, videos and communication via chat rooms as well as get immediate

feedback (Arkorful & Abaidoo, 2015). Students, however, may enter the virtual space by

using a link but occupy themselves with other concerns while the lesson is being taught

(Donitsa-Schmidt & Ramot, 2020). According to Carillo and Flores (2020) teachers claim

that students ‘hid behind’ their cameras since it was not compulsory for them to turn it on.

This evasion resulted in lower participation rates which increased the ‘gap’ in terms of

learning opportunities.

Asynchronous learning refers to online learning where there is interaction but not at

the same time. Teachers can load pre-recorded videos, and use other teaching tools to

disseminate information. Students can then access the work in their own time but there is

no immediate interaction or feedback (Arkorful & Abaidoo, 2015). With the immediate

need for online teaching, during the pandemic, teachers were obliged to use platforms to

teach synchronously, asynchronously or a combination of the two. But this may be the

genesis of a new, more effective pedagogy for the 21C.

 52

Bernard et al. (2004) conducted a comparison between distance education and

classroom instruction, and found that asynchronous learning showed an insignificant

positive effect on student achievement while synchronous learning showed a slight

negative effect. Face-to-face instruction reduced classroom time and online learning enjoys

substantially more time. Students do not face the expense of travelling to campus. Parents

are spared the cost of residence or lodgings. Universities save large sums by not having to

maintain and clean campuses.

Similarly, Arkorful & Abaidoo, 2015 in their literary search merged some

advantages of adopting online learning pedagogies which include: flexibility of time and

place of learning; ease of access; opportunities of discussion in discussion forums; it

improves participation- eliminates the ‘fear’ of talking to others; reduces travelling costs;

allows learners to self-pace learning asynchronously; and accommodates maximum

number of students, among others. Emmanual continues to suggest that implementing the

curriculum with well-organised teacher assistance and excellent teaching and learning

strategies will result in newly developed curriculum being delivered successfully. The

technology-based element augers well for the less privileged who have less access to funds.

Money saved in travel, lodgings and campus maintenance can be funneled to student

bursary resources.

Aspirations Amidst Pandemic

According to Huber (2020), given the schools’ transition to remote learning

this past year and then to remote, in-person, or a mix of both this fall, it can be beneficial

for schools to review and evaluate their current mission statements and self-assess the
 53

behaviors of their educators and staff. We must ensure the words in our mission statements

reflect our actions in our current environments. This includes any changes to instruction or

leadership that have been made due to the ongoing pandemic, as well as the changes in

practice necessary to support effective hybrid learning.

Forming Family Partnerships to Master Essential Learning

Part of the goal includes having one hundred percent mastery of the

essential learning in each course. In order for us to have any chance of accomplishing this

goal, we must have ongoing collaboration and strong partnerships with families.

"We must ensure that the words in our mission statements reflect our actions in our

current environments”.

We are fortunate to work in an equity-centric district that operates on a

framework centered around excellence through equity. As part of our August professional

development, our superintendent reminded us that we cannot achieve excellence until we

provide all students and families with what they need to acquire grade-level instruction.

This has shaped our whole-school communication plan allowing for more frequent two-

way communication between home and school.

We Are on a Mission

These goals also require greater excitement for learning among students. To

engage all of our students and faculty, we are having teachers across grade levels come up

with incentives for reaching these goals. Our efforts have been accelerated when we have
 54

the collective support of our teachers, students, and paraprofessionals. Every person is

essential for the one hundred percent of learnings our students. Other supports include

instructional coaching and collaborative responses when teachers have identified students

who are struggling to achieve this learning.

According to United Nations Educational, Scientific and Cultural Organization

(UNICEF, 2020), the organization is supporting the Department of Education and

Department of Health in planning for the phased, voluntary and safe reopening of schools

in pilot low-risk areas in the Philippines. Low-risk areas are municipalities with less than 1

COVID-19 case per 100,000 population and negative growth rate in the last 2 weeks.

To ensure the safety of children who was attending in-person classes, all

possible steps to mitigate virus transmission in school must be taken including:

a) Mask, face shield and other PPE policies for teachers, school staff and

students in accordance with national and local guidelines

b) Enhanced hygiene measures and adequate handwashing facilities

c) Frequent cleaning of surfaces and shared objects

d) Adequate and appropriate ventilation

e) Cohorting and alternating physical presence to maintain physical distancing

and small groups

f) Information-sharing mechanisms with parents, students and teachers

 55

g) Setting criteria and mandatory procedures for temporary school closure in

the event of a COVID-19 outbreak in the area

h) Continued support to enhance distance learning

Distance learning modalities should not leave any child behind. For those who are

unable to attend in-person classes, distance learning modalities have to be strengthened to

ensure that children are learning effectively. Online learning delivery platforms have to be

improved. Investments must be made to close the digital divide. Teachers must be trained

to effectively design and conduct lessons remotely.

Reimagining a Better Future for Children

Without urgent action and increased investment, the COVID-19 and pre-existing

learning crisis could turn into a learning catastrophe.

If schools continue to be closed, more children and young people, especially the

most vulnerable and disadvantaged, will stop schooling altogether. Without access to

quality remote learning, children from the most marginalized communities pay the heaviest

price, affecting their future and fueling inequality.

According to Joaquin, Jeremiah Joven B. et. al (2020), COVID-19 has become a

global health crisis. As of October 6, 2020, almost 36 million people have been infected

and over one million have died. In the Philippines, this translates into almost 325,000

infected and 6,000 deaths (Worldometer, 2020). To curb the spread of COVID-19, most

governments have opted to employ quarantine protocols and temporarily shut down their
 56

educational institutions. As a consequence, more than a billion learners have been affected

worldwide. Among this number are over 28 million Filipino learners across academic

levels who have to stay at home and comply with the Philippine government’s quarantine

measures (UNESCO, 2020). To respond to the needs of learners, especially of the 3.5

million tertiary-level students enrolled in approximately 2,400 HEIs, certain HEIs in the

country have implemented proactive policies for the continuance of education despite the

closure. These policies include modified forms of online learning that aim to facilitate

student learning activities. Online learning might be in terms of synchronous, real-time

lectures and time-based outcomes assessments, or asynchronous, delayed-time activities,

like pre-recorded video lectures and time-independent assessments (Oztok et al., 2013).

Case in point are top universities in the country, viz., De La Salle University (DLSU),

Ateneo de Manila University (ADMU), the University of Santo Tomas (UST), and the

state-run University of the Philippines, Diliman (UPD).

DLSU has resorted to remote online learning, which combines both synchronous

and asynchronous activities. For students who cannot participate in online learning, there

are flexible options for completing course requirements throughout the academic year (De

La Salle University, 2020a). ADMU has suspended synchronous online classes but

continued asynchronous online learning so that “all students can learn at their own pace”

(Villarin, 2020). UST, like DLSU, has opted to continue with synchronous and

asynchronous online classes, and a flexible grading of student outputs and assessments

(University of Santo Tomas, 2020). Other private universities and institutions such as STI

College, St. Scholastica’s College, Adamson University, Far Eastern University, the
 57

University of the East, Ateneo de Davao University, and the University of San Carlos have

continued with their online classes as well.

Arguably, the HEIs’ pivot to modified forms of online learning attempts to

concretize the government’s stance to continue learning despite the pandemic. As the

Philippine’s Department of Education (DepEd) Secretary, Leonor Briones quipped,

“Education must continue even in times of crisis whether it may be a calamity, disaster,

emergency, quarantine, or even war” (Department of Education, 2020). The Philippines’

Commission on Higher Education (CHEd), on the other hand, advised HEIs to continue the

“deployment of available flexible learning and other alternative modes of delivery in lieu

of on-campus learning” (Commission on Higher Education, 2020). These pronouncements

aim to encourage the continuance of learning. Without implementing rules and regulations,

however, private HEIs are left to make their own policies.

The General Public’s Initial Reaction

For varying reasons, however, different sectors have chastised the proactive online

learning measures by these HEIs. For example, through an online petition based on student

and faculty sentiments, student governments from different universities urged CHEd to

mandate the cancellation of online classes, stating that “while we understand the need for

learning to continue, the different circumstances of students across universities are not

ideal and conducive for such”. The petitioners argue that “access to the internet connection

and learning devices continued to be a privilege up to this day, placing those with poor

internet access at a disadvantage when it comes to online classes”. [For a better picture,
 58

45% of Filipino citizens (46 million) and 74% (34,500) of public schools do not have

access to the internet (Jones, 2019)].

Furthermore, “adding more workload for the students increases their burden and

contradicts the purpose of the lockdown, which is to help their families prepare and adjust

to the situation at hand”. Finally, there is an issue about the “lack of environments

conducive to learning at home and the effectiveness of the online lectures” (Bagayas,

2020). Social media hashtags like, #NoStudentLeftBehind, #NoSchoolLeftBehind,

#EndOnlineClasses, #EndTheSem, and #NoToOnlineClasses strengthen these sentiments

further.

In consideration of such petitions, the state-run University of the Philippines-

Diliman (UPD) suspended all modes of online learning. In his message to the academic

community on March 17, 2020, UPD Chancellor Fidel Nemenzo announced the

cancellation of online classes due to (i) emergency concerns as “caring for our families and

for ourselves comes first,” (ii) “unequal access to personal computers and the internet

exists among our community,” and (iii) “the shift to online classes has also not been

smooth for our faculty, who have had to learn new skills and revise their syllabi overnight”

(Nemenzo, 2020).

It is quite understandable that some of the backlashes stem from the stresses caused

by the pandemic. The other concerns, however, have already been noted by experts in the

field of distance education. First, there is the issue of social integration and peer culture,

and the possibility of transmission of values in a “virtual” classroom. Since there is a lack

of human interaction in the learning process, students may learn less in such a set-up as
 59

opposed to those in the traditional classroom (Edge and Loegering, 2000; Gamage et al.,

2020). Second, there is also an issue on the unnaturalness and the results of online learning,

since it goes against how natural teaching and learning supposedly take place

(Larreamendy-Joerns and Leinhardt, 2006; Adnan and Anwar, 2020). The lack of face-to-

face human interaction in the online learning space and process appears disconcerting to

both educators and learners alike.

It is quite understandable that some of the backlashes stem from the stresses caused

by the pandemic. The other concerns, however, have already been noted by experts in the

field of distance education. First, there is the issue of social integration and peer culture,

and the possibility of transmission of values in a “virtual” classroom. Since there is a lack

of human interaction in the learning process, students may learn less in such a set-up as

opposed to those in the traditional classroom (Edge and Loegering, 2000; Gamage et al.,

2020).

Second, there is also an issue on the unnaturalness and the results of online

learning, since it goes against how natural teaching and learning supposedly take place

(Larreamendy-Joerns and Leinhardt, 2006; Adnan and Anwar, 2020). The lack of face-to-

face human interaction in the online learning space and process appears disconcerting to

both educators and learners alike.

On top of these concerns, however, there are deep socio-economic concerns for

online learning in a developing country like the Philippines. Students in far-flung areas in

the country do not even have roads or electricity, let alone access to computers and the

internet. Moreover, given current internet infrastructure, even students in urban areas may
 60

have limited internet access. This then results in a “digital divide” between those who do

have access and those who do not.

Furthermore, there is also an issue of social policy. The Philippines does not have a

national policy dealing directly with online platforms such as Massive Open Online

Courses (MOOCs), Open Distance e-learning (ODel), and Open Educational Resources

(OERs). While there are laws, like the Open Distance Learning Act (Sixteenth Philippine

Congress, 2014), which provide legal bases for funding such platforms, they are not

enough as “some national policies will have to be put in place to sustain the growth” of

these online platforms (Bandalaria, 2019).

The Idea of Distance Education

At the time of quarantines and viral outbreaks, it would seem that online learning is

the only viable way to continue learning at a distance. This, however, seems to rest on a

mistaken assumption. It should be emphasized that online learning is just one mode of

distance education.

Distance education is broadly characterized as any form of learning experience

where the learner and the instructor are physically separated from each other (not only by

place but also by time). Arguably, such a dislocation is “the perfect context for free-

flowing thought that lets us move beyond the restricted confines of a familiar social order”

(hooks, 2003). Moreover, this type of education is a way of providing learning

opportunities to every learner, whatever their circumstances might be. This means that
 61

distance education may extend access to education through distribution and economies of

scale (Guri-Rosenblit, 2005; Owusu-Agyeman and Amoakohene, 2020).

One may claim that the main thrust of distance education is to bring education to

those who are unreachable, under-resourced, less-privileged and inaccessible (Biana,

2013). Taken as such, distance education “reaches out to students wherever they live or

wish to study” (Guri-Rosenblit, 2005). This kind of flexibility gives students more freedom

to actively participate in learning (Guri-Rosenblit, 2005; Daniel, 2016). Students learn even

if they are separated from their instructors by space and/or time (Edge and Loegering,

2000). In the time of COVID-19, distance learning became a necessity for learners and

educators all over the world (Ali, 2020).

Such a form of education, however, need not be limited to online learning

(Baggaley, 2008). Some have suggested using cell phones and (SMS) texting technology to

facilitate learning (Flores, 2018). Others urge to employ TV programs, radio broadcasts,

and other non-internet based media (Punzalan, 2020). Perhaps, some teachers might go

back to basics and distribute annotated physical textbooks to their students through courier

services. As long as the education sector is engaged, teachers and students have ample

support, the curriculum and content of the learning modules are well-defined and

personalized, technological limitations are acknowledged, and user-friendly and enjoyable

materials are present, education will continue one way or another (Ramos et al., 2007; Ali,

2020). Such support presupposes a collaboration between teachers and policy makers and

authorities to develop the relevant referenced programs as well.

 62

Notwithstanding the various stresses it brings, the outbreak of COVID-19 not only

forced us to think about the technologies for delivering education (Kim, 2020), it also

compelled us to rethink the very nature of education itself. The government should create

and implement concrete policies that will support a new breed of distance educators.

Educators in turn need to innovate to ensure that education remains inclusive and

accessible, and that distance learning is not limited to pure online learning.

The Current Situation

Several months after the initial backlash in March 2020, CHEd Chairperson,

Prospero De Vera qualified the idea of flexible learning as “more encompassing than

online learning”. De Vera explains that while online learning requires internet access,

flexible learning does not necessarily require connectivity. Instead, it “focuses on the

design and delivery of programs, courses, and learning interventions that address the

learners’ unique needs in terms of pace, place, process, and products of learning”

(Parrocha, 2020).

Similarly, DepEd sets a distance learning approach that utilizes three methods: (1)

delivery of printed modules to students, (2) access to DepEd Commons, an online

education platform DepEd developed to support alternative modes of learning, and (3)

delivery of lessons or self-learning modules via radio and television. The specific

guidelines on the implementation of distance learning, however, are still under review

(Magsambol, 2020).
 63

Private universities and institutions have likewise adapted to the limitations

imposed by the pandemic and are poised to go either fully online, blended learning, or

scheduled in-person classes in case the government lifts quarantine measures. In July 2020,

DLSU adopted an alternate mode of education that is technology-enabled dubbed

Lasallians Remote and Engaged Approach for Connectivity in Higher Education

(R.E.A.C.H). R.E.A.C.H emphasizes the importance of engagement between faculty and

students and offers three different delivery modes: (1) fully online (synchronous and

asynchronous), and whenever possible (2) hybrid (blending of online and face-to-face), and

(3) face-to-face. All online academic tools and materials are organized and made accessible

via the university’s learning management system (LMS), AnimoSpace (De La Salle

University, 2020b).

Similarly, ADMU piloted the Adaptive Design for Learning (ADL). ADL combines

three different modes of delivery: (1) online, and, whenever possible, (2) blended, and (3)

face-to-face; and offers uniquely designed courses that suit faculty style and respond to

learner’s needs and contexts. The curricula materials are hosted in AteneoBlueCloud, an

online platform branded as the university’s virtual campus (Ateneo de Manila University,

2020).

Meanwhile, UST through its learning management platform, UST Cloud Campus

implemented an Enriched Virtual Mode (EVR) that combines both online (synchronous

and asynchronous) and offline strategies to ensure accessibility and flexibility in learning.

Other than team-teaching, the approaches in EVR include a combination of the following:

(1) complementing of professional competencies with industry partners and alumni

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interactions, (2) collaborative online learning with foreign partner institutions, and (3)

remote encounters with community partners (Alejandrino, 2020).

Finally, the University of the Philippines System shifted to blended learning using

already existing platforms like University Virtual Learning Environment (UVLE), and UP

Open University (UPOU). UPOU maximizes online learning and distance education and

also offers free special courses in online learning. UP College of Education presented an

Education Resilience and Learning Continuity Plan (ERLCP) to help schools transition to

an alternative learning environment. ERLCP recommends enacting flexible learning

options that are learner-centered and are made available in various modes of delivery such

as face-to-face instruction, remote learning, and blended learning (University of the

Philippines - College of Education, 2020).

The Response of Southeast Asian HEIs

The Philippines is not the only country facing these problems. Its Southeast Asian

neighbors have creatively responded to the same challenges and started to pivot to a new

era of education. Indonesia, Thailand, and Vietnam have initiated some form of distance

learning as early as May 2020. Thailand’s Education Ministry originally planned to

implement a learning program using a Distance Learning Television (DLTV) platform.

Seventeen television channels were set up to broadcast educational courses, vocational

education, non-formal and informal education (Praphornkul, 2020). The approach

combines television or on-air learning and online learning. The rollout, however, was met

with criticisms due to broadcasting problems and poor connectivity (Bangkok Post, 2020a).

The ministry adjusted its plan and focused instead on preparing for schools to reopen
 65

nationally after a survey found that 60–70% of students are not ready for TV education

(Bangkok Post, 2020b).

As Thailand universities move their operations online, the Ministry of Higher

Education, Science, Research and Innovation (MHESI) provided more than 60,000

educators and 2 million students access to Microsoft applications (Microsoft, 2020b).

Universities have also taken key initiatives and partnerships to ensure that the transition to

digital is successful. Chulalongkorn University has launched its own learning platform

called the Learning Innovation Center (LIC) which contains resources, information, tools,

and methods to support online learning (Chulalongkorn University, 2020). Mahidol

University has partnered with Siam Commercial Bank to create an improved virtual

platform for both students and teachers (Siam Commercial Bank, 2020). Thammasat

University partnered with Skilllane to launch a degree program on data science. Some

universities like Chiang Mai University also offer MOOC to encourage online learning

(Phongsathorn, 2020).

Indonesia’s Education and Culture Ministry, in collaboration with TVRI, a state-

owned broadcaster, released their own distance learning program called “Learning from

Home” (Jakarta Globe, 2020). The program focuses on improving literacy, numeracy, and

character building for all levels of elementary and high schools. The implementation,

however, proved to be challenging given issues like uneven access to the internet, the

disparity in teacher qualifications and education quality, and the lack of Information and

Communications Technology (ICT) skills (Azzahra, 2020). A survey of 1,045 students

found that a majority of students who responded, 53.7%, cited concerns about online
 66

learning due to poor streaming, limitation in network quota and reception. Though the

reactions are mixed, in general, there seems to be a positive response to online learning in

Indonesia (Yamin, 2020). Ninety five percent of Indonesian universities carry out online

learning using the Online Learning System Program (SPADA) (Yamin, 2020). SPADA

supports LMS across all tertiary education hosting online lectures and course materials

made freely available to students.

Vietnam’s Ministry of Education and Training (MOET) hosted a national online

conference with 300 live meeting hubs to find ways to improve online learning before

launching its educational program (Nguyen and Pham, 2020). The conference was attended

by HEI leaders, technology and technical service providers including Viettel Group,

VNPT, MobiFone, Vietnamobile, Microsoft, Google, Amazon, and FPT (Nguyen and

Pham, 2020). MOET reported that 110 out of 240 HEIs in Vietnam had initiated online

training. However, not all HEIs have a fully developed LMS (Nguyen and Pham, 2020).

Recognizing that they are presented with a unique opportunity to work together and

enhance digital teaching and learning, the delegates started working out plans to implement

online education long-term and not simply as a response to COVID-19. Notable

partnerships and initiatives seemingly inspired by this collaborative discourse include

MOET’s partnership with Microsoft which equipped education institutions with digital

tools to implement remote learning (Microsoft, 2020a), Viettel’s offer of free 3G and 4G

data to teachers and students using their e-learning platform called Viettel Study, and

VNPT’s launch of its online learning solution called VNPT E-Learning which also comes

with free 3G and 4G data (Lich, 2020).

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After months of experimenting, online teaching is now recognized as a formal

method in Vietnam, an interesting development considering that any proposal to formally

conduct online learning before COVID-19 had been poorly received by the country’s

academic community (Nguyen and Pham, 2020). Minister of Education and Training

Phung Xuan Nha admitted, however, that issues like connectivity problems, especially in

remote areas, as well as some pedagogical concerns, like management of student

performance, need to be sorted out for the program to succeed.

Creation of Local Colleges

Pursuant to Department of the Interior and Local Government Memorandum

Circular Number 2009-067 “Guidelines on the Establishment of Local Colleges and

Universities by Local Governments, and on the Operation of Higher Education Programs

states that a local government intending to establish a higher education institution shall

secure technical advice.

Republic Act 7160 otherwise known as the Local Government Code of 1991 states

that for Municipalities, Article 3, Section 447, par (5) (x) “subject to the availability of

funds and to existing laws, rules and regulations, establish and provide for the operation of

vocational and technical schools and similar post-secondary institutions and, with the

approval of the Department of Education, Culture and Sports, fix and collect reasonable

fees and other school charges on said institutions, subject to existing laws on tuition fees;”
 68

For Cities, Article 3, Section 458, par (5) (x) “Subject to the availability of funds

and to existing laws, rules and regulations, establish and provide for the operation of

vocational and technical schools and similar post-secondary institutions and, with the

approval of the Department of Education, Culture and Sports and subject to existing laws

on tuition fees and other school charges in educational institutions supported by the city

government;”

Related Studies

Within the new normal, the situation presents a unique challenge to every

educational leader’s decision-making process. Hence, to sustain the delivery of quality of

instruction to every school, this article presents opportunities for responding issues,

problems and trends that are arising and will arise in the future due to COVID-19

pandemic.

According to Tria (2020) in his study “The COVID-19 Pandemic through the Lens

of Education in the Philippines: The New Normal” he stated that the education sector is

one of the highly affected by the COVID19 pandemic. In the Philippines, where there are

still a growing COVID-19 infections as of now, this study presented some of the new

normal situation in the school setting. However, there were some posed challenges and

issues presented while recommending several approaches on the new normal. Schools at all

levels, therefore, need to address these concerns and carefully evaluate plans and

procedures on the implementation of the new normal. Collaboration is the most important

at these difficult times. We should help form the post COVID-19 education, stepping to the

new normal. The author, therefore recommends that the opportunity and challenges
 69

presented should be grasped and taken a serious concern. The challenge herewith is on how

to provide and deliver quality education amidst exceptional times, like the COVID-19

pandemic, and on what extent are we going to become prepared when another crisis comes

in the future The author has a keen interest in the current and future trends in the new

normal education.

According to Karalis (2020), what is worth studying after returning to normality,

are the implications that have arisen for the day after, that is, what adjustments need to be

made, the extent of the situation and to define the basic dimensions of education and

learning in formal education systems and organizations amid educational disruptions.

In the study of Simbulan, (2020) entitled “The Philippines – COVID-19 and Its

Impact on Higher Education”, she stressed that the COVID-19 pandemic has changed the

world. Due to the nature of the virus, particularly how it is transmitted, it has altered human

behaviours, relations and lifestyles, and had profound impacts on the economic, political

and cultural landscapes of societies across the world. It has likewise exacerbated poverty,

discrimination and inequalities in many parts of the world, not only through how COVID-

19 appears to be affecting poorer communities more than the rich, but also as a

consequence of the measures taken by states to control the spread of the virus, primarily by

curtailing freedom of movement through the imposition of community quarantine,

lockdowns and curfews in many parts of the world.

Synthesis
 70

We all go through changes every day of our lives and then we must adapt to the

new situation brought by that change. COVID-19, popularly known as Coronavirus, came

like an unexpected storm that caused the shutdown of almost all activities in the world. 

Thousands of people died, flights were canceled, schools were closed, and everyone was

locked indoors to prevent the spread of the virus.  As you know, schools decided that in

order to continue with learning and to also be safe, online schooling was the best, but little

did they know the struggles that came with it.  I was sharing my own personal experience

and I know that most students can relate to this.

In conclusion, the COVID-19 and present protests in the nation have negatively

affected my academic, social, and overall well - being.  I wish to unite with friends and

family when all these life-changing experiences are over.  I also have a piece of advice for

students who are also struggling with everything that is going on in this country, especially

with the protest based on George Floyd. No matter how hard it is or no matter what you are

going through, have a set goal, and go towards it. Even with the coronavirus and the

protests, always keep in mind that sooner or later all of these challenges was a thing of the

past (Favour Adelakun, 2022).

The circumstances that arise can be a challenge or an opportunity. A situation is

called a challenge when it is seen as an issue in an organization. Typically, this is the

problem teachers are trying to overcome in order to make it easier, but this is a fact in life

that everyone faces as they move on.

The country's health crisis raises difficulties in teaching where teachers are part of

the current normal education system. These problems have an effect on their success in the

preparation of modules. There are times where teachers are stressful from time to time
 71

because of a lot of things to do. As a result, they are also withdrawing from group talks

with their friends.

Teachers face difficulties under the current normal education system. These

problems include teaching the learners where it is difficult for teachers to reach out to all

the learners at home, even the teachers are using different forms of communication. It is

therefore quite difficult for them to develop the skills of the learners because the learners

remain at home while learning the lessons. Not all parents have the desire and ability to

support their children in their studies. Some parents lack the ability to comprehend the

handwritten details written on the modules. CHED constantly implements multiple systems

that have culminated in the loss of the teachers. In this phase of the pandemic, it is difficult

to gather everybody to carry out the various CHED services.

Challenges are part of a life that cannot be erased. Individuals need to consider

these obstacles in order to realize that they are living spices. In addition, they need to have

a positive temperament in their lives so that they can cope with the difficulties they face in

carrying out their everyday tasks at school (Canonizado, 2021).

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CHAPTER III

METHODOLOGY

Methodological Perspectives

This section presents the research methodology that was employed in this study.

Identifying the appropriate research methodology shaped the choice and use of inquiry as a

method which provides facility to the researchers. The methodological framework of this

study is guided by the methods and procedures of the qualitative research tradition.

Qualitative research is a process of naturalistic inquiry that seeks an in-depth

understanding of social phenomena within their natural settings. It focuses on the “why”

rather than the “what” of social phenomena and relies on the direct experience of human

beings as meaning-making agents in their everyday lives (Utah Libraries, 2022). This
 73

qualitative study is applicable in this study because it gathers liable information’s through

an in depth interviews.

In depth interviews are normally carried out face to face so that a rapport can be

created with participants. Body language is also used to add a high level of understanding

to the answers. Telephones can also be used by a skilled researcher with little loss of data

and at a tenth of the cost. The style of the interview depends on the interviewer. Successful

in-depth interviewers listen rather than talk. They have a clear line of questioning and use

body language to build rapport. The interview is more of a guided conversation than a

staccato question and answer session. In-depth interview is a qualitative research method;

their goal is to explore in depth a participants’ point of view, experiences, feelings, and

perspectives.

During the interview, the researchers had to establish camaraderie with the

participants and make them feel comfortable with each other thus, the research process was

achieved smoothly.

The sampling technique that was used is the purposive sampling method. Purposive

sampling method according to Alchemmer (2021) was also known as judgmental,

selective, or subjective sampling, is a form of non-probability sampling in which

researchers rely on their own judgment when choosing members of the population to

participate in their surveys. This type of sampling, also known as judgement sampling,

involves the researcher using their expertise to select a sample that is most useful to the

purposes of the research. Purposive sampling is a non-probability sampling method and it

occurs when “elements selected for the sample are chosen by the judgment of the
 74

researcher. An effective purposive sample must have clear criteria and rationale for

inclusion (McCombes, 2019).

The interview was conducted using an interview guide which facilitates the flushing

out of the participant’s views through open ended questioning. Projective techniques can be

incorporated into the interview too.

In this study, the researcher will employ an interview and focus group discussion to

the participants.

This qualitative study will find out the journey, experiences and aspirations of

Local Colleges in Panay Island during Covid-19 pandemic. This study will use qualitative

method of research employing In-depth Interview (IDI) and Focus Group Discussion

(FGD).

Qualitative research is a process of naturalistic inquiry that seeks an in-depth

understanding of social phenomena within their natural settings. It focuses on the “why”

rather than the “what” of social phenomena and relies on the direct experience of human

beings as meaning-making agents in their everyday lives (Utah Libraries, 2022).

Qualitative method suits the study since the researchers’ aims to find out the

journey, experiences and aspirations of Local Colleges in Panay Island during Covid-19

pandemic.

Context of the Study

The study was conducted among seven local colleges in Panay Island, namely:

Altavas College, Balete Community College, Batan Integrated College of Technology,

Libacao College of Science and Technology, Vicente A. Javier Memorial Community

College, Iloilo City Community College and Passi City College.

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Figure 2. Research Locale

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Participants of the Study

The participants of the study were the Heads, Deans, Middle Managers, Faculty

Association Presidents, Employees Association Presidents and Presidents of Student

Council of seven local colleges in Panay Island.

Data Gathering Procedures

The researcher will send a request letter to the Heads of the Local Colleges. A

separate letter was given to the participants. To avoid biases and subjectivity, a third- party

research team was commissioned to gather data at Passi City College as one of the subjects.

The researcher with the help of commissioned Research Assistants will record,

formulate and analyze the data gathered needed for the study. The participants’ responses

were encoded, transcribed and analyzed using a thematic analysis.

Safety health procedures set by the Inter-Agency Task Force for COVID- 19

(IATF) was strictly observed to ensure the health and safety of everyone.

Data Analysis Procedure

Data was analyzed using thematic analysis as per individual responses. Thematic

analysis is also referred to as a comparative analysis and is useful during the study

however; responses was carefully analyzed, coded, checked and validated (Wahyuni,

2012).

The researcher utilized thematic analysis in this study because thematic analysis

helps in analyzing the interview data. Braun and Clarke (2019) argued that thematic

analysis should be a foundational skill for conducting many other forms of qualitative

analysis including ourselves, have claimed thematic analysis should be considered a

method to its own right. (Braun et al., 2019).

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Thematic analysis described an iterative process as to how to go from messy data to a

map of the most important themes in the data. The process contains six steps (Virginia

Braun and Victoria Clarke). Braun and Clarke (2019) argued that thematic analysis

should be a foundational method for qualitative analysis, as it provides core skills for

conducting many other forms of qualitative analysis. Many authors have maintained that

because thematic analysis is a process used by many qualitative methods, it is not a

separate method, rather something to be used to assist researchers in analysis (Bengstosson,

2016). Others, including the resent researchers have claimed thematic analysis should be

considered a method in its own right (Nowell, et a., 2017).

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Preparation of the needed materials

for the conduct of the study

In Depth Interview (IDI) Thematic Analysis

Familiarize yourself with your data

Assign preliminary codes to your data in order to describe the content

Searching for pattern or themes in your codes across the different interview

Reviewing Themes

Defining and Name Themes

Producing the Report

Figure 3. Research Illustration

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Subjectivity of the Researcher

Leading Passi City College is a new journey. Before I was designate to lead the top

management position, I was a member of middle management team where I handled

diverse individuals with different walks in life. The Local Government Unit fully trusted

me to handle multiple positions due to exigency of service and the reason why my

management experiences ranges from middle to top management positions. I was exposed

to various seminars and conferences related to management as a school registrar for 14

years.

As an administrator of the local college, I have acquired numerous perspectives

about management from both personal and professional experiences. I am mindful that my

past experiences shall affect my interpretations and analysis of the data in relation to my

research goal and agenda. As an administrator and manager, I am also aware that the status

I hold may perhaps create an unequal power structure along the various stages of the

research activity.

My perceived experiences may affect the dynamics of verbal and nonverbal

communications that may cause advantages and disadvantages to the study. The various

management experiences of mine have put me in a position where my judgment about

leadership, especially dealing with different colleagues may influence my perspectives

about leading an educational institution. As an administrator, I am fully aware of my pre-

conceived notions concerning individuals and events in the course of management studies

that may affect the interpretation of the subsequent information gathered.

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CHAPTER IV
RESULT AND DISCUSSION

In Depth Interview and Focus Group Discussion

This part presents the responses of the participants during the In Depth Interview

(IDI) and Focus Group Discussion (FGD) on the journey, experiences and aspirations of

Local Colleges in Panay Island during Covid-19 pandemic using the interview guide

questions.

The specific questions are as follows:

1. What are the interventions initiated by your institution embedded in your Learning

Continuity Plan to cope with the effect of pandemic?

2. What are the factors that affect your enrolment status before and during pandemic?

3. What challenges did you encountered during pandemic?

4. What are the lifelong learnings that you attained during pandemic?

5. How did you help your institution to deliver quality education amidst pandemic?

6. What are the intervention programs that has been done by your institution to cope with

the new normal?

7. How do you see your institution five years from now in terms of:

a. instruction

b. faculty

c. facility

d. research

e. extension

f. production/entrepreneurship
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8. What are the plans of your institution in preparation for the conversion to a state college?

9. What is the status of your institution in terms of:

a. enrollment

b. courses offered

c. passing percentage of board courses

d. employment of graduates

e. budget allocation

f. number of academic and non- academic personnel

g. personnel’s status of appointment

The Interventions Initiated by their Institutions that are Embedded in their Learning
Continuity Plan to Cope with the Effect of Pandemic

The subjects were asked on the interventions initiated by their institutions that are

embedded in their learning continuity plan to cope with the effect of pandemic.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Blended Learning, 2) Modular Approach, 3) Mobile Learning, and 4) Online

Learning.

Blended Learning. Twelve (12) of the participants pointed out that they used

blended learning as an interventions initiated by their institutions that are embedded in their

learning continuity plan to cope with the effect of pandemic. The following respondents

stated the following:

Respondent 1 clarified that “we have followed the IATF protocol, conducted virtual

seminars, started the online class and adopted blended learning”.

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Respondent 21 mentioned “we have to do blended learning because other

barangays don’t have internet connectivity”.

Respondent 22 added that the blended learning, we really make sure that students

are being catered well through online class instructions, also we did modular distance

learning. For those who have poor internet connectivity.

Respondent 23 uttered “we also did modular and online classes to cater the needs of

the students”.

Respondent 25 highlighted that “in compliance with the Commission on Higher

Education Memorandum Circular relative to the pandemic we’ve crafted our LCP to have a

blended learning”.

Respondent 26 affirmed that “we embrace blended learning, modular instruction

and online approaches to learning”.

Respondent 28 expressed that “blended learning approach was implemented where

teachers and students started to adapt it”.

Respondent 30 emphasized that “we have the implementation of the blended

learning; virtual trainings and seminars were conducted to our faculty, IATF Protocol

implementation were given a high importance for the safety of the students and personnel,

vaccination drives were also conducted in partnership with the LGU to help reach a target

percentage”.

Respondent 31 mentioned that “I think, the college initiated blended learning”.

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Respondent 32 said that “as congruent to the respective deans have stated, we have

been given a chance to experience the blended learning which is the combination of

modular and online learning”.

Respondent 34 cited that “in this pandemic we adopt blended learning”.

Respondent 35 revealed that “we have the blended learning where in our

department we implemented the virtual classes”.

Modular Approach. Eleven (11) out of Thirty-five (35) subjects expressed that

they used modular approach as an interventions initiated by their institutions that are

embedded in their learning continuity plan to cope with the effect of pandemic. The

following respondents stated the following:

Respondent 2 mentioned that “we distributed our modules in accordance with the

Inter-Agency Task Force (IATF) and Municipality Health Office’s protocols”.

Respondent 6 stated that “in one and a half year of this pandemic, modular

instruction is initiated in our school where students came in school during Mondays for the

distribution of modules and Fridays will be the retrieval of answer sheets”.

Respondent 7 expressed that “we, here in Libacao College of Science and

Technology what intervention we have practice or applied is the modular approach because

it is a new normal learning for us here in Libacao”.

Respondent 9 mentioned that “in our continuity plan for learning, nagmomodule po

kami (we use modular approach).

Respondent 10 emphasized that “we equipped ourselves to manipulate technology

so that we can use it to answer our modules na hindi masyadong maintindihan dahil
 84

module lang at walang gurong nagtuturo (which is difficult to understand due to modular

approach and without a teacher to discuss).

Respondent 11 cited that “as a faculty president, the intervention we’ve supported

that is embedded in our Learning Continuity Plan is the modular approach of teaching.

Respondent 15 highlighted that “we also do the modular distance learning and the

online classes wherein it depends on the teachers on the schedule that they created for the

students also not to focus solely on their modules but to participate also in online classes”.

Respondent 16 added that “we adopted the modular distance learning”.

Respondent 20 clarified that “we went to the barangay about our system of

instruction for the retrieval and distribution of modules”.

Respondent 24 articulated that “when it comes to the interventions initiated, we

adopted the modular distance learning and when it comes to our activities Ma’am, we

passed it through online.

Respondent 27 uttered that “. we started modular learning then upgraded to online

learning and now, we started limited face-to-face classes specifically for major subjects and

subject that needs laboratory equipment.

Mobile Learning. Six (6) participants conveyed that they used mobile learning as

an interventions initiated by their institutions that are embedded in their learning continuity

plan to cope with the effect of pandemic. The following respondents stated the following:

Respondent 12 uttered that “although it is not allowed, we pushed through the

mobile learning”.
 85

Respondent 13 articulated that “but this doesn’t stop because of the mobile learning

introduced by the faculty”.

Respondent 14 clarified that “as of today, since we are still in the onset of COVID-

19 pandemic, we still adopt the modular distance learning and mobile learning”.

Respondent 17 added that “we started the mobile learning”.

Respondent 18 highlighted that “we have this what we call Mobile Learning which

our students are clustered and will have an area wherein teachers and students will meet”.

Respondent 19 emphasized that “we started with the mobile learning per barangay

and at the same time, I am the one who distribute and retrieve modules in Washington and

Altavas , Aklan because that time the fare is high and that the students 18 years old and

below are restricted in going out their houses”.

Online Learning. Five (5) out of 35 participants stated that they used online

learning as an interventions initiated by their institutions that are embedded in their

learning continuity plan to cope with the effect of pandemic. The following respondents

cited the following:

Respondent 3 expressed that “for the online modality, not all can access the internet

due to poor internet connectivity”.

Respondent 4 highlighted that “in my case, I just sent all the lessons thru messenger

group chat that we have created”.

Respondent 5 added that “in my case, I use google meet. I do have google meet for

once a week in every subject and the rest are given online and we checked it online”.

Respondent 29 uttered that “we used new platforms where we conducted our online

teaching and learning through zoom and google meet applications.

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Respondent 33 mentioned that “we also used Social Media Platforms as our platform for

uploading the soft copies of modules and other learning materials”.

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Blended Learning
Interventions Initiated
by their Institutions
that are Embedded in Modular Approach
their Learning
Continuity Plan to
Cope with the Effect Mobile Learning
of Pandemic

Online Learning

Figure 4. Thematic Analysis on Interventions Initiated by their Institutions that are

Embedded in their Learning Continuity Plan to Cope with the Effect of Pandemic
 88

In statement number one, subjects pointed out that blended learning, modular

approach, mobile learning and modular learning were the interventions initiated by their

institutions that are embedded in their learning continuity plan. As a result, various

approaches were adopted by different Local Colleges to address the need of their students.

The Learning Continuity Plan (LCP) served as a guide of all institutions on the

conduct of various learning modalities during the advent of this pandemic.

Factors that Affect the Enrolment Status Before and During Pandemic

The subjects were asked on the factors that affect the enrolment status before and

during pandemic.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) IATF Restrictions, 2) Free Tuition Fee, 3) Expenses, 4) Modalities.

IATF Restrictions. Five (5) participants highlighted that IATF Restriction is one of

the factors that affect the enrolment status before and during pandemic. The following

respondents stated the following:

Respondent 1 said that “we have a lot of lockdowns and the IATF category is level

3, many died in our place”.

Respondent 9 uttered that “to be honest we have an increase in our enrolment and

pandemic didn’t affect our number of enrolments. Though we have a little drop this

semester because there are no lockdowns already and there is student’s mobility, still we

are positive that the existence of Covid is a factor to Libacao College of Science and

Technology increase in enrolment”.

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Respondent 12 cited that “the restrictions of students by the IATF is a factor that

contribute to the enrollment status because students prefer to stay at home and stopped

schooling and even the vaccination affects in the profile of enrollment”.

Respondent 14 mentioned that “in relation, the restrictions and boundaries set by

the LGU, RHU and IATF affect the enrollment cases because students are not allowed to

go here in school or town.

Respondent 21 expressed that “I guess the restrictions of the IATF to the

transportation sector really affect our enrollment status because that time, in riding to a

motorcycle, only one passenger can ride to it, making the students not to go to the town

proper.

Free Tuition Fee. Four (4) out of Thirty-five (35) participants mentioned that Free

Tuition Fee is one of the factors that affect the enrolment status before and during

pandemic. The following respondents stated the following:

Respondent 7 expressed that “the school is offering free college education coming

from the Unifast and LGU subsidy”.

Respondent 18 added that “the factors that affect our enrollment status before and

during the pandemic is that we have this face-to-face learning and of course the enrollment

status is a big blessing to us because some of the students in our neighboring towns

transferred here because of the financial status, though there is a free tuition but the books

and other fees are expensive”.

Respondent 30 expressed that “Passi City College is a Free Higher Education

Institution”.
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Respondent 34 affirmed that “one factor also is the Tuition Fee because some of the

colleges and universities in Iloilo have higher Tuition Fees than us and that’s why they

prefer to enroll here in Passi City College”.

Expenses. Four (4) participants expressed that expenses are one of the factors that

affect the enrolment status before and during pandemic. The following respondents stated

the following:

Respondent 15 said that “so that time, we still have lesser enrollees but during this

pandemic it increases because of the cheaper expenses, especially those ALS completers. “

Respondent 16 uttered that “in our department, we have an increase in enrollment

because of the less expense for fare in transportation”.

Respondent 17 highlighted that “the challenge here is that students are financially

challenged. Some students are working while studying, due to this they tend not to balance

their submission of activities and SLMs and this results to not continuing the semester”.

Respondent 19 revealed that “other students transferred here, maybe because of the

transportation expense”.

Modalities. Four (4) out of Thirty-five (35) participants affirmed that modalities are

one of the factors that affect the enrolment status before and during pandemic. The

following respondents stated the following:

Respondent 22 shared that “yung mga pag send ng modules sa mga barangay

siguro ma’am kasi nahihirapan kami sa pagpunta , motorcycle lang po kasi yung mode of

transportation ditto”.
 91

(The distribution and retrieval of modules, for me, affect the enrollment because

only motorcycle is the mode of transportation here).

Respondent 31 added that “the universities and colleges offer the same approach

with us where students who are living in the neighboring towns intend to enroll in our

college because they noticed that we have the same approach implemented which is the

blended learning.

Respondent 32 asserted that “I can tell that our school is very welcoming to the

enrollees even this Pandemic. I know that our education has become wider because of the

online classes. Even of the distant learning, students were able to adapt in the education

even there is a wide range of learning.

Respondent 33 stated that “I think the main factor would be the approach that we

implemented in our college. Through modular learning and online classes, they can easily

access to the education that they wanted even with Pandemic”

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IATF Restriction
Factors that
Affect the
Enrolment Free Tuition Fee
Status Before
and During Expenses
Pandemic
Modalities

Figure 5. Thematic Analysis on Factors that Affect the Enrolment Status Before and
During Pandemic
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The second statement affirmed that IATF restrictions, free tuition fee, expenses and

modalities were the factors that affect the enrolment status before and during pandemic.

The result shows that due to restrictions and mobility concern, students enrolled to

their nearest higher education institutions. Free tuition fees through UNIFAST Program of

the Commission on Higher Education enticed our students to enroll in Local Colleges.

Lastly, the expenses and choice of modalities play an important factor on the effect

of enrollment status in most of the Local Colleges in Panay Island.

Encountered Challenges During Pandemic

The subjects were asked on the encountered challenges during pandemic.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Internet Connectivity, 2) protocols, 3) Teaching- Learning Process, 4) Modules.

Internet Connectivity. Nine (9) participants named that internet connectivity is

one of the encountered challenges during pandemic. The following respondents stated the

following:

Respondent 5 shared that “teachers are exerting their efforts to cope with the online

teaching but there are students who have weak internet connection due to the reality that

they are living in mountainous areas and island places”.

Respondent 11 added that “internet connection during the new normal education is

very important because it serves as our tools as teachers to disseminate information about

the school and teacher’s announcement. The weak internet connection is really a challenge

while we are adapting the modular approach”.

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Respondent 26 highlighted that “we are afraid to go out because of the virus and

that’s why we just communicate via online but it’s difficult to reach out with them because

there are places here in Altavas that has no internet connection”.

Respondent 28 cited that “we are struggling in checking outputs and solving grades

because of the late submission of the outputs where students depend only for their internet

connectivity and no gadgets”.

Respondent 31 uttered that “I think the major challenge and problem this pandemic

is the internet connectivity”.

Respondent 32 mentioned that “in my perspective, there are a lot of challenges that

we encountered. The internet connection, the availability of gadgets, uploading of modules,

and the distance of education are the problems that most my fellow students have

encountered.

Respondent 33 attested that “the problem is the Internet Connectivity”.

Respondent 34 revealed that “the number one problem is Internet Connectivity”.

Respondent 35 said that “the problem is internet connectivity is a problem that

affects the performance and attendance of the students”.

Protocols. Four (4) out of Thirty-five (35) participants revealed that protocols are

one of the encountered challenges during pandemic. The following respondents stated the

following:

Respondent 8 said that “the challenge that I’ve encountered is the protocols of not

sending our OJT to their respective coordinating offices”.

 95

Respondent 9 added that “the limited mobility, lockdowns and strict health

protocols are the challenge we’ve encountered during the pandemic”.

Respondent 12 stressed that “crafting and presenting the LCP is a challenge on how

to fully create guidelines set by the CHED and its implementation, how to maintain the

health protocols”.

Respondent 25 mentioned that “we have a lot of challenges encountered during

pandemic. First, the restrictions to gather the students when there is important instruction to

be given. Second, we need to follow a lot of protocols to comply with safety measures

implemented by the LGU and the IATF”.

Teaching-Learning Process. Four (4) participants shared that Teaching-Learning

Process is one of the encountered challenges during pandemic. The following respondents

stated the following:

Respondent 14 mentioned that “to adjust on a new teaching and learning process is

a big challenge, to the discussion of lessons to the students and even in the creation of

group chats as a mode of communications in the new normal”.

Respondent 19 uttered that “the hands-on part of the teaching and learning process,

is one of the encountered challenges”.

Respondent 21 added that “the primary challenge as an Instructor is the

combination of modular and online form of teaching, as well as the assessment of the

answers of modules of the students”.

Respondent 29 shared that “the first challenge that we encountered is to teach

online. We are struggling with the cooperation of our students in our online class”.
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Modules. Three (3) out of Thirty-five participants considered that modules are one

of the encountered challenges during pandemic. The following respondents stated the

following:

Respondent 3 stressed that “this modular approach of teaching is one of the

challenges to us as a student”.

Respondent 20 pointed out that “preparation of modules is a big challenge,

especially the overloads of subject of the faculty”.

Respondent 22 said that “the same challenges go with me, the difficulty in assessing

the modules because students were able to share the same answers in their given modules”.
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Internet
Connectivity
Encountered
Protocols
Challenges
During Teaching-Learning
Pandemic Process

Modules
Figure 6. Thematic Analysis on Encountered Challenges During Pandemic
 98

Statement number three named internet connectivity, protocols, teaching-learning

process and modules were the encountered challenges during pandemic.

Various connectivity issues were identified such as zero internet connectivity to

poor connections is one of the major challenges that the Local Colleges in Panay Island

have encountered. The delivery of lesson through online using different platforms is at

stake because of the connectivity issues.

Lockdowns and quarantine classifications are major protocols that are being

implemented by the IATF through its local counterparts in our respective Local

Government Units. Sudden or abrupt changes in our protocols made our education more

difficult.

In our quest for quality education, teaching- learning process became one of the

most prevalent issues being faced the Local Colleges. A shift from a usual normal class to

new normal became a great challenge to both educators and learners.

Modules became one of the challenges in school. Preparation and distribution added

to the tasks of the instructors while answering and submission of this learning material

became a challenge among our students during this pandemic.

Attained Lifelong Learnings During Pandemic

The subjects were asked on the attained lifelong learnings during pandemic.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Values, 2) Positive Outlook, 3) Education, 4) Attitude.

Values. Thirteen (13) participants emphasized that values are one of the attained

lifelong learnings during pandemic. The following respondents stated the following:
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Respondent 4 said that “very long patience is needed as a teacher because there are

a lot of factors that affect our education”.

Respondent 6 added that “we attended webinars with the cooperation of the faculty

and staff and some students in student government is one of the significant things that we

learned during pandemic”.

Respondent 10 mentioned that “it is important to have courage and determination to

finish our studies at para maabot namin ang aming pangarap sa buhay (and achieve our

aspirations in life)”.

Respondent 13 emphasized that “we need to be God-fearing and be close to God

because if you are open to God, you will be saved from darkness, even if depression hits

you”.

Respondent 15 shared that “in this fight against COVID-19 pandemic, one thing I

have learned is that we need to have more patience and be flexible not just to the situation

but also to our students as well”.

Respondent 20 stressed that “we need to lengthen our patience to this pandemic.

We have to help each. We need to help the students by adjusting to their needs”.

Respondent 21 attested that “we need to be innovative and strategic. We have to

lengthen our patience”.

Respondent 22 pointed out that “through helping each other, we always consulted

the dean of whatever action we will be doing, learning methods that we are applying”.
 100

Respondent 23 highlighted that “to lengthen the patience is one but for us in

Hospitality Management, we really need hands-on activities because in our industry,

modules and online instruction are less priority.

Respondent 24 uttered that “as a student, we lengthen also our patience in

answering the modules and adjust to the online mode of instruction”.

Respondent 25 articulated that “we need to be innovative to cater diverse students”.

Respondent 29 affirmed that “a simple act of kindness result to a valued happiness”.

Respondent 32 stressed that “we have learned to value the persons that we have

right now because as students we need someone to lean on and talk about our problems”.

Positive Outlook. Eight (8) out of Thirty-five (35) participants emphasized that

positive outlook is one of the attained lifelong learnings during pandemic. The following

respondents stated the following:

Respondent 7 shared that “world can change anytime but we need to overcome,

surpass and view this in positive way”.

Respondent 11 highlighted that “life must go on with or without pandemic”.

Respondent 12 added that “love your loved ones, create happy moments and life is

too short”.

Respondent 16 pointed out that “I always see the silver-lining in pandemic. Let’s

leave bad things when we enter in our school and take it positively”.

Respondent 17 uttered that “health is important in order to continue the battle of

life”.
 101

Respondent 18 emphasized that “life must go on. We only have one life. We need

to enjoy life. These are just trust that we need to strengthen our faith to God”.

Respondent 19 stressed that “we need to stay connected especially with our students

because they tend to have depression in light of pandemic. Stay healthy and safe”.

Respondent 30 asserted that “let us be grateful for every opportunity and challenge

survived as these bring new hopes and brighter days”.

Education. Six (6) participants emphasized that education is one of the attained

lifelong learnings during pandemic. The following respondents stated the following:

Respondent 8 said that “kahit gaano ka hirap ang buhay, kahit napabilang kami sa

IP at mahirap, importante ang education (Even life is hard and we belong to Indigenous

People and we are less fortunate, still, education is important)”

Respondent 9 added that “life and education must continue amidst the pandemic”.

Respondent 14 stressed that “I’ve learned that education is an endless matter

because in a war wherein our enemy is invisible, still we need to fight for our educational

system”.

Respondent 31 shared that “I think that this pandemic, many of student value

education.

Respondent 33 cited that “we will not abolish the online system but we need to

developed this”.

Respondent 34 affirmed that “the virtual class because it is very accessible to our
students”.
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Attitude. Four (4) out of Thirty-five (35) participants emphasized that attitude is

one of the attained lifelong learnings during pandemic. The following respondents stated

the following:

Respondent 2 mentioned that “the lifelong learning that I’ve attained during the

pandemic is to understand the situation of every student because they are greatly affected

both financially and emotionally”.

Respondent 5 stressed that “I have just realized how I had been very passionate

with what I am doing”.

Respondent 25 uttered that “I’ve learned that we need to be innovative to cater

diverse students”.

Respondent 35 emphasized that “this time of pandemic, it really gives us the

camaraderie and cooperation with my colleagues to become innovative and resourceful.

 103

Values
Attained
Lifelong Positive Outlook
Learnings
During Education
Pandemic
Attitude

Figure 7. Thematic Analysis on the Attained Lifelong Learnings During Pandemic

 104

Statement number four pointed out that values, positive outlook, education and

attitude were the attained lifelong learnings of the Local Colleges in Panay Island.

Values were seen as an important factor in coping with the drastic change brought

by the COVID-19 pandemic. Patience, love, cooperation, determination and being God-

fearing are the values that were identified by the subjects as their lifelong learning during

this pandemic.

Positive outlook towards self and work was one of the attained lifelong learnings by

the subjects. Participants stated that despite of the adversaries and tribulations that they

met as they combat the challenges brought by this pandemic, positivity plays a very vital

role.

Education must continue despite of these challenges. Participants viewed it as a

motivation and yearboard to overcome the frailties brought by this pandemic. Pandemic

can’t stop education.

Lastly, attitude was developed by COVID- 19. This is the positive impact brought

by this pandemic. Attitude such as developing strong camaraderie, resourcefulness, being

innovative and adaptability were enhanced as stated by our participants.

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Steps to Help the Institutions to Deliver Quality Education Amidst Pandemic

The subjects were asked on the steps to help the institutions to deliver quality

education amidst pandemic.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Works Ethics, 2) Values, 3), Attitude 4). Distribution and Retrieval of Modules

Works Ethics. Sixteen (16) participants pointed out that work ethics are one of the

steps to help the institutions to deliver quality education amidst pandemic. The following

respondents stated the following:

Respondent 4 said that “We’ve helped our institution to deliver quality education

amidst pandemic by doing our task as a teacher, be dedicated with what we are doing and

by showing our passion in delivering the lessons that our student needs to learn”.

Respondent 6 stated that “We tap the Local Government Unit (LGU) for all the

things and activities that we need in our school”.

Respondent 7 added that “We made our school child-friendly and IP friendly. All

are welcome whatever race you are”.

Respondent 8 shared that “I’ve helped the institution to deliver quality education by

participating and cooperating in every program and project implemented by the college”.

Respondent 9 uttered that “I make sure that I am always part of the plan. It is a big

help that I am part of whatever decisions the college is to create”.

Respondent 11 mentioned that “24/7 communication is important to us”.

Respondent 14 said that “As an Instructor, I need to prepare my comprehensive

lesson to relate in real life situation amidst this pandemic”.

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Respondent 15 articulated that “For me, as an instructor, just give the students the

summary of the modules or activity. If they have queries, address and listen to them so that

students will not be depressed”.

Respondent 16 explained that “As an instructor, by providing support to the

modular mode of learning. Preparing the relatable and reliable materials for the students”.

Respondent 17 cited that “By providing instructions, that are more specific and can

be understand more clearly”.

Respondent 18 highlighted that “I secure to have closed monitoring in every

department. We need to know our students personally”.

Respondent 22 said that “We always consult our decision with the Dean”.

Respondent 30 emphasized that “The delivery of the quality education should not

be compromised. As head of the institution, I always make a constant monitoring with the

deans as to the effective implementation of the Blended Learning”.

Respondent 31 added that “We really commit ourselves to provide quality

education to our students amidst pandemic”.

Respondent 33 expressed that “It’s an online learning management system. It really

helps our students to download and upload the modules with the help of internet

connection”.

Respondent 35 stressed that “As a dean of school of teacher education, you must

have the strategy and time table”.

 107

Values. Eleven (11) out of Thirty-five (35) participants pointed out that values are

one of the steps to help the institutions to deliver quality education amidst pandemic. The

following respondents stated the following:

Respondent 10 mentioned that “As a student and a senior, I’ve helped my

institution by encouraging my fellow students to strive hard kahit mahirap ang

pagmomodule, kailangang ituloy ang pag-aaral (even the modular learning is difficult,

education must continue)”.

Respondent 12 said that “One of the ways to help my institution is by pursuing this

mobile learning”.

Respondent 13 added that “We are doing our part as student, as CSSC President, I

need to be a role model especially with the students who are introvert students”.

Respondent 20 uttered that “We need to lengthen our patience to this pandemic”.

Respondent 23 shared that “To lengthen the patience is one but for us in Hospitality

Management, we really need hands-on activities because in our industry, modules and

online instruction are less priority”.

Respondent 24 stated that “As a student, we lengthen also our patience in answering

the modules and adjust to the online mode of instruction”.

Respondent 25 highlighted that “We are cooperating to comply this for the benefit

of the school”.

Respondent 26 said that “I helped the college by serving it well. I am here even that

I am on leave to facilitate everything”.

 108

Respondent 28 cited that “We need to be committed in our work where patience is

the most important thing that we need to uphold”.

Respondent 29 pointed out that “We used all the resources, our talents and skills, in

order to fill the needs of our teaching and learning process”.

Respondent 34 said that “Implementation of online learning to our students to cater

their needs in education and instruction during this pandemic”.

Distribution and Retrieval of Modules. Three (3) out of Thirty-five (35)

participants stated that distribution and retrieval of modules are one of the steps to help the

institutions to deliver quality education amidst pandemic. The following respondents stated

the following:

Respondent 1 mentioned that “they advised us to put a box in their barangays for

the distribution and retrieval of the modules”.

Respondent 2 added that “I volunteered to brought and drop all modules of the

students who are living far from Culasi like San Remegio and Bugasong”.

Respondent 5 stressed that “I volunteered to distribute and retrieve modules with

the use of my personal tricycle”.

Attitude. Two (2) participants said that attitude is one of the steps to help the

institutions to deliver quality education amidst pandemic. The following respondents stated

the following:

Respondent 27 said that “whatever learnings I’ve learned in my graduate studies, I

made sure that I was able to radiate it to my students here”.

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Respondent 32 pointed out that “as a student leader, I was able to help my fellow

students by bringing the caliber of hope this time of pandemic and being available to them

when they need help”.

 110

Work Ethics

Steps to Help the

Institutions to Values
Deliver Quality
Education Amidst Attitude
Pandemic
Distribution and
Retrieval of Modules

Figure 8. Thematic Analysis on the Steps to Help the Institutions to Deliver Quality

Education Amidst Pandemic.

 111

The fifth statement identified work ethics, values, attitude and distribution and

retrieval of modules were the steps that the participants have done to deliver quality

education amidst pandemic.

Work ethics as discussed by the subjects include obeying the institution's rules,

taking responsibility, accountability, professionalism, trust and mutual respect for your

colleagues at work.

Values and attitude have been named as one of the steps to help the institutions to

deliver quality education amidst pandemic. Subject’s values and attitude were the guiding

principles that they showcased as their inspiration to deliver quality education amidst

pandemic.

Distribution and retrieval of modules were viewed by the subjects as a way to

deliver quality education amidst pandemic. Members of the institution has an important

role that is being played to deliver and retrieve their modules. As stipulated in each

institution’s Learning Continuity Plan (LCP), module must be easily available to all

students. To answer this demand, various ways and procedures were designed by each

institution to distribute and retrieve their modules adhering to the safety protocols set by

the IATF.

Intervention Programs That Has Been Done by the Institutions to Cope with the New

Normal

The subjects were asked on the intervention program that has been done by the

institutions to cope with the new normal.

 112

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Symposium, 2) Virtual Orientation, 3) Blended Learning, 4). Implementation of

IATF Protocols.

Symposium. Ten (10) participants mentioned that symposium is one of the

intervention programs that has been done by the institutions to cope with the new normal.

The following respondents stated the following:

Respondent 12 mentioned that “we have conducted symposium on Mental Health

Awareness entitled Mental Resiliency: Understanding Mental Health during COVID-19

pandemic”.

Respondent 13 added that they “conducted Symposium on Mental Health

Awareness entitled Mental Resiliency: Understanding Mental Health during COVID-19

pandemic.”.

Respondent 14 shared that “the school has initiated and collaborated with the LGU

to conduct Symposium on Mental Health Awareness entitled Mental Resiliency:

Understanding Mental Health during COVID-19 pandemic”.

Respondent 15 said that “Balete Community College conducted Symposium on

Mental Health Awareness, understanding the mental health during COVID-19 pandemic to

our students”.

Respondent 16 uttered that “the school has conducted Symposium on Mental

Health Awareness entitled Mental Resiliency: Understanding Mental Health during

COVID-19 pandemic”.
 113

Respondent 17 cited that “we conducted Symposium on Mental Health Awareness

entitled Mental Resiliency: Understanding Mental Health during COVID-19 pandemic”.

Respondent 18 stressed that “to cope with the effect of pandemic, the school

conducted Symposium on Mental Health Awareness entitled Mental Resiliency:

Understanding Mental Health during COVID-19 pandemic”.

Respondent 19 revealed that “we conducted Symposium on Mental Health

Awareness entitled Mental Resiliency: Understanding Mental Health during COVID-19

pandemic”.

Respondent 30 emphasized that “Mental Health Awareness Forum was also

conducted virtually to our students and personnel to address issues on depression,

emotional instability and suicide”.

Respondent 32 affirmed that “the seminar workshop in awareness of mental health

programs is one of the interventions that we implemented during pandemic.

Virtual Orientation. Five (5) out of Thirty-five (35) participants pointed out that

virtual orientation is one of the intervention programs that has been done by the institutions

to cope with the new normal. The following respondents stated the following:

Respondent 20 stated that “we conducted virtual orientation program with regards

to the health protocols in order for them to be safe and informed of the IATF Protocols”.

Respondent 21 added that “we oriented them of the proper new mode of learning,

health protocol and social distancing set by the IATF”.

Respondent 22 highlighted that “the Virtual Orientation Program to cope with the

new normal is the intervention program that we conducted”.

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Respondent 23 asserted that “we intervened through conducting orientation

virtually with our students”.

Respondent 24 mentioned that “we participated in the virtual orientation program”.

Blended Learning. Four (4) participants uttered that blended learning is one of the

intervention programs that has been done by the institutions to cope with the new normal.

The following respondents stated the following:

Respondent 1 said that “we have followed the IATF protocol, conducted virtual

seminars, started the online class and adopted blended learning”.

Respondent 4 added that “when COVID-19 pandemic affected the enrollment and

mode of teaching which is the usual face-to face instruction, our administration initiated an

intervention like embracing the new normal by introducing modular, online and mobile

instruction”.

Respondent 5 mentioned that “the use of Google Meet was presented to them to

compete with the new trend of learning”.

Respondent 9 shared that “I’ve advised all of my co-instructors and students na

sanayin na namin ang sarili naming sa bagong approach ng pagtuturo (embrace ourselves

to the new learning approach)”.

Implementation of IATF Protocols. Three (3) out Thirty-five (35) participants

mentioned that implementation of IATF protocols are one of the intervention programs that

has been done by the institutions to cope with the new normal. The following respondents

stated the following:

Respondent 3 emphasized that “we set our self as an example by practicing

maximum health protocols and cooperate with the plans and projects of the school”.
 115

Respondent 25 said that “the interventions that we’ve done to cope with the new

normal is the strict implementation of health and safety protocols”.

Respondent 27 pointed out that “we strictly impose to observe the health protocols

implemented by the IATF”

 116

Symposium
Intervention
Programs That Has Virtual Orientation
Been Done by the
Institutions to
Cope with the New Blended Learning
Normal
Implementation of
IATF Prtotocols

Figure 9. Thematic Analysis on the Intervention Programs That Has Been Done by the

Institutions to Cope with the New Normal

 117

Statement number Six identified symposium, virtual orientation, blended learning

and implementation of IATF protocols were the intervention programs that has been done

by the institutions to cope with the new normal.

Symposium played a vital role in coping with the new normal. Most of the

participants mentioned that the conduct of symposium related to mental health was done as

one of the interventions made by the Local Colleges to address the issues and concerns that

aroused during the advent of COVID-19.

Virtual orientations were conducted according to the participants in order to

disseminate information such as orientation to the new modalities of learning, proper

observance of IATF protocols and important school’s announcements. Through various

virtual orientations discussing about COVID- 19, it lessened the worries and adversaries of

the learners.

In coping with the effect brought by the pandemic, blended learning was adapted by

some institutions. Participants explained that blended learning which is a combination of

modular and online learning was introduced to their school as an initiative to address the

new normal education.

Lastly, strict implementation of IATF protocols were observed as a mitigating step

in facing the new normal. The imposing of this protocols was considered by the subjects as

a very important factor to cope the new normal.

 118

Perception of the Institutions Five Years from Now in Terms of Instruction

The subjects were asked on the perception of the institutions five years from now in

terms of instruction.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Additional Course Offering, 2) Quality Instruction, 3) Developed Instruction, 4)

Competitive School.

Additional Course Offering. Nine (9) participants stated that additional course

offering is one of the perceptions of the institutions five years from now in terms of

instruction. The following respondents stated the following:

Respondent 17 said that “we wish to have an additional course offering.”.

Respondent 20 added that “hopefully, we could offer more courses and

accomplished IR and COPC”.

Respondent 21 mentioned that “we need to add more courses, five years from
now”.
Respondent 25 stressed that “the addition of courses should be focused”.

Respondent 26 uttered that “I see Altavas College with IR and COPC, to have more

students and additional courses to accommodate the crowded students”.

Respondent 30 cited that “five years from now, PCC offers BSED major in Social

Science and Filipino, BEED major in Special Education and more course offerings”.

Respondent 31 expressed that “we will be offering new programs that suits to the

need of our city and other neighboring towns”.

Respondent 33 pointed out that “I foresee that we have already our certificate of

program compliance and we will have some accreditations and other programs offered

related with information technology”.

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Respondent 35 highlighted that “we will be offering new courses like BSED major

in Social Studies, Filipino, and Science”.

Quality Instruction. Seven (7) out Thirty-five (35) participants mentioned that

quality instruction is one of the perceptions of the institutions five years from now in terms

of instruction. The following respondents stated the following:

Respondent 16 stated that “we wish to have a quality instruction”.

Respondent 18 stressed that “in the next five years, the quality of instruction and

enhancement of teachers’ training should be given emphasis”.

Respondent 19 pointed out that “we need to uplift the quality of instruction we will

be giving to our students through providing enhancement programs and training in teaching

and curriculum development”.

Respondent 22 said that “to improve the quality of instruction.”.

Respondent 23 mentioned that “five years from now, we wish to have an improved

quality of instruction that we will be giving to our students”.

Respondent 24 cited that “we wish to have a good and quality academics offering”.

Respondent 27 uttered that “five years from now, I see this institution, to have

quality education with a low tuition fee”.

Developed Instruction. Three (3) participants affirmed that developed instruction

is one of the perceptions of the institutions five years from now in terms of instruction. The

following respondents stated the following:

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Respondent 7 uttered that “I foresee our institution with regards to the instruction

after 5 years as well-developed especially that we need to comply with the requirements of

CHED to have a COPC”.

Respondent 10 emphasized that “five years from now, I see this institution has an

advance and well-developed instruction and ‘yong nakakasabay sa ibang mga schools like

universities (who can compete with the other schools like universities)”.

Respondent 11 added that “sana po ma’am after five years, well-developed na po

kami in terms of instruction. (I hope ma’am that after five years, we have a well-developed

instruction).

Competitive School. Two (2) out of Thirty-five (35) participants stress that

competitive school is one of the perceptions of the institutions five years from now in terms

of instruction. The following respondents stated the following:

Respondent 3 mentioned that “I foresee this school as a competitive school”.

Respondent 4 stated that “five years from now, I am seeing this school as highly

competitive school because of the quality teacher that we have”.

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Addition of Course
Offering
Perception of
the Institutions Quality Instruction
Five Years from
Now in Terms Developed
of Instruction Instrcution
Competitive
School

Figure 10. Thematic Analysis on the Perception of the Institutions Five Years from Now in

Terms of Instruction
 122

The above-mentioned statement named that additional course offering, quality

instruction, developed instruction and competitive school were the perceptions of the

institutions five years from now in terms of instruction.

Most of the participants wished to have an additional course offering after five

years. It is perceived by the subjects that additional course offering is an important

development a school must focus on.

Aside from the additional course offering, participants stated that quality instruction

is significant to local colleges. Having a quality instruction being demonstrated by local

colleges in Panay Island connotes that it can compete with the other colleges and

universities.

After five years, it is an aim of all LUC’s to improve their instruction for the benefit

of all.

Lastly, it was affirmed by the participants that in the future, local colleges can have

a developed instruction and be considered as a competitive school.

Perception of the Institutions Five Years from Now in Terms of Faculty

The subjects were asked on the perception of the institutions five years from now in

terms of faculty.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Masters and Doctorate Degree Holders, 2) Regular/ Plantilla Personnel.

Masters and Doctorate Degree Holders. Twenty-three (23) participants

mentioned that masters and doctorate degree holders is one of the perceptions of the
 123

institutions five years from now in terms of faculty. The following respondents stated the

following:

Respondent 1 said that “to produce faculty that are full-fledged masters and

doctorate degree holder because that is very important in our school”.

Respondent 2 added that “I foresee five years from now that all our instructors are

master’s degree holder or even with doctorate degree”.

Respondent 3 expressed that “I wish that all faculty members are with masters and

doctorate degree”.

Respondent 5 affirmed that “all teachers are master’s degree holders or even

doctorate degree holders”.

Respondent 6 mentioned that “I am confident that five years from now, our teachers

our now with Master’s degree holder”.

Respondent 7 stressed that “I am looking forward that after five years, most of our

faculty have already a master’s degree to compete with other local colleges”.

Respondent 12 cited that “I envisioned that all the faculty are master’s

degree holder”.

Respondent 13 articulated that “I envisioned that all the faculty are master’s degree

holder in the next five years”.

Respondent 14 attested that “we wish to be a master’s degree holder by that time”.

Respondent 15 pointed out that “to have a master’s degree and hopefully units in

doctorate degree”.

Respondent 16 stated that “I hope that all the faculty are master’s degree holder”.
 124

Respondent 17 highlighted that “to have a master’s degree and doctorate degree”.

Respondent 18 shared that “in five years’ time, I envisioned that all the faculty are

master’s degree holder

Respondent 19 stated that “we hope and pray that by the time come, we all be a

master’s degree”

Respondent 20 mentioned that “I hope, five years from now, they could have their

doctoral degree and could add more teachers”

Respondent 22 emphasized that “to have a degree in masters and hopefully in

doctoral”.
Respondent 25 cited that “in faculty, probably in five years’ time, most of them

have already doctorate degree because of now, our faculty here are being encouraged to

have master’s degree”.

Respondent 26 added that “to have also master’s degree and eventually to proceed

at doctorate degree in faculty, probably in five years’ time, most of them have already

doctorate degree because of now, our faculty here are being encouraged to have master’s

degree”.

Respondent 27 pointed out that “they have now master’s degree and doctorate

degree as being required by CHED, more permanent positions”.

Respondent 30 expressed that “Master’s Degree Holder and Doctorate Degree

Holders fill the faculty line up of PCC”.

Respondent 31 mentioned that “PCC have 100 percent compliance in General

Education and have their Master’s and Doctorate Degree holder”.

 125

Respondent 33 stated that “in School of Information and Communication

Technology, most of our teachers have their Master’s and Doctorate Degree”.

Respondent 34 highlighted that “in School of Criminal Justice, I hope that there is

already a Doctor in Criminology”.

Regular/Plantilla Personnel. Four (4) out of Thirty-five (35) participants stated

that regular/plantilla personnel is one of the perceptions of the institutions five years from

now in terms of faculty. The following respondents stated the following:

Respondent 8 mentioned that “I hope also that we will have a plantilla position”.

Respondent 11 said that “hopefully five years from now, we are graduate of our

chosen master’s degree and with plantilla for regular position”.

Respondent 21 pointed out that “to offer more promotion plantilla”.

Respondent 35 added that “we have already aligned in Doctorate degree and have

more regular faculty”.

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Perception of Masters and

the Institutions Doctorate Degree
Holders
Five Years from
Now in Terms Regular/Plantilla
Personnel
of Faculty

Figure 11. Thematic Analysis on the Perception of the Institutions Five Years from Now in

Terms of Faculty
 127

The above-mentioned statement stated that having a full- fledged masters and

doctorate degree holder and having regular/ plantilla personnel were the perceptions of the

institutions five years from now in terms of faculty.

The participants perceived that after five years, the status of institution in terms of

faculty is having a full- fledged masters and doctorate degree professors.

Having a regular/plantilla personnel is an aim of LUC’s. Through the intervention

of their respective Local Government Units (LGU) and appropriating additional budget

allocations, this above- mentioned perception will be in reality.

Perception of the Institutions Five Years from Now in Terms of Facility

The subjects were asked on the perception of the institutions five years from now in

terms of facility.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Complete Laboratories/facilities/equipment, 2) Additional Equipment/Building,

3) Improved facility, 4) New Campus/ Building/Facilities.

Complete Laboratories/facilities/equipment. Eight (8) participants stated that

complete laboratories/facilities/equipment is one of the perceptions of the institutions five

years from now in terms of facility. The following respondents stated the following:

Respondent 2 said that “five years from now, I perceived this institution with

complete facilities and equipment”.

Respondent 7 added that “In that year, Libacao Colllege of Science and Technology

is already a big school with complete facilities”.

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Respondent 8 mentioned that “five years from now, I wish that all laboratories are

complete and all equipment and tools are available for all”.

Respondent 9 stated that “I am looking forward that our facilities needed for the

laboratories of BSHM course are all complete”.

Respondent 10 emphasized that “I see this institution five year from now with fully-

equipped facilities specially for laboratory subjects”.

Respondent 11 stressed that “five years from now, I hope that all of the facilities are

complete as promised by the mayor”.

Respondent 13 uttered that “five years from now we can have our school

with good and fully equipped facilities”.

Respondent 34 pointed out that “In School of Criminal Justice, I hope that we have

complete rooms and equipment in laboratories”.

Additional Equipment/buildings. Eight (8) participants out of Thirty-five (35)

stated that additional equipment/building is one of the perceptions of the institutions five

years from now in terms of facility. The following respondents stated the following:

Respondent 15 stated that “additional technological tools especially printers and

desktop, for the reproduction of modules”.

Respondent 16 mentioned that “in five years, I hope the building be renovated and

be given priority to purchase additional equipment”.

Respondent 18 added that “we wish to have more purchased equipment for the

delivery of distance learning”.

 129

Respondent 19 highlighted that “in the next five years, we wish that additional

building will be constructed for our students”.

Respondent 20 shared that “to add more buildings and construct new library for our

teachers and students”.

Respondent 21 stressed that “we wish to have more buildings to be constructed”.

Respondent 26 uttered that “additional classrooms, buildings and more

improvements”.

Respondent 28 articulated that “there are already new buildings that we can apply

more courses for the benefited of our cities”.

Improved Facility. Seven (7) participants stated that improved facility is one of the

perceptions of the institutions five years from now in terms of facility. The following

respondents stated the following:

Respondent 3 said that “after five years, I foresee this school having a good

building and with good facilities”.

Respondent 4 added that “I am looking forward that after five years, the school

buildings were improved, restructured and have a state-of-the-art facility to cater and

deliver the quality education for the learners”.

Respondent 14 mentioned that “I wish to have a high-tech facility when it comes to

laboratories”.

Respondent 24 stressed that “I hope and pray that facilities will be upgraded”.
 130

Respondent 30 uttered that “each program has its own building fully equip with

compliant laboratories and offices”.

Respondent 31 expressed that “we have already the State-of-the-Art Laboratories

that can compete with other universities and colleges”.

Respondent 35 emphasized that “School of Teacher Education and have a one

three-story building and have a School of art laboratories”.

New Campus/buildings/facilities. Six (6) participants stated that new

campus/buildings/facilities are one of the perceptions of the institutions five years from

now in terms of facility. The following respondents stated the following:

Respondent 1 mentioned that “we have another location to build a new campus”.

Respondent 12 said that “we wish in five years from now, we can have our own

building and add laboratories, electronic laboratories and techy building”.

Respondent 17 revealed that “I hope, the LGU will be able to give us new

facilities”.

Respondent 22 articulated that “I hope the plans of relocating our building in new

area will be materialized”.

Respondent 25 asserted that “to have more facilities in this campus because I

believe these are not enough”.

Respondent 27 cited that “I hope every department has already its own laboratory to

practice their expertise of fields”.

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Complete
Laboratories/facilities/equipment

Perception of
the Institutions Additional equipment/building

Five Years from

Now in Terms Improved Facility

of Facility
New Campus/Building Facility

Figure 12. Thematic Analysis on the Perception of the Institutions Five Years from Now in

Terms of Facility
 132

The above-mentioned statement pointed out that complete

laboratories/facilities/equipments, additional equipment/building, improved facility and

new campus/building facility were the perceptions of the institutions five years from now

in terms of facility.

The participants aimed that after five years, there are complete

laboratories/facilities/equipment that is available to the institution. It was stressed that it is

a necessity to have complete facilities, laboratories and equipment in every school because

it will affect the quality of education.

Moreover, it was also highlighted that after five years, additional equipment/

building and improved facility was provided in local colleges to deliver quality education.

It is important to invest in additional equipment/buildings to improve the function of the

local colleges in Panay Island.

Lastly, there are participants who wished that after five years, there is a new

campus/building facility to arise in their institution. This is necessary because as time goes

by, the enrolment of the school increases and the demand of catering the tertiary education

of the students increases also. Therefore, it is wished by the participants that a new campus

is a big help in delivering quality education.

Perception of the Institutions Five Years from Now in Terms of Research

The subjects were asked on the perception of the institutions five years from now in

terms of research.
 133

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Published Researches, 2) Research Coordinator, 3) Research Program, 4) Budget

in Research.

Published Researches. Seven (7) participants named that published researches are

one of the perceptions of the institutions five years from now in terms of research. The

following respondents stated the following:

Respondent 4 stated that “after five years, I expect that all faculty members had

published their research”.

Respondent 8 mentioned that “I am looking forward that the school have strong

support to the research and the faculty have published their research already”.

Respondent 9 said that “I am hoping that after five years, we have a lot of faculty

that is equipped in research and conducted various researches in their chosen topics”.

Respondent 14 uttered that “to have published researches in five years and share it

to the community”.

Respondent 18 shared that “we will be having published researches”.

Respondent 26 stressed that “I guess, five years from now, our faculty members

have now a published research to present even in the community or internationally.

Respondent 33 emphasized that “in School of Information and Communication

Technology, Teachers have already published researches in local, national, and

international stage”.
 134

Research Coordinator. Five (5) participants mentioned that research coordinator is

one of the perceptions of the institutions five years from now in terms of research. The

following respondents stated the following:

Respondent 1 mentioned that “there are personnel that is assigned in research”.

Respondent 7 said that “I hope that our assigned personnel Dr. Louie Sorolla have

conducted a lot of research as well as the instructors here”.

Respondent 13 uttered that “to have a research coordinator every department”.

Respondent 20 pointed out that “in five year-time, we could have a research

coordinator that will work on the researches in this college”.

Respondent 25 emphasized that “to have a research coordinator that will guide the

faculty and staff in doing”.

Research Program. Four (4) out of Thirty-five (35) participants said that research

program is one of the perceptions of the institutions five years from now in terms of

research. The following respondents stated the following:

Respondent 3 uttered that “I am expecting that the school is supportive with

whatever programs related to research”.

Respondent 5 said that “I am expecting that the school had strengthens its research

program by providing opportunity to all faculty members to conduct researches”.

Respondent 11 pointed out that “I am hoping that we have a good research

program”.

Respondent 35 cited that “our LGU will be given an emphasis for the research

programs it can help our city”.

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Budget in Research. Three (3) participants stressed that budget in research is one

of the perceptions of the institutions five years from now in terms of research. The

following respondents stated the following:

Respondent 30 mentioned that “a Research Director manages the Research Center

facilitating the publication of the researches of each faculty and the students. Research fund

ranges to 3 million which encourages and motivates everyone to conduct research”.

Respondent 31 emphasized that “we have a higher budget in research in order for

the teachers to be motivated”.

Respondent 34 shared that “there will be an upgrading of budget in research”.

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Published
researches
Perception of
the Institutions Research
Coordinator
Five Years from
Now in Terms Research Program
of Research
Budget in
Research

Figure 13. Thematic Analysis on the Perception of the Institutions Five Years from Now in

Terms of Research
 137

The above-mentioned statement stated that having published researches, having a

research coordinator, having a research program and having a budget in research were the

perceptions of the institutions five years from now in terms of facility.

The participants mentioned that they aimed to have a published research after five

years. Some of the participants is looking forward that their institution will be having a

published research to cope with the demand of the CHED and to utilized it in the

community.

Having a research coordinator is another perception of the participants. They

foresee that after five years, the local colleges in Panay Island will have a research

coordinator who will help in facilitating research concerns. This assigned person will assist

the faculty members and students in crafting researches.

In addition, having a research program is being aspired by the participants.

According to them, research program must be strengthened to develop an opportunity to all

faculty member to devote themselves in research.

Lastly, having a budget in research is important. It is perceived by the participants

that having a budget in research will inspire faculty and students of the local colleges to

conduct researches.

Perception of the Institutions Five Years from Now in Terms of Extension

The subjects were asked on the perception of the institutions five years from now in

terms of extension.
 138

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) To have adaptive barangay, 2) Outreach/Extension Services, 3) Active/Increased

Extension Services, 4) Extension Coordinator.

To have adopted barangay. Seven (7) participants mentioned that to have adopted

barangay is one of the perceptions of the institutions five years from now in terms of

extension. The following respondents stated the following:

Respondent 12 said that “we will be having a permanent adopted barangay where

we can extend our extension services”.

Respondent 15 uttered that “we will be having a permanent adopted barangay

where we can extend our extension services”.

Respondent 16 mentioned that “to adopt new barangay or community for extension

services”.

Respondent 18 shared that “we will be having a permanent adopted barangay where

we can extend our extension services”.

Respondent 19 cited that “to have an adopted barangay for the extension services”.

Respondent 25 stated that “to have a barangay adopted for the extensions services

that the school will initiate and students will be engaged in the immersions, planning and

organizing an extension service”.

Respondent 27 expressed that “the school will be able to adopt a certain community

as the recipients of the extension service that school is extending”.

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Outreach/Extension Services. Six 6) out of Thirty-five (35) participants

mentioned that outreach/extension services are one of the perceptions of the institutions

five years from now in terms of extension. The following respondents stated the following:

Respondent 28 expressed that “we will be joining our LGU’s in connecting to the

needs of our city by having some outreach programs”.

Respondent 29 said that “since we are in the middle of the city, there will be an

Outreach Programs for community that will help our college not only to grow but also to be

developed socially.

Respondent 31 uttered that “there will outreach programs in barangays and in our

neighboring communities”.

Respondent 32 articulated that “the student government has a proactive attitude

towards outreach programs”.

Respondent 33 stressed that “in School of Information and Communication

Technology, there will be extension programs that will cater the needs of our community”.

Respondent 35 revealed that “there is a continuation of outreach programs that we

have started and a lot of extension programs to help our community”.

Active/Increased extension Services. Six 6) out of Thirty-five (35) participants

mentioned that active/increased extension services are one of the perceptions of the

institutions five years from now in terms of extension. The following respondents stated the

following:

Respondent 2 stated that “five years from now, I am looking forward that the school

is active in extending extension services not just here in Culasi but even in nearby towns.
 140

Respondent 7 mentioned that “we’ve started this already but I am hoping that we

have a strengthen extension programs when that year comes”.

Respondent 11 stressed that “we have a continuous extension programs and projects

in our school”.

Respondent 20 added that “in five-year time, we wish to increase our extension

services”.

Respondent 24 expressed that “we wish in the student body to have more extension

services that the college will offer”.

Respondent 26 emphasized that “the extension services in our school will be

strengthened”.

Extension coordinator. Three (3) participants asserted that extension coordinator

is one of the perceptions of the institutions five years from now in terms of extension. The

following respondents stated the following:

Respondent 1 pointed out that “there are some personnel that is assigned in

research”.

Respondent 13 stated that “to have extension services focal person to deliver

extension services in the community to partner with the LGU and other stakeholders”

Respondent 17 highlighted that “in extending our extension services, we need to

have an extension coordinator to facilitate the activities”.

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To have adopted
barangay
Perception of
Outreach/Extension
the Institutions Services
Five Years from
Now in Terms Active/Inceased
Extension Services
of Extension
Extension
Coordinator

Figure 14. Perception of the Institutions Five Years from Now in Terms of Extension
 142

The above-mentioned statement highlighted that having an adopted barangay,

outreach/extension services, active/increased extension services and extension coordinator

were the perceptions of the institutions five years from now in terms of extension.

It is aimed by the local colleges in Panay Island to have an adopted barangay after

five years. This adopted barangay will be the venue of the extension services the school is

planning to extend. Having this adopted barangay with memorandum of agreement is a key

for the local colleges to realize its extension programs.

Outreach/extension services are also an aspiration of the participants. These

services are aimed to deliver amenities to the community and to develop build a strong

connection with them. Participants viewed outreach/extension services as a part of the

schools’ focus for development.

Furthermore, the participants wished to have an active/increased extension services.

According to them, the extension services should radiate even in far areas and it should be

continuous year after year.

Lastly, it is aimed by the local colleges in Panay island to have an extension

coordinator who will help in facilitating and realizing the extension programs and projects

of the institution. This mean that the school administration in cooperation with the LGU

must create a position intended for the extension coordinator.

Perception of the Institutions Five Years from Now in Terms of

Production/Entrepreneurship
 143

The subjects were asked on the perception of the institutions five years from now in

terms of production/entrepreneurship.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Income Generating Program, 2) Offer Various Services, 3) Products.

Income Generating Program. Eighteen (18) participants emphasized that income

generating program is one of the perception of the institutions five years from now in terms

of Production/Entrepreneurship. The following respondents stated the following:

Respondent 1 uttered that “most of the IGP of our school is for the students, maybe

we can maximize that in five years’ time”.

Respondent 8 mentioned that “after five years, I am looking forward for the school

to create shops, products and services that can be the source of IGP”.

Respondent 9 affirmed that “I hope that after five years, we have a good and

established program for production and entrepreneurship”.

Respondent 10 cited that “five years from now, I see students who are productive

because we already have mini-hotel. This mini-hotel can be utilized when there are tourists

who will come here and, in that way, we can generate income for the school”.

Respondent 11 said that” after five years I am sure that our tourism students can

help us generate income because we have Manica Viewpoint here now and a lot of tourist

destinations are being established”.

Respondent 14 stressed that” to cater the IGP programs of the college, we wish to

have catering services in BSHM Department and beauty garments so that they can benefit

from it”.
 144

Respondent 15 highlighted that” I hope that the IGP program will be materialized

so that both students and the school can benefit from it”.

Respondent 17 uttered that” I agreed to my colleagues’ perception and IGP plans,

we hope, in five year-time, we could have materialized it all”.

Respondent 18 attested that “to have more IGP programs to cater the needs of our

students”.

Respondent 20 stated that” in next five years, when God permits, we wish to have

bigger catering services and have conventions so that we can have a higher IGP”.

Respondent 22 clarified that” to have more IGP services in the college and

community”.

Respondent 23 mentioned that” in five year- time, we have now a convention center

and be able to enhance the catering services to profitably increase our IGP program”.

Respondent 24 shared that” as student of this institution, we wish that students will

be involved in the IGP program so that they can also benefit”.

Respondent 25 clarified that “to have IGP programs like catering services and other

sources that can have our school an income generating drive”

Respondent 26 cited that “we wish to involve students in our IGP programs like

implementation of catering services and garment products”.

Respondent 32 pointed out that “there are a lot of graduates that are now serving the

city and other neighboring towns”.

 145

Respondent 34 shared that “I foresee that we have income generating products

manage by the students”.

Respondent 35 stated that “engage students in income generating products to help

our school”.

Various Services. Five (5) participants highlighted those various services are one

of the steps to help the institutions to deliver quality education amidst pandemic. The

following respondents stated the following:

Respondent 12 shared that “in five year-time, we will be having catering services,

hometel, cooperative, bakery, computer shop and beauty garments operated by the students

and school”

Respondent 13 uttered that “to have catering services so that our students can have

an IGP program”.

Respondent 16 clarified that” just like a dream, I wish that our IGP program plans,

like catering services, hometel, cooperative, bakery, computer shop and beauty garments

operated by the students and school will be materialized”.

Respondent 19 added that “I hope could have a catering service, hometel,

cooperative, bakery, computer shop and beauty garments operated by the students and

school”.

Respondent 21 revealed that” in terms of the production and enterprise, we wish to

enhance the catering services we have”.

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Products. Two out of thirty-five (2/35) articulated those products are one of the

steps to help the institutions to deliver quality education amidst pandemic. The following

respondents stated the following:

Respondent 2 stated that “five years from now, I foresee our school as a college

with strong programs in production and entrepreneurship”.

Respondent 29 uttered that “we will sustain our products that they can provide

efficient service to their clients in their respective fields”.

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Income Generating Program

Perception of the Institutions

Five Years from Now in Terms
of Offer Various Services
Production/Entrepreneurship

Products

Figure 15. Thematic Analysis on the Perception of the Institutions Five Years from Now in

Terms of Production/Entrepreneurship
 148

The above-mentioned statement highlighted that Income Generating Program, Offer

Various Services and Products were the perceptions of the institutions five years from now

in terms of production/entrepreneurship.

Income Generating Program was viewed as the result of the perception of the Local

Colleges in Panay Island in terms of Production/Entrepreneurship. According to the

respondents, it will maximize the full potential of both the school and the students.

Further, to offer various services were visible also to the perception of the Local

Colleges in Panay Island as such to have hometel, catering services, bakery, cooperative

and a lot more. The Local Colleges in Panay Island perceives that through offering various

services will benefit the institution and as well as the students.

Lastly, products were seen as one of the perceptions of the institutions five years

from now in terms of production/entrepreneurship. The visibility and creation of various

products will sustain in providing efficient service to the clients in their respective fields.

Plans of the Institutions in Preparation for the Conversion to a State College

The subjects were asked on the plans of the institutions in preparation for the

conversion to a state college.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Preparation of IR and COPC, 2) Support of LGU, and 3), Complied CHED

Requirements.
 149

Preparation of IR and COPC. Seventeen (17) participants emphasized that

preparation of IR and COPC is one of the plans of the institutions in preparation for the

conversion to a state college. The following respondents stated the following:

Respondent 5 uttered that “we are currently working with our priority requirements

like the IR and COPC”.

Respondent 7 mentioned that” so far, we don’t have plans it’s because we are

working with the IR and COPC of the school”.

Respondent 12 shared that” to become a Stage College or a State University by

completing the Institutional Recognition and COPC Processes”.

Respondent 13 clarified that “to have an IR and COPC”.

Respondent 14 added that” To become a Stage College or a State University in the

Municipality of Balete with the complete requirements of IR and COPC”.

Respondent 15 cited that” To convert from community college into a Stage College

or a State University in our locality with the complete requirements of IR and COPC”.

Respondent 16 mentioned that” We wish to have an IR and undergone in COPC

process”.

Respondent 17 revealed that “we wish to become a Stage College or a State

University by completing the Institutional Recognition and COPC Processes”.

Respondent 18 stated that “Balete Community College will be converted into a

Stage College or a State University by completing the Institutional Recognition and COPC

Processes”.

Respondent 19 cited that “in order to become a Stage College or a State University,

we need to complete the Institutional Recognition and COPC Processes”.

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Respondent 20 inserted that “we could move now into a bigger building and have
the IR and COPC”.
Respondent 21 added that” we will be able to have an IR and COPC”.
Respondent 22 stated that” to have an IR, COPC and process the transfer of
building”.
Respondent 23 pointed out that” to accomplish IR and COPC”.
Respondent 26 cited that “as of now, we are preparing for the COPC so that slowly

we can be a state college or university”.

Respondent 27 clarified that “our instructors are giving their 100% full capacity in

doing the requirements for COPC”.

Respondent 33 affirmed that “we are now working with COPC and I know this will

help our college to grow more and become a state college

Support of LGU. Eleven out of thirty-five (11/17) participants clarified that

support of LGU is one of the plans of the institutions in preparation for the conversion to a

state college. The following respondents stated the following:

Respondent 4 mentioned that” it depends with the Local Government Unit of this

municipality but I think if everything was in place”.

Respondent 9 stated that “knowing that there are a lot to consider and the LGU is

the one who approves every move of the college”.

Respondent 10 said that” there is nothing impossible for that dream if there is a

support from the LGU.

Respondent 11 stressed that “for the conversion, it depends to the plans of LGU

because we rely to their decisions”.

 151

Respondent 24 clarified that “as student, I want to have a bigger building for my

alma mater with the support of the LGU”.

Respondent 28 cited that “if there are supports from the LGU, we will be planning

to cope up with the requirements of CHED to become a state college”.

Respondent 29 shared that “we need the supports of the LGU in planning the

requirements of CHED to become a state college”.

Respondent 32 stated that “I am looking forward that this college will be upgraded

into a state college with the support of LGU”.

Respondent 34 affirmed that “we will be supporting the City Government in

elevating the status of our college into a stage college.

Respondent 35 articulated that “I know that the LGU is supporting this college and

if given a chance, it is a dream come true!”.

Complied CHED Requirements. Two (2) participants shared that preparation of

Complied CHED Requirements are one of the plans of the institutions in preparation for

the conversion to a state college. The following subjects stated the following:

Respondent 2 mentioned that” our focus is on how to comply the requirements set

by the CHED like the IR and the COPC”.

Respondent 3 stated that” the college is doing its best to comply with the required

requirements of CHED”.
 152

Plans of the Preparation of IR

Institutions in and COPC
Preparation for
the Conversion Support of LGU
to a State
Complied CHED
College Requirements

Figure 16. Thematic Analysis on the Plans of the Institutions in Preparation for the
Conversion to a State College
 153

Statement number eight emphasized that Preparation of IR and COPC, support of

LGU and Complied CHED Requirements were the plans of the institutions in preparation

for the conversion to a state college.

In the conversion to a state college, HEIs must have plans in undertaking this step.

As the result shows, Preparation of IR and COPC was seen as one of the plans of the Local

Colleges in Panay Island for the preparation to a state college endeavor. For academic and

institution mobility, the recognition and realization of this policy will be much needed for

the conversion to a state college or university.

Support of Local Government Unit (LGU) was viewed in the above-mentioned

statement as one of the plans of the institutions in preparation for the conversion to a state

college. LGU as an internal stakeholder of the Local Colleges in Panay will be a strong

foundation in the quest to a state college by allocating specific amount in the provision of

institution’s needs towards academics.

As viewed in the result, Complied CHED Requirements was perceived as one of the

plans of the institutions in preparation for the conversion to a state college. To supplement

this, The Local Colleges in Panay Island are complying on the CHED requirements

following the standards, policies and guidelines of CHED.

Status of the Institutions in Terms of Enrollment

The subjects were asked on the status of the institutions in terms of enrollment.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Increased, 2) Decreased, and 3) retain.

 154

Increased. Twenty-five (25) participants emphasized that increased status of the

institutions in terms of enrollment. The following respondents stated the following:

Respondent 1 stated that” I am so happy that the enrolment increased to 100”.

Respondent 7 mentioned that “we have an increasing status of enrolment that’s why

we have an increase also in UniFast or Free Higher Education Billing”.

Respondent 8 cited that “pandemic actually have positive impact in our enrolment

as it has an increasing status of enrolment”.

Respondent 9 clarified that “we have an increase number of enrollment status”.

Respondent 10 uttered that “the status ma’am is increasing based on the report of

the registrar.

Respondent 11 affirmed that “we have an increasing status of enrolment.

Respondent 12 expressed that “the trend of enrollment in the last five years is

increasing (2018-2022)”.

Respondent 13 added that “our enrollment status is increasing in the last five

years”.

Respondent 14 cited that “we have an increasing enrollment in the last five years”.

Respondent 15 asserted that “students tend to really enroll even in the midst of

pandemic, flagging the way to an increased enrollment”.

Respondent 16 added that “we still have an increasing even in the onset of

pandemic and in the last five years (2018-2022)”.

 155

Respondent 17 stated that “our status of enrollment is increasing in the last five

years”.

Respondent 18 stated that Increasing in the last five years (2018-2022)”.

Respondent 19 clarified that “we are increasing in the last five years (2018-2022)”.

Respondent 20 stressed that “our enrollment is increasing from 2018 to 2022”.

Respondent 21 pointed out that “the enrollment is increasing”.
Respondent 26 revealed that “the status of enrollment is increasing every academic

year”.

Respondent 27 added that “our status of enrollment here is increasing”.

Respondent 29 said that “there is a quite increase in the pandemic school year

because of the performance of the college”.

Respondent 30 affirmed that” there is remarkable increase of 49% in enrollment in

the recent school year despite the pandemic”.

Respondent 31 stated that “we have increased the number of enrollees this

pandemic”.

Respondent 32 articulated that “high status of enrolment this time of pandemic”.

Respondent 33 asserted that “we didn’t expect the high enrolment status of Passi City

College”.

Respondent 34 revealed that “increase number of enrollees is a big factor to us.

Respondent 35 attested that “I am happy to say that we have got the target about the

increase of our enrolment”.

 156

Decreased. Seven (7) participants asserted that there is a decreased status of the

institutions in terms of enrollment. The following respondents stated the following:

Respondent 2 affirmed that “we’ve a massive decrease of enrolment during this

pandemic”.

Respondent 3 cited that “there is a decrease of enrolment during the pandemic”.

Respondent 4 added that” there is a decrease in our enrolment”.

Respondent 5 shared that “due to pandemic, there is a decrease in our enrolment”.

Respondent 6 articulated that “this pandemic, our enrolment decreased”.

Respondent 25 cited that “the only problem is that in the 2nd semester of the

academic year because of the reduction of enrollment”.

Respondent 28 attested that “at the second year of the pandemic, we have 700 plus

applicants but sad to say, we only catered 300 students in our college.

Retain. Six (3) participants articulated that there is a decreased status of the

institutions in terms of enrollment. The following respondents stated the following:

Respondent 22 stated that” students were able to consistently enroll”.

Respondent 23 cited that” the enrollment is stable”.

Respondent 24 shared that “we were able also to consistently enroll every

semester”.
 157

Status of the Increased

Institutions
in Terms of Decreased
Enrollment
Retain

Figure 17. Thematic Analysis on the Status of the Institutions in Terms of Enrollment
 158

The above-mentioned statement clarified that Increased, Decreased, and retain were

the status of the institutions in terms of enrollment.

In the last five (5) years, the Local Colleges in Panay Island increased their

enrollment status even in the onset of pandemic. The COVID-19 pandemic has profoundly

disrupted the schools yet they were able to increase their enrollment status.

In the past year, the COVID-19 pandemic has resulted in staggering enrollment

drops, the result shows that decreased in enrollment were also viewed as the status of the

Local Colleges in Panay Island amidst the pandemic. Fear of the virus, restrictions and

financial status due to pandemic were seen as the factors affecting the decreased in

enrollment.

Lastly, retain in enrollment were viewed as the status of the Local Colleges in

Panay Island in terms of enrollment as the results shows. Students prefer to continue their

academics despite of the fear brought about by the COVID-19 pandemic.

Status of the Institutions in Terms of Courses Offered

The subjects were asked on the status of the institutions in terms of courses offered.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Trimmed Down, and 2) Retained.

Trimmed Down. Five (5) participants cited that trimmed down is one of the status

of the institutions in terms of courses offered. The following respondents stated the

following:
 159

Respondent 1 asserted that “our board courses trimmed down and we only have

non-board courses”.

Respondent 2 shared that “we have four courses offered but it was turn down into

two courses because we failed to complied what are being ask for us”.

Respondent 3 clarified that” we lost some of the courses offered and we need to

strengthen our last two program offered with the help of the LGU”.

Respondent 4 affirmed that “we need to market our last two courses left because

we’ve lost already our other courses”.

Respondent 5 added that “as of this time, we lost some of the courses offered, we

need to strengthen our last two program offered with the help of the LGU”.

Retained. Thirty (30) participants articulated that retained is one of the status of the

institutions in terms of courses offered. The following respondents stated the following:

Respondent 6 cited that “as of now, we have two programs and these are: Bachelor

Science in Hotel Management and Bachelor of Science in Industrial Technology”.

Respondent 7 pointed out that “we have two programs being offered and these are:

BSHM and BS Industrial Technology. Both of this are non-board programs”.

Respondent 8 asserted that “the two courses that we are offering right now are still

being offered and we are just complying the COPC”.

Respondent 9 uttered that “the BSHM has massive enrolment increase while the BS

Industrial Technology maintains its number”.

 160

Respondent 10 cited that “we only have two courses being offered. Still, these

courses are complying for COPC”.

Respondent 11 shared that “no additional courses being offered. We still have two

programs namely BSHM and BSIT.

Respondent 12 cited that “no change in courses offered. Only the curriculum was

revised.

Respondent 13 added that “there was no change in courses offered”.

Respondent 14 stressed that “we have two board programs offered and 1 non- board

courses being offered by this college”.

Respondent 15 revealed that “we don’t have courses being change but our

curriculum was revised”.

Respondent 16 expressed that “when it comes to our courses offered, we have three

courses offered.

Respondent 17 emphasized that “the courses offered in BICT have significant value

to the community because the college offers three courses that the community is looking

for.

Respondent 18 attested that “we have three courses offered”.

Respondent 19 stated that “there was no changes but only Curriculum was revised”.

Respondent 20 pointed out that “we offer three courses and no changes in the last

five years”.
 161

Respondent 21 highlighted that “the same courses are still offered in the college”.

Respondent 22 stated that “we have 3 courses offered, 2 are non-board courses and

1 is board course.

Respondent 23 mentioned that “we have three courses offered namely BSED Major

in Filipino, BS Office Administration and BS in Hospitality Management”.

Respondent 24 added that “we have three courses offered here in our school”.

Respondent 25 stressed that “the courses are still the same in the last five years.

Respondent 26 said that “we have 3 board courses namely, BSED, BEED and BS

CRIM and 2 non-board courses, the BSOA and BSHM.

Respondent 27 uttered that “we have five courses here in the last five years up to

this date”.

Respondent 28 attested that “we offered BSOA and BSTM”.

Respondent 29 cited that “we have two non-board courses, the Office Ad and

Tourism Management.

Respondent 30 asserted that “Status quo since no new offerings since 2008”.

Respondent 31 expressed that “we offered six courses”.

Respondent 32 articulated that “Passi City College offers six courses”.

Respondent 33 clarified that “BSIT, BSBA, BSED Major in English and Math,

BEED, & BSCRIM”.

Respondent 34 emphasized that “we offer six courses namely BSIT, BSBA, BSED

Major in English and Math, BEED, & BSCRIM”.

 162

Respondent 35 cited that “for the last years, we were able to maintain our six

courses”.
 163

Status of the
Institutions in Trimmed Down
Terms of
Courses Retained
Offered

Figure 18. Thematic Analysis on the Status of the Institutions in Terms of Courses Offered
 164

Status of the Institutions in Terms of Passing Percentage of Board Courses

The subjects were asked on the status of the institutions in terms of passing

percentage of board courses.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) No Board Program, 2) High Passing Percentage, and 3) Low Passing Percentage.

No Board Program. Thirty (30) participants articulated that there are No Board Program

status of the institutions in terms of courses offered. The following respondents stated the

following:

Respondent 1 stated that “in 2016 and 2017, our board courses programs graduates

took the licensure examinations and they passed”.

Respondent 2 pointed out that ”we have no board courses offered as of this moment

because last 2017 our board courses were phase out”.

Respondent 3 emphasized that “we have no board courses so we have no status of

passing percentage”.
Respondent 4 articulated that “we have no board courses”.
Respondent 5 cited that “we have no board courses”.
Respondent 6 asserted that “we have two non-board courses, the BSHMT and
BSMT”.
Respondent 7 mentioned that “we have non-board programs”.

Respondent 8 stressed that” we are just offering non-board program and we don’t

have passing percentage”.

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Respondent 9 affirmed that “we have no status to give ma’am because we are just

offering non-board courses”.

Respondent 10 shared that “we are non-board programs”.

Respondent 11 added that “the courses that we offered ma’am has no board

examination”.

Respondent 28 asserted that “no passing percentage”.

Respondent 29 articulated that “We don’t have board courses”.
Respondent 33 cited that “We are non-board program”.

High Passing Percentage. Nineteen (19) participants pointed out that there is a High

Passing Percentage status of the institutions in terms of courses offered. The following

respondents stated the following:

Respondent 12 stated that “our passing percentage for our two board courses is

continuous passing for the last five years”.

Respondent 13 shared that “it’s 100% passing percentage”.

Respondent 14 pointed out that “in the last five years, we still have a continuous

passing percentage”.

Respondent 15 added that “the passing percentage is high”.

Respondent 16 articulated that “even in the onset of pandemic, we still got to have a

high passing percentage”.

Respondent 17 stated that “the passing percentage of our board course is high”.
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Respondent 18 uttered that “we have a high passing percentage”.

Respondent 19 asserted that “we make a continuous passing for the last five years”.

Respondent 20 affirmed that “in our board course, BSED Filipino, its passing
percentage during pandemic is high”.
Respondent 21 clarified that “our BSED Major in Filipino has high passing

percentage”.

Respondent 22 attested that “the passing percentage is higher than the national

percentage during the pandemic but there are times that it subsides to the national

percentage”.

Respondent 23 revealed that “every year, during this pandemic we have high

passers in our board course”.

Respondent 24 shared that “we are very happy that the school has a higher

percentage when it comes to the BSED Major in Filipino course.

Respondent 25 added that “For the BEED and BSED, they have 100% passing

percentage last September 2021. BS Criminology is on 33%.

Respondent 26 revealed that “the passing percentage here in our schools for the

board course is high especially with our BEED and BSED.

Respondent 27 stressed that” the passing percentage here is high and that gives

credits to the faculty who delivered quality education to our students”.

Respondent 30 clarified that “There are years where we got high level of

performance but there are also times where we marked low and below the national passing

percentage”.
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Respondent 31 cited that “I am proud to say that we have high percentage board

passers”.

Respondent 32 said that “Looking forward for more board passers in the future”.

Low Passing Percentage. Two (2) participants emphasized that there is a Low Passing

Percentage status of the institutions in terms of courses offered. The following respondents

stated the following:

Respondent 33 cited that “we maintain the high percentage of board ratings in the

past years, but recently we are below in the national percentage”.

Respondent 35 articulated that “we need to double time because we are now below

in the national percentage in terms of board passers”.

Status of the No Board Program

Institutions in
Terms of High Passing
Passing Percentage
Percentage of
Low Passing
 Board Courses Percentage
168

Figure 19. Thematic Analysis on the Status of the Institutions in Terms of Passing

Percentage of Board Courses

The above-mentioned statement pointed out that status of the institutions in terms of

passing percentage of board courses are No Board Program, High Passing Percentage and

Low Passing Percentage.

Several Local Colleges in Panay Island has No Board Courses offered.

As the result shows that in terms of passing percentage of board courses, some local

colleges have high passing percentage. This implies that the quality of instruction instilled

to them has a great impact in producing globally competitive graduates.

Lastly, Low Passing Percentage was viewed as one of the passing percentages of

board courses in some of the Local Colleges in Panay Island. The faculty of the institutions

are giving interventions to cope with the low status of passing percentage in their board

courses. According to some participants, they are below national passing percentage. The

impact of this low status will have somewhat a negative bearing to the institution itself.

Status of the Institutions in Terms of Employment of Graduates

The subjects were asked on the status of the institutions in terms of employment of

graduates.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) High Employment Rate

High Employment Rate. All thirty-five participants responded they have High

Employment Rate. The following respondents stated the following:

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Respondent 1 pointed out “our graduates are employed in different business

establishments here in Culasi. Our graduates in board courses are employed also, just like

Sir Shem as our product”.

Respondent 2 highlighted “we have a lot of graduates who are employed now”.

Respondent 3 stated “there are a lot of our graduates who are employed in different

sectors in our community”.

Respondent 4 mentioned “our graduates are serving now the community. They are

employed in different businesses and offices”.

Respondent 5 shared “most of our graduates can compete also with other graduates.

There are a lot of them serving now the community”.

Respondent 6 added “with regards in the employment, some of our students were

already employed in Boracay”.

Respondent 7 stressed “most of our graduates are being absorb or hired by different

establishments here in Aklan, Boracay and even in other countries”.

Respondent 8 said “we are proud that mostly of our graduates are serving the

Boracay establishments and others are even abroad”.

Respondent 9 uttered “we have a very high employment status because most of our

graduates are hired in their chosen profession”.

Respondent 10 revealed “I am proud that most of our graduates are working now

and serving the community”.

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Respondent 11 attested “we have high employment status as our product are mostly

working now”.

Respondent 12 cited “they have scattered in the different establishments,

restaurants, government agencies and other private sectors”..

Respondent 13 asserted “they are employed in different fields”.

Respondent 14 affirmed “our graduates have a high percentage in landing a job.

They are already employed to their chosen field”.

Respondent 15 expressed “the graduates have stable jobs and landed a good job”.

Respondent 16 articulated “I have asked the graduates personally and they response

positively that they are found in different agencies in the locality”.

Respondent 17 clarified “our graduates have stable jobs and landed a good job in

their chosen field”.

Respondent 18 emphasized “based on our survey, the employment rate of our

graduates is 90%. The remaining 10% is for the personal choice that they are waiting for

the right time”.

Respondent 19 added “we found out that our graduates have stable jobs even in the

midst of pandemic”.

Respondent 20 uttered “the result shows that students from this college landed a job

in Boracay Island, DepEd, restaurants, BJMP, BFP , ARMY , government offices and other

private establishments”.
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Respondent 21 affirmed “the status of employment in the last five years is good.

Our graduates have a good job in their chosen field”.

Respondent 22 mentioned “almost of our graduates have a good job”.

Respondent 23 attested “the employment status of our graduates is respectable.

They find a good job”.

Respondent 24 cited “we are very happy that our school has produced graduates

who are globally competitive”.

Respondent 25 shared “we are very happy that our status of the employment of our

graduates that they are now professionals”

Respondent 26 articulated “majority of our graduates here are employed now as

such in PNP, BFP, BJMP , government offices and are absorbed by DepED”.

Respondent 27 revealed “90% of the teachers from Municipality of Altavas are

from the Altavas College. BSHM graduates are also employed in abroad, restaurants,

Boracay and government offices”

Respondent 28 expressed “we have very high status in employment even in the

Pandemic”.

Respondent 29 shared “we have 90% rating in employment where most of our

students already employed in their respective fields”.

Respondent 30 mentioned “so many of our graduates are now working as teachers

and non-teaching staff at DepEd. Some of our graduates are now connected with PNP,

BJMP, BFP, Banks, NGOs, private companies and even in the LGUs”.
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Respondent 31 emphasized “in BSHM graduates, I am proudly to say that there is a

high percentage of employment status of our graduates. Many of them are now in

Managerial positions, working on high caliber hotels and in abroad”.

Respondent 32 highlighted “I am confident enough with high status of employment

of our institution because I believe that they are well trained and prepared by the college to

their battlefield”.

Respondent 33 clarified “during this pandemic, mostly of our graduates are now

employed because there is need in the battlefield of our course”.

Respondent 34 asserted “we have a lot of graduates who are now policemen and

women, etc”.

Respondent 35 expressed “I am happy that in the past few years, are graduates are

in teacher education are now employed in DepEd. They have crowded the rankings in

DepEd that lend them into regular positions”.

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Status of the
Institutions in
Terms of High Employment
Rate
Employment
of Graduates

Figure 20. Thematic Analysis on the Status of the Institutions in Terms of Employment of

Graduates
 174

Statement number Twenty identified high employment rate as the status of the

institutions in terms of employment of graduates.

During the years of existence of the different Local Colleges in Panay Island, they

have a high employment rate of their graduates in the different fields. Most of their

graduates are now serving their community like establishments, banks, restaurants,

government agencies and other private institutions.

Status of the Institutions in Terms of Budget Allocation

The subjects were asked on the status of the institutions in terms of budget

allocation.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1) Increased of Budget Allocation, 2) Retained of Budget Allocation

Increased of Budget Allocation. Nineteen (19) participants revealed that the status

of the Institutions in Terms of Budget Allocation is increasing. The following respondents

stated the following:

Respondent 1 emphasized that “I am so happy that the budget allocated to school

now increased to two (2) million. Budget is really important”.

Respondent 2 clarified that “we only have 100k plus budget before but after our

BOT meeting this morning, thanks God that it was increase to 2 million”.

Respondent 3 articulated that “we have 2 million allocations this school year

according to the mayor”.

Respondent 4 expressed “I know that we have 2 million budget allocation as

announce by the mayor after our BOT meeting”.

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Respondent 5 affirmed that “honestly, we have increased this year. It is 2 million”.

Respondent 6 asserted that “this year, we have 4 million allocated budget”.

Respondent 7 cited that “there is no problem with the budget allocation because we

have UniFast billing and subsidy from the LGU”.

Respondent 8 attested that “our subsidy from the LGU is increasing every year.

There is no problem with the budget allocation so far”.

Respondent 9 revealed that “the UniFast is paying the miscellaneous fees and

tuition fees and the LGU is giving us subsidy so I don’t see any problem with the budget

allocation”.

Respondent 10 uttered that “there is a strong support from the LGU and our budget

is increasing since then”.

Respondent 11 said that “we have an increasing status in terms of budget

allocation”.

Respondent 12 stressed “before pandemic, we are four million but now in 2022, we

are 3,700,000.00 allocated to the General Fund”.

Respondent 28 added “we have high budget from our government”

Respondent 30 shared “increasing budget allocation in the last 5 years. The recent

budget for year 2022 is 28.9M”.

Respondent 31 mentioned that “the LGU allotted high budget for us especially in

School of Hotel and Management”.

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Respondent 32 stated that “I saw how our LGU gave a high budget for our college

in terms of our facilities and other things that need by our institution”.

Respondent 33 highlighted that “there is a huge budget allocated for us in School

of Information and Communication Technology. The computer increases and upgraded

into a high caliber system. Almost 4 million pesos allocated budget for the SOICT only”.

Respondent 34 pointed out that “we have now laboratories that had been allocated

with high budget to cater the needs of our future police officers”.

Respondent 35 cited that “there’s a high and profound budget for each department.

In teacher education, the administration gave a budget for our speech laboratory amounting

300, 000 plus pesos”.

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Status of the
Institutions in
Terms of Increased
Budget
Allocation

Figure 21. Thematic Analysis on the Status of the Institutions in Terms of Budget

Allocation
 178

Statement number Eighteen identified that there is an increase in terms of budget

allocation of the different institutions.

An increase in budget allocation of the different Local Colleges in Panay Island was

very significant. They have high hope that through the help and support of their respective

Local Government Units (LGU), they can enhance and upgrade their different facilities,

equipment, and materials needed for the school.

Increase in budget is evident among Local Colleges in Panay. UNIFAST played an

important role in augmenting budget allocations of these colleges who were beneficiaries

of the above- mentioned CHED program.

The strong implementation of various programs, projects and activities (PPA) of the

institution depends on the availability of the budget.

Status of the Institutions in Terms of Number of Academic and Non- Academic

Personnel

The subjects were asked on the status of the institutions in terms of number of

academic and non- academic personnel.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1)11-20 Personnel, 2) 31 and above Personnel, 3)21-30 Personnel, 4)1-10

Personnel.

11-20 Personnel. Eleven (11) participants highlighted that the status of the

Institutions in Terms of Number of Academic and Non- Academic Personnel is 11-20

personnel. The following respondents stated the following:

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Respondent 6 shared that “we have 15 part-time who are full time with contractual

status and 5 admin staff whose status is contractual also”.

Respondent 7 stressed that “we have 15 contractual teaching faculty and 5

contractual admin staff”.

Respondent 8 said that “we have 15 part-time who are full time with contractual

status and 5 admin staff whose status is contractual also”.

Respondent 9 uttered that “15 contractual teaching personnel and 5 contractual

admin staff”.

Respondent 10 revealed that “we have 3 part-time teachers from DepEd and 12

part-time teachers who work in full time. We also have 5 admin staff. All are contractual

status”

Respondent 11 attested that “we 15 contractual who are teaching and 5 contractual

admin staff”.

Respondent 20 cited that “the school has 1 College Dean, 9 permanent Instructor

1,3 Non-teaching permanent Personnel and 5 Contract of Service personnel”.

Respondent 21 asserted that “we are 18 in totality wherein it composes of 1 College

Dean , 9 permanent Instructor 1, 3 Non-teaching permanent Personnel and 5 Contract of

Service personnel”.

Respondent 22 affirmed that “we are very to say that BICT has 1 College Dean , 9

permanent Instructor 1,3 Non-teaching permanent Personnel and 5 Contract of Service

personnel”.
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Respondent 23 expressed that “Batan Integrated College of Technology is compose

of 1 College Dean, 9 permanent Instructor 1,3 Non-teaching permanent Personnel and 5

Contract of Service personnel ”.

Respondent 24 articulated that “our school has 1 College Dean, 9 permanent

Instructor 1,3 Non-teaching permanent Personnel and 5 Contract of Service personnel”.

31 and above Personnel. Nine (9) participants revealed that the status of the

Institutions in Terms of Number of Academic and Non- Academic Personnel is 31 and

above personnel. The following respondents stated the following:

Respondent 25 emphasized that “we have 28 part-time teachers. Five permanent

teachers. For the non-teaching personnel, we have six permanent and 10 contract of service

employees”.

Respondent 26 clarified that “the school has 6 permanent and 10 COs non-teaching

employees and 28 part-time instructors and 5 permanent Instructor I ”.

Respondent 27 articulated that “We have 6 permanent and 10 COs non-teaching

employees and 28 part-time instructors and 5 permanent Instructor I ”.

Respondent 28 expressed that “we have many academic personnel and some non-

academic personnel”.

Respondent 29 affirmed that “we have high caliber personnel both academic and

non-academic”.

Respondent 30 cited that “5 Non-Teaching Personnel on a Regular/Permanent

Status, 23 Regular Instructors, 77 Part-Time Instructors, 22 Job-Order Personnel”

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Respondent 31 attested that “I saw the high employment status of our academic and

non-academic personnel and we are more than a hundred already”.

Respondent 32 revealed that “I am now confident of the 127 total number of our

faculty and staff of our college”.

Respondent 33 uttered that “there is a high percentage of academic and non-

academic status in our college with a total number of 127”.

Respondent 34 said that “as of 2022, we are more than one hundred”.

Respondent 35 added that “our college responded the needs of our academic and

non-academic personnel that reach to 127 employees”.

21-30 Personnel. Eight (8) participants pointed out that the status of the Institutions

in Terms of Number of Academic and Non- Academic Personnel is 21 and 30 personnel.

The following respondents stated the following:

Respondent 12 highlighted that “we have 3 regular academic personnel, 19 Contract

of Service Teaching Personnel and 5 Job Hires Non-Teaching personnel”.

Respondent 13 clarified that “BCC has 3 regular academic personnel, 19 Contract

of Service Teaching Personnel and 5 Job Hires Non-Teaching personnel”.

Respondent 14 stated that “3 regular academic personnel, 19 Contract of Service

Teaching Personnel and 5 Job Hires Non-Teaching personnel are the personnel in this

college”.

Respondent 15 articulated that “our school has 3 regular academic personnel, 19

Contract of Service Teaching Personnel and 5 Job Hires Non-Teaching personnel”.

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Respondent 16 mentioned that “the school has 3 regular academic personnel, 19

Contract of Service Teaching Personnel and 5 Job Hires Non-Teaching personnel”.

Respondent 17 affirmed that “Balete Community College, when it comes to

personnel has 3 regular academic personnel, 19 Contract of Service Teaching Personnel

and 5 Job Hires Non-Teaching personnel”.

Respondent 18 shared that “we have 3 regular academic personnel, 19 Contract of

Service Teaching Personnel and 5 Job Hires Non-Teaching personnel”.

Respondent 19 added that “we have 3 regular academic personnel, 19 Contract of

Service Teaching Personnel and 5 Job Hires Non-Teaching personnel and the campus

administrator”.

1-10 Personnel. Five (5) participants pointed out that the status of the Institutions

in Terms of Number of Academic and Non- Academic Personnel is 1 and 10 personnel.

The following respondents stated the following:

Respondent 1 said that “we have 1 Casual Instructor and the rest are part-time

Instructors. We have already approved the creation of Instructor 1, College Librarian and

Guidance Counselor”.

Respondent 2 uttered that “we have 1 Casual Instructor and the rest are part-time

Instructors. We have already approved the creation of Instructor 1, College Librarian and

Guidance Counselor”.

Respondent 3 expressed that “we only have 1 Casual Instructor and the rest of our

teachers here are part-time teachers”.

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Respondent 4 highlighted that “at present, we only have 1 casual employee and the

rest are part-time”.

Respondent 5 cited that “we have 1 Casual Instructor and the rest are part-time

Instructors”.
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11-20
Status of the
Institutions in 31 and above
Terms of Number
of Academic and
Non- Academic 21-30
Personnel
1-10

Figure 22. Thematic Analysis on the Status of the Institutions in Terms of Number of

Academic and Non- Academic Personnel

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Statement number Nineteen have identified 11-20, 31 and above, 21-30, and 1-10

as the number of Academic and Non-Academic Personnel in different institutions.

According to the status of institutions in terms of the number of Academic and

Non-academic Personnel, ranges from 11-20 have the most numbered status. They are

contractual in status and most of them are part-time instructors who are serving the local

colleges in Panay Island.

In some schools, there are personnel ranges from 31 and above in totality. This

connotes that Local Colleges in Panay Island have created Plantilla and Contractual

positions allotted to the beneficial employees. They were thankful that their local

government unit (LGU) supports their school’s needs.

The results show that a personnel ranges from 21-30 was seen as one of the status

of academic and non-academic personnel of the local colleges in the Panay Island.

Lastly, there are some local colleges in Panay Island with personnel ranges from 1-

10 which will give them high hopes that someday they will have more plantilla positions

allocated in their institution.

Status of the Institutions in Terms of Personnel’s Status of Appointment

The subjects were asked on the status of the institutions in terms of personnel’s

status of appointment.

The responses were recorded, transcribed and coded into themes. The themes coded

where; 1)Plantilla and Contract of Service, 2)All Contract of Service, 3) Casual and Part-

Time Instructors.
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Plantilla and Contract of Service. Twenty-four (24) participants pointed out that

status of the Institutions in Terms of Personnel’s Status of Appointment is Plantilla and

Contract of Service. The following respondents stated the following:

Respondent 12 highlighted that “we are Regular Employees, Contract of Service

and Job Hire”.

Respondent 13 mentioned that “our status here are Regular Employees, Contract of

Service and Job Hires”.

Respondent 14 shared that “in this school, we are Regular Employees, Contract of

Service and Job Hires”.

Respondent 15 added that “Regular Employees, Contract of Service and Job Hires”.

Respondent 16 stressed that “we are in Regular Employees, Contract of Service and

Job Hires positions.”.

Respondent 17 said that “the personnel here are Regular Employees, Contract of

Service and Job Hires”.

Respondent 18 uttered that “regular Employees, Contract of Service and Job Hires

positions. All are locally paid”.

Respondent 19 revealed that “the employees here in this college are Regular

Employees, Contract of Service and Job Hires”.

Respondent 20 attested that “Batan Integrated College of Technology has

permanent and contract of service employees”.

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Respondent 21 cited that “there are contract of service and also permanent

positions”.

Respondent 22 asserted that “we are very happy to say that BICT has 1 College

Dean, 9 permanent Instructor 1,3 Non-teaching permanent Personnel and 5 Contract of

Service personnel”.

Respondent 23 affirmed that “Batan Integrated College of Technology is composed

of 1 College Dean, 9 permanent Instructor 1,3 Non-teaching permanent Personnel and 5

Contract of Service personnel”.

Respondent 24 expressed that “in my knowledge, BICT has permanent and

Contract of Service Employees”.

Respondent 25 articulated that “we have permanent and Contract of service for non-

teaching and teaching employees”.

Respondent 26 clarified that “the school has both permanent and COs employees”.

Respondent 27 emphasized that “altavas College has permanent and Contract of

service for non-teaching and teaching employees”.

Respondent 28 highlighted that “there are plantilla, contractual positions and job

orders”.

Respondent 29 mentioned that “we have a lot of Job-orders who are working with

us and there should be an increase of plantilla positions where promotion scheme of the

college must improve”.

Respondent 30 revealed that “28 Regular/Permanent Faculty and Staff and 99 Part-

Time Contract of Service Instructors and Job Orders”.

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Respondent 31 cited that “as Faculty president, I am happy to say that all the

plantilla positions that have already budget is in filling process. We have also a lot of

regular and contract of service employees”.

Respondent 32 affirmed that “I am now happy that there are a lot of plantilla

positions to fill in soonest. However, we have already regular and contract of service

employees”.

Respondent 33 pointed out “there is a huge percentage in hiring regular and

contract of service faculty and staff for our college”.

Respondent 34 expressed that “we saw how our college grows in terms of giving

back to those who are in position and want higher position. We have 127 regular and

contract of service employees”.

Respondent 35 clarified that “as newly promoted employee, I do believe that this

college is now become bigger because of the promotions and hiring of regular and contract

of service employees”.

All Contract of Service. Six (6) participants uttered that the status of the

Institutions in Terms of Personnel’s Status of Appointment is All of Contract of Service.

The following respondents stated the following:

Respondent 6 attested that “as of now, we don’t have regular status here and we are

all contract of service status”.

Respondent 7 added that “all of our 15 teaching and admin staff are contractual”.

Respondent 8 articulated that “we are all contract of service here”.

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Respondent 9 uttered that “we are COS in status”

Respondent 10 mentioned that “all of us here are contract of service status”.

Respondent 11 that emphasized “we don’t have regular status here. We are all

contract of service status”.

Casual and Part-Time Instructors. Five (5) participants uttered that the status of

the Institutions in Terms of Personnel’s Status of Appointment are Casual and Part-Time

Instructors. The following respondents stated the following:

Respondent 1 affirmed that “we have 1 Casual Instructor and the rest are part-time

Instructors. We have already approved the creation of Instructor 1, College Librarian and

Guidance Counselor”.

Respondent 2 expressed that “we have 1 Casual Instructor and the rest are just part-

time”.

Respondent 3 stated that “we only have 1 casual employee. The other teachers who

are serving here are having a part-time status”.

Respondent 4 shared that “we have 1 Casual employee and the rest are part-time”.

Respondent 5 stressed that “Isang Casual po na status at ang lahat na ay part-time

na. (We have 1 Casual and the rest are part-time)”.

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Status of the Plantilla and

Institutions in Contract of Service
Terms of All Contract of
Personnel’s Service
Status of
Casual and Part-
Appointment Time Instructors

Figure 23. Thematic Analysis on the Status of the Institutions in Terms of Personnel’s

Status of Appointment
 191

Statement number Twenty identified Plantilla and Contract of Service, All Contract

of Service, and Casual and Part-Time Instructors as the status of the institutions in terms of

Personnel’s status of appointment.

Plantilla and Contract of Service have the most numbered item in terms of the

Personnel’s status of appointment. There are high calibre regular employees and job hires

who are working hard to give the quality education for their students.

There are some Local Colleges in Panay Island that don’t have any regular

employees and that results to All Contract of Service status of appointment of their

personnel.

In addition, some schools only have Casual and Part-time Instructors where they

don’t have any regular personnel. They were hopeful that someday, there are regular

positions available to their school.

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CHAPTER V

SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS

Summary

This study was conducted among Local Colleges in Panay Island from March 28-

31, 2022 to answer the following: What are the interventions initiated by your institution

embedded in your Learning Continuity Plan to cope with the effect of pandemic?;What are

the factors that affect your enrolment status before and during pandemic?; What challenges

did you encounter during pandemic?; What are the lifelong learnings that you attained

during pandemic?; How did you help your institution to deliver quality education amidst

pandemic?; What are the intervention programs that has been done by your institution to

cope with the new normal?; How do you see your institution five years from now in terms

of: instruction, faculty, facility, research, extension and production/entrepreneurship?;

What are the plans of your institution in preparation for the conversion to a state college?;

What is the status of your institution in terms of: enrollment, courses offered, passing

percentage of board courses, employment of graduates, budget allocation, number of

academic and non- academic personnel and personnel’s status of appointment?

The qualitative research design was employed in this study. Purposive random

sampling was used to determine the subjects of this study.

Subjects of this study were 35 purposively selected administrators, deans, members

of the middle management team, presidents of faculty, employees and student association

or organization. In Depth Interview (IDI) and Focus Group Discussion (FGD) were used to

gather information.
 193

For the data analysis, thematic analysis was employed. The data were recorded,

analyzed and coded.

The findings of the study revealed the following:

1. Subjects pointed out that blended learning, modular approach, mobile learning and

modular learning were the interventions initiated by their institutions that were embedded

in their learning continuity plan. As a result, various approaches were adopted by different

Local Colleges to address the needs of their students.

2. IATF restrictions, free tuition fee, expenses and modalities were the factors that affected

the enrolment status before and during pandemic. Due to restrictions and mobility

concerns, students enrolled to their nearest higher education institutions. Free tuition fees

through UNIFAST Program of the Commission on Higher Education enticed students to

enroll in Local Colleges. Expenses and choice of modalities play an important factor on the

effect of enrollment status in most of the Local Colleges in Panay Island.

3. Internet connectivity, protocols, teaching-learning process and modules were the

encountered challenges during pandemic. Various connectivity issues were identified such

as zero internet connectivity to poor connections is one of the major challenges that the

Local Colleges in Panay Island have encountered. The delivery of lesson through online

using different platforms is at stake because of the connectivity issues. Lockdowns and

quarantine classifications are major protocols that are being implemented by the IATF

through its local counterparts in their respective Local Government Units. Sudden or abrupt

changes in protocols made education more difficult. Modules became one of the challenges

in school. Preparation and distribution added to the tasks of the instructors while answering
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and submission of this learning material became a challenge among our students during

this pandemic.

4. Values, positive outlook, education and attitude were the attained lifelong learnings of

the Local Colleges in Panay Island. Values were seen as an important factor in coping with

the drastic change brought by the COVID-19 pandemic. Patience, love, cooperation,

determination and being God- fearing are the values that were identified by the subjects as

their lifelong learnings during this pandemic. Positive outlook towards self and work was

one of the attained lifelong learnings by the subjects. Participants stated that despite of the

adversaries and tribulations that they met as they combat the challenges brought by this

pandemic, positivity plays a very vital role. Education must continue despite of these

challenges. Participants viewed it as a motivation and springboard to overcome the frailties

brought by this pandemic. Positive attitude was honed by COVID- 19. This is the positive

impact brought by this pandemic. Attitude such as developing strong camaraderie,

resourcefulness, being innovative and adaptability were enhanced as stated by our

participants.

5. Work ethics, values, attitude and distribution and retrieval of modules were the steps that

the participants have done to deliver quality education amidst pandemic. Work ethics as

discussed by the subjects include obeying the institution's rules, taking responsibility,

accountability, professionalism, trust and mutual respect for your colleagues at work.

Values and attitude have been named as one of the steps to help the institutions to deliver

quality education amidst pandemic. Subject’s values and attitude were the guiding

principles that they showcased as their inspiration to deliver quality education amidst

pandemic. Distribution and retrieval of modules were viewed also by the subjects as a way
 195

to deliver quality education amidst pandemic. Members of the institution has an important

role that is being played to deliver and retrieve their modules. As stipulated in each

institution’s Learning Continuity Plan (LCP), module must be easily available to all

students. To answer this demand, various ways and procedures were designed by each

institution to distribute and retrieve their modules adhering to the safety protocols set by

the IATF.

6. Symposium, virtual orientation, blended learning and implementation of IATF protocols

were the intervention programs that has been done by the institutions to cope with the new

normal. Symposium played a vital role in coping with the new normal. Most of the

participants mentioned that the conduct of symposium that is related to mental health was

done as one of the interventions made by the Local Colleges to address the issues and

concerns that aroused during the advent of COVID-19. Virtual orientations were conducted

according to the participants in order to disseminate information such as orientation to the

new modalities of learning, proper observance of IATF protocols and important school’s

announcements. Through various virtual orientations discussing about COVID- 19, it

lessened the worries and adversaries of the learners. In coping with the effect brought by

the pandemic, blended learning was adapted by some institutions. Participants explained

that blended learning is a combination of modular and online learning was introduced to

their schools as an initiative to address the new normal education. Strict implementation of

IATF protocols were observed as a mitigating step in facing the new normal. Imposing

these protocols were considered by the subjects as one of the important factors to cope the

new normal.
 196

7. Additional course offering, quality instruction, developed instruction and competitive

school were the perceptions of the institutions five years from now in terms of instruction.

Most of the participants wished to have an additional course offering after five years. It is

perceived by the subjects that additional course offering is an important development a

school must focus on. Participants stated that quality instruction is significant to local

colleges. Having a quality instruction that is being demonstrated by Local Colleges in

Panay Island can compete with other colleges and universities. It is an aim of all LUCs to

improve their instruction for the benefit of all and it was affirmed by the participants that in

the future, local colleges can have a developed instruction.

8. Having a full- fledged masters and doctorate degree holders and regular/ plantilla

personnel were the perceptions of the institutions five years from now in terms of faculty.

The participants perceived that after five years, the status of institution in terms of faculty

is having a full- fledged masters and doctorate degree professors. Having a regular/plantilla

personnel is an aim of LUCs. Through the intervention of their respective Local

Government Units (LGU) and appropriating additional budget allocations, this above-

mentioned perception will be in reality.

9. Complete laboratories/facilities/equipment, additional equipment/building, improved

facility and new campus/building facility were the perceptions of the institutions five years

from now in terms of facility. The participants aimed that after five years, there will be

complete laboratories/facilities/equipment that will be available. It was stressed that it is a

necessity to have complete facilities, laboratories and equipment in every school because it

will affect the quality of education. Additional equipment/ building and improved facility

were provided in local colleges to deliver quality education. They perceived that a new
 197

campus/building facility to arise in their institution. It is necessary because the enrolment

of the school increases and the demand to cater tertiary education to the students also

increases.

10. Having published researches, research coordinator, research program and a budget in

research were the perceptions of the institutions five years from now in terms of research.

The participants mentioned that they aimed to have a published research after five years.

Some of the participants are looking forward that their institution will be having a

published research to cope with the demand of the CHED and to be utilized in the

community. Having a research coordinator is another perception of the participants. They

foresee that after five years, the Local Colleges in Panay Island will have a research

coordinator who will help in facilitating research concerns. Having a research program is

being aspired by the participants. Research program must be strengthened to develop an

opportunity to all faculty members to engage themselves in research. Appropriating a

budget in research is important because it will inspire both faculty and students to conduct

researches.

11. Having an adopted barangay, outreach/extension services, active/increased extension

services and extension coordinator were the perceptions of the institutions five years from

now in terms of extension. It is aimed by the Local Colleges in Panay Island to have an

adopted barangay after five years. This adopted barangay will be the venue of the extension

services of the school is planning to extend. Having this adopted barangay with

Memorandum of Agreement (MOA) is a key for the local colleges in realization of its

extension programs. Participants viewed outreach/extension services as a part of the

schools’ focus for development. They wished to have an active/increased extension

 198

services. Extension services should radiate even in far areas and it should be continuous

year after year and they aim to have an extension coordinator who will help in facilitating

and realizing the extension services of the institution.

12. Income Generating Program (IGP), offering various services and products were the

perceptions of the institutions five years from now in terms of production/entrepreneurship.

Income Generating Program was viewed as the result of the perception of the Local

Colleges in Panay Island in terms of Production/Entrepreneurship. Offering various

services were perceived by the Local Colleges in Panay Island such as having a Hometel,

catering services, bakery and cooperative. It was perceived that through offering various

services will benefit the institution and as well as the students. The introduction and

creation of various products will be a great help in the production and entrepreneurship of

Local Colleges in Panay Island.

13. Preparation of IR and COPC, support of LGU and compliance to CHED requirements

were the plans of the institutions in preparation for the conversion to a state college.

Preparation of IR and COPC was seen as one of the plans of the Local Colleges in Panay

Island in preparation to a state college endeavor. The support of the Local Government

Unit (LGU) was viewed as one of the plans of the institutions in preparation for the

conversion to a state college. LGU as an internal stakeholder of the Local Colleges in

Panay plays an important factor by allocating budget. Compliance to CHED requirements

has been perceived as one of the plans of the institutions in preparation for the conversion

to a state college.

14. An increase, decrease and retention were the status of the institutions in terms of

enrollment. In the last five (5) years, the Local Colleges in Panay Island increased their
 199

enrollment status even in the onset of pandemic. In the past year, the COVID-19 pandemic

has resulted in staggering enrollment drops, the result shows that decreased in enrollment

were also viewed as the status of the Local Colleges in Panay Island amidst the pandemic.

Fear of the virus, restrictions and financial status due to pandemic were seen as the factors

affecting the decreased in enrollment. Retention in enrollment were viewed as one of the

statuses of the Local Colleges in Panay Island in terms of enrollment as the result has

shown. Students preferred to continue their academics despite of the fear brought about by

the COVID-19 pandemic.

15. Trimmed down and retained were the status of the institutions in terms of courses

offered. There were courses being offered that were trimmed down and retained in the

Local Colleges in Panay Island.

16. The status of the institutions in terms of passing percentage of board courses are No

Board Program Offered, High Passing Percentage and Low Passing Percentage.

17. High employment rate is the status of all institutions in terms of employment of

graduates. Most of their graduates are now serving their community like banks, restaurants,

schools, government agencies and other private institutions.

18. There is an increase in terms of budget allocation of the different institutions. An

increase in budget of the different Local Colleges in Panay Island was very significant.

They have high hope that through the help and support of their respective Local

Government Units (LGU), they can enhance and upgrade their different facilities,

equipment and materials needed for the school. UNIFAST played an important role in

augmenting budget allocations of these colleges who were beneficiaries of the above-

mentioned CHED program.

 200

19. There is a numerous Academic and Non-Academic Personnel in different institutions.

According to the status of institutions in terms of the number of Academic and Non-

academic Personnel, it ranges from 11-20 being the most numbered status. They are

contractual and most of them are part-time instructors. In some schools, there are personnel

ranges from 31 and above in total. The number of personnel ranges from 21-30 was seen as

one of the statuses of academic and non-academic personnel of the local colleges in the

Panay Island. There are some Local Colleges in Panay Island with personnel ranges from

1-10 which will give them high hopes that someday they will have more plantilla positions.

20. Having a Plantilla and Contract of Service, All Contract of Service, and Casual and

Part-Time Instructors is the status of the institutions in terms of Personnel’s status of

appointment. Plantilla and Contract of Service have the most numbered item in terms of the

Personnel’s status of appointment. There are some Local Colleges in Panay Island that

don’t have any regular plantilla that results to the hiring of Contract of Service.

Conclusions and Implications of the Study

From the foregoing findings, the following conclusions were done:

1. The interventions initiated by their institutions that are embedded in their learning

continuity plan to cope with the effect of pandemic are blended learning, modular

approach, mobile learning, and online learning.

2. The factors that affect the enrolment status before and during pandemic are IATF

restrictions, free tuition fee, expenses and modalities.

3. The encountered challenges during pandemic are internet connectivity, protocols,

teaching- learning process and modules.

 201

4. The attained lifelong learnings during pandemic are values, positive outlook, education,

and attitude.

5. The steps to help the institutions to deliver quality education amidst pandemic are works

ethics, values, attitude and distribution and retrieval of modules

6. The intervention program that has been done by the institutions to cope with the new

normal are symposium, virtual orientation, blended learning and implementation of IATF

protocols.

7. The perception of the institutions five years from now in terms of instruction are

additional course offering, quality instruction, developed instruction and competitive

school.

8. The perception of the institutions five years from now in terms of faculty are masters and

doctorate degree holders and regular/ plantilla personnel.

9. The perception of the institutions five years from now in terms of facility are complete

laboratories/facilities/equipment, additional equipment/building, improved facility and new

campus/ building/facilities.

10. The perception of the institutions five years from now in terms of research published

researches, research coordinator, research program and budget in research.

11. The perception of the institutions five years from now in terms of extension are to have

adaptive barangay, outreach/extension services, active/increased extension services and

extension coordinator.
 202

12. The perception of the institutions five years from now in terms of

production/entrepreneurship income generating program, offer various services and

products.

13. The plans of the institutions in preparation for the conversion to a state college are

preparation of IR and COPC, support of LGU and complied CHED requirements.

14. The status of the institutions in terms of enrollment are increased, decreased and retain.

15. The status of the institutions in terms of courses offered are trimmed down and

retained.

16. The status of the institutions in terms of passing percentage of board courses are no

board program, high passing percentage and low passing percentage.

17. The status of the institutions in terms of employment of graduates is high employment

rate.

18. The status of the institutions in terms of budget allocation is increased of budget

allocation.

19. The status of the institutions in terms of number of academic and non- academic

personnel are 11-20 personnel, 31 and above personnel, 21-30 personnel and 1-10

personnel.

20. The status of the institutions in terms of personnel’s status of appointment are plantilla

and contract of service, all contract of service and casual and part-time instructors.
 203

Recommendations

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APPENDICES
Appendix 1 –Letter asking permission to the Dean to conduct the study
 211

Appendix 2 –Letter asking permission to the College Administrators to

conduct the study
212
213
214
215
216
 217

APPENDIX 3. Guide Questions

1. What are the interventions initiated by your institution embedded in your Learning

Continuity Plan to cope with the effect of pandemic?

2. What are the factors that affect your enrolment status before and during pandemic?

3. What challenges did you encounter during pandemic?

4. What are the lifelong learnings that you attained during pandemic?

5. How did you help your institution to deliver quality education amidst pandemic?

6. What are the intervention programs that has been done by your institution to cope with

the new normal?

7. How do you see your institution five years from now in terms of:

a. instruction

b. faculty

c. facility

d. research

e. extension

f. production/entrepreneurship

8. What are the plans of your institution in preparation for the conversion to a state college?

9. What is the status of your institution in terms of:

a. enrollment

b. courses offered

c. passing percentage of board courses

d. employment of graduates

e. budget allocation
 218

f. number of academic and non- academic personnel

g. personnel’s status of appointment

 219

APPENDIX 4. Transcript of In-Depth Interview (IDI) and Focus Group Discussion

(FGD)

Question No. 1
What are the interventions initiated by your institution embedded in your Learning
Continuity Plan to cope with the effect of pandemic?

Respondent 1

The first thing, during the pandemic, everybody is hard-up to adjust. Our school

experienced many things but thankful for the support of the Local Government Unit of the

Municipality of Culasi to continue the school’s operation amidst the pandemic. The LGU

furnished us the copy of the IATF protocol in light of COVID-19 pandemic. Also, the

Commission on Higher Education ordered the crafting of the Learning Continuity Plan

towards continuity of the student learning. We have followed the IATF protocol, conducted

virtual seminars, started the online class and adopted blended learning. We have adopted

all the protocols that was given to us. It was successful. Everybody helped. We have so

many sacrifices on how to continue delivering the education. Everybody has a big effect

during the pandemic. Our enrollment decreased to 80 learners during the pandemic. When I

arrived here, I am so happy that the enrolment increased to 100. Vaccination is really a big

help to all the people and especially our learners”

Respondent 2

In our school, the interventions that we’ve initiated in coping with the effect of

pandemic are the following: First, we distributed our modules in accordance with the Inter-

agency Task Force (IATF) and Municipality Health Office’s protocols. The faculty and the

admin staff are helping in the module distributions thru house to house basis.
 220

Second, our school provided an opportunity to all students who have gadgets and

good internet connection to engage in online class. Lastly, we’ve created a group chat both

for students and parents. This was used to communicate and disseminate necessary

announcements.

Respondent 3

As a student, okay naman po ang ginagawa nila para po sa aming mga estudyante

pero minsan kasi ‘yong mga estudyante medyo natatamad, walang load at mahina ‘yong

internet. Iyong mode of learning nila ay okay naman po pero may mga iba talagang di

gumagawa. Iyong sa online modality hindi lahat nakaka-access dahil walang signal.

(As a student, what the teachers are doing are for our own benefit but we can’t deny

the fact that there are students who got lazy, without load and poor internet connectivity. I

am okay with those mode of learning however, there are some students who are not doing

their part to accomplish their answers. For the online modality, not all can access the

internet due to poor internet connectivity).

Respondent 4

In our case, some of our students are living in a mountainous area and the signal is

very poor so most of the time it is mainly modular. In my case, I just sent all the lessons

thru messenger group chat that we have created. Then, all the student’s evaluation activities

are submitted to me and sent via the group chat also.

 221

Respondent 5

We had a policy regarding the distributions that before they go to school they need

to contact the messenger or FB account of the school and confirm their necessary request

towards the school. For example, if they would like to enroll they should inform the office

and if they could transact online it would be better. In this way, there was lesser contact in

terms of transactions. I do hope na ganun ang process (I do hope that was the process) but

then again there are some lapses because most of the announcements are posted in our

group chat and FB account but some of the students from the island and mountainous

barangays are not updated with the announcements so unexpectedly, they come here in

school without the notice of the given to them. Still, when they come here in school, we

cater their needs but we highly discourage them to do so. It is still encouraged by the

school that all transactions must be done online to lesser the contact and avoid the spread of

the virus.

In our school, we presented three modes of learning. The first one is the modular

learning. It is provided to all students who are not able or who cannot access online. We’ve

come up a survey regarding those problems kung sino ‘yong pwede sa online, sino ang

pwede sa modular (who prefer the online learning and who wants to have the modular)

before we proceed with those modes of learning.

The second one is the online method, where students can access the task online. In

my case, I use google meet. I do have google meet for once a week in every subject and the

rest are given online and we checked it online.

 222

Lastly, the online module, task was given online but the answer was collected when

we gather it through a roving tricycle because I do drive. I have my co-teachers and co-

staff here that roams around from Tibiao to Sebaste every once a week. We roam in every

barangay to distribute modules and collect modules. The problem there is, at the end of the

semester, some of the teachers have complains na bakit hindi nagpapasa ng achievement

works ang mga estudyante na ito (why the students are not submitting their achievement

works) but in the reality, they have submitted. We teachers who received the answer sheets

can justify that those students had submitted their outputs. We have a drop box where

students were dropping their answer sheets but still there are complains of lost answer

sheets.

These interventions are done in the first year of pandemic and in the latter part of

the pandemic, we changed our mode of passing the answer sheets where we assign rooms

nga di jan na nila ibutang ang anda mga papel, di jan man kuhaon ang module (where

they will submit their answer sheets and get their modules). In this mode, the problem there

is, it lessens the number of outputs na nagpapasa dito compared doon sa nililibot talaga

namin from Tibiao to Sebaste. Nakita gid namon ang pagbaba kang number of outputs

submitted. (who submitted compared to the mode where we roam around from Tibiao to

Sebaste. We’ve seen the decrease in the number of outputs submitted.)

Respondent 6

We have a lot of interventions during pandemic in our school. In one and a half

year of this pandemic, modular instruction is initiated in our school where students came in

school during Mondays for the distribution of modules and Fridays will be the retrieval of

answer sheets.
 223

Respondent 7

We, here in Libacao College of Science and Technology what intervention we have

practice or applied is the modular approach because it is a new normal learning for us here

in Libacao. This modular approach is advised by the Commission on Higher Education to

choose between the modular or blended learning. So, both blended and modular learning

was applied here in Libacao College of Science and Technology due to pandemic.

Respondent 8

The intervention we’ve done here in Libacao College of Science and Technology

with the help of LGU is the free education and all the facilities was provided by the LGU

kaya ‘di kami nahirapan kasi tinutulungan kami ng lokal na pamahalaan (that’s why we

didn’t suffer because the LGU is helping us).

Respondent 9

The intervention given by our institution during this pandemic are: First, in our

continuity plan for learning, nagmomodule po kami (we use modular approach) and as a

Dean, nagrerequire po ako ng course syllabus for our instructors at depende po sa subject

na tinuturuan (I required the instructors to submit course syllabus depending on their

subject taught). We initiate to have a core students na magkukuha ng kanilang modules at

meron po kaming schedule sa pagkuha at pagpasa ng module every Monday po ‘yan (who
 224

will collect the modules and we have schedule for them every Monday to get and submit

their modules.)

Respondent 10

As student and as a student council president, during the retrieval and distributions

of modules, the students from LCST strictly observe the health protocols implemented by

the LGU and the school. Then, we equipped ourselves to manipulate technology so that we

can use it to answer our modules na hindi masyadong maintindihan dahil module lang at

walang gurong nagtuturo (which is difficult to understand due to modular approach and

without a teacher to discuss).

Respondent 11

As a faculty president, the intervention we’ve supported that is embedded in our

Learning Continuity Plan is the modular approach of teaching. The school offered work

from home to the faculty, tapos dahil and lugar namin ay mahina ang signal at karamihan

ay napabilang sa IP’s o Indigenous People (and because our place has a weak signal and

most people here belongs to the Indigenous People), we encourage them to study in

modular type of learning since online learning demands good internet connectivity. Aside

from that, we encourage our faculty and students to be vaccinated and thanks God that we

have 100% vaccinated faculty and 95% vaccinated students.

Respondent 12
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We started the Learning Continuity Plan last 2021 by the request of CHED.

Although it is not allowed, we pushed through the mobile learning. We went to the

barangays and by schedule once a week. We have lots of students, determined every sitio

even in the midst of pandemic for the mobile learning. That is one of the interventions we

did so that students can still engage in education.

Respondent 13

Mas nahirapan po kami kasi nagbago yung type ng learning.Pero hindi nag stop

yung naibigay sa amin na learning kasi yung nga po dahil pumunta yung mga teachers

naming sa mga barangays. Parang hindi kami at risk kahit hindi kami pumunta sa school.

For us students, we find it very difficult especially during this time of pandemic

when traditional teaching shifts into blended learning. But this doesn’t stop because of the

mobile learning introduced by the faculty of. Our health wasn’t at risk because we did not

receive the modules at school.

Respondent 14

As of today, since we are still in the onset of COVID-19 pandemic, we still adopt

the modular distance learning and mobile learning. We prepare the self-learning modules

every two weeks and that is for the two weeks’ coverage. After that, they will return the

modules.

Respondent 15

Aside from the mobile learning that we conducted, we also do the modular distance

learning and the online classes wherein it depends on the teachers on the schedule that they
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created for the students also not to focus solely on their modules but to participate also in

online classes.

Respondent 16

In the crafting of Learning Continuity Plan, we started the mobile learning last 2020

and after that we adopted the modular distance learning, wherein followed by a given

schedule in the distribution and retrieval of SLMs. Also, we initiated the online class but

only students who have access to internet connectivity joined the online class because there

are some areas who have poor internet connection.

Respondent 17

First, we started the mobile learning. For this, we need to travel in barangays to

distribute the SLMs. At this point, we are also in modular distance learning and we also

decided to make it blended learning wherein we used the online class learning so that we

can still communicate with the students and we have to acknowledged their problems

during the lectures.

Respondent 18

The interventions initiated by our college since the pandemic is arising last 2020.

We have this what we call Mobile Learning which our students are clustered and will have

an area wherein teachers and students will meet. Also in 2020, we adopted the modular

distance learning paired with online class as blended learning. As of the moment, we still

adopted it.

Respondent 19
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We started with the mobile learning per barangay and at the same time, I am the

one who distribute and retrieve modules in Washington and Altavas , Aklan because that

time the fare is high and that the students 18 years old and below are restricted in going out

their houses. Also, the creation of schedule every two weeks and are arranged by

Department to follow the health protocol and minimize the people”.

Respondent 20

To start with, during the pandemic, we went to the barangay about our system of

instruction for the retrieval and distribution of modules.

Respondent 21

In addition to Dean’s statement, it is blended learning system, we conducted also

online form of instruction. We have to do blended learning because other barangays don’t

have internet connectivity. So, we really need to bring the modules. Prior the distribution,

we really need to check the modules before releasing it”.

Respondent 22

About the blended learning, we really make sure that students are being catered

well through online class instructions, also we did modular distance learning. For those

who have poor internet connectivity. “

Respondent 23

Regarding in our Department in Hospitality Management, since CHED ordered not

to allow the students to be in school, we adopted the virtual seminars and webinars to

graduating students. Also, we asked permission from the CHED Focal Person to allow the
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graduating BSHM students to manage the school canteen as part of their training and our

IGP as well. We also did modular and online classes to cater the needs of the students.

Respondent 24

When it comes to the interventions initiated, we adopted the modular distance

learning and when it comes to our activities Ma’am, we passed it through online.

Respondent 25

In compliance with the Commission on Higher Education Memorandum Circular

relative to the pandemic we’ve crafted our LCP to have a blended learning. It is a

combination of face-to-face classes and online approach. We collaborate and consult with

the IATF relative to the maximum health protocols that must be observed. In fact, we’ve

introduced a lot of mode of learning such as modular, online and limited face-to-face

learning modalities to cater the preferred learning style of the students.

Respondent 26

With regards to the interventions, our school prepared different modalities for the

students to continue learning. We embrace blended learning, modular instruction and

online approaches to learning

Respondent 27

We have prepared Altavas College by presenting various modalities. We started

modular learning then upgraded to online learning and now, we started limited face-to-face

classes specifically for major subjects and subject that needs laboratory equipments.

Respondent 28
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We started in identifying the internet connectivity of our students. Then it was

followed by responding to their needs in distance learning. Blended learning approach was

implemented where teachers and students started to adapt it.

Respondent 29

There are small and large scales of interventions that we implemented to address

the demands of this pandemic. We adhere to the advices of the LGU to stop the face to face

classes and start the distant learning. We started to plan outs and create facebook

groupings. We met and discussed our plans in our BOD meeting. We change the

curriculum and system of learning to address the needs of our learners. We look for the

supplier of the Learning Materials. We used new platforms where we conducted our online

teaching and learning through zoom and google meet applications.

Respondent 30

Passi City College Learning Continuity Plan was implemented containing

interventions coping the effects of pandemic. We have the implementation of the blended

learning; virtual trainings and seminars were conducted to our faculty, IATF Protocol

implementation were given a high importance for the safety of the students and personnel,

vaccination drives were also conducted in partnership with the LGU to help reach a target

percentage. Curriculum offerings, Grading System and other Instruction concerns were

aligned and adjusted to the situation and a new work scheme were followed for the safety

and protection of everyone.

Respondent 31
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I think, the college initiated blended learning. It is a combination of Modular and

Online Learning. In BSHM laboratory classes, we have videos to watch by our students in

order for them to be familiar with the equipment and materials. We also instructed them

that when they have their own practice in their home, they are going to look at materials

that are only available inside their house.

Respondent 32

As congruent to the respective deans have stated, we have been given a chance to

experience the blended learning which is the combination of modular and online learning.

As for the problem of connectivity, our instructors produced modules for some of the

students were able to access it online.

Respondent 33

As for the School of Information and Communication Technology, our first

intervention is giving the Internet Connection. In Information Technology, there are

applications which are available in the different platforms that they can use in their

respective classes. We also used Social Media Platforms as our platform for uploading the

soft copies of modules and other learning materials.

Respondent 34

In this pandemic we adopt blended learning. In our laboratory, we conducted online

classes in order for our students to be familiar with all the different types of equipment in

their respective classes.

Respondent 35
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I think we are the same college; we followed the Learning Continuity Plan. We

have the blended learning where in our department we implemented the virtual classes. In

addition, we have conducted home visitation for us to be able to know the real status of our

students and let students feel that even there is pandemic, we can keep in touch with them.

Question No. 2
What are the factors that affect your enrolment status before and during pandemic?

Respondent 1

Before the pandemic, our enrollment is 110 but when pandemic came it decreases

to 80 learners. We have a lot of lockdowns and the IATF category is level 3, many died in

our place. With this, people were scared to send their children to school, that is why the

distribution of our modules is taken good care of our teachers being delivered at their

houses. We are not allowing students to be at the school. That was the big effect of the

decrease of our enrollment.

Respondent 2

There is a big factor compared to our previous enrolment. Before, we our 200+ but

after the enrolment we only have 127 enrollees and still decreases in the succeeding

semester. We only reach 66 enrollees this semester. Pandemic caused massive decrease in

our enrolment because some students opted to transfer schools and others are not

vaccinated so they prefer to stop schooling. The rate of our fare affects also our enrolment.

It was doubled during the pandemic.

Respondent 3
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For me ma’am as a student, the factor that affect the school’s enrolment is family’s

income because some of our parents nawalan ng trabaho ma’am kaya iyon po ang sanhi

kung bakit kumunti ang bilang ng enrolment ng paaralan (lost their jobs and it is the reason

why there is a decrease in our enrolment).

Respondent 4

Honestly speaking, I can’t compare it because I only had this responsibility last

semester so I don’t have a previous experience. Number one factor is of course the cost of

living since during this pandemic we are all aware how the prices of everything goes up.

That is one factor why there is a decrease in enrolment. Another factor is due to the limited

mobility of the students since some of them wanted to have this face-to-face instruction. As

we all know everyone wants to have this kind of modality. Some students parang nadulaan

sang interes mag skwela (lost their interest to go to school) so that is another factor. Third

factor is the fear of acquiring the virus.

Respondent 5

The factor that affects the enrolment of the school is the tuition fee because we are

not offering the free tuition at nagkataon pa na pandemic so kapag sinabi na dito na mag-

aaral sa Vicente A. Javier Memorial Community College which is not free at

magmomodular pa, parang nahirapan ‘yong students na piliin ‘tong school na ito. (so

happened that it is pandemic and when they enroll here at Vicente A. Javier Memorial

Community College which is not a free college with modular modality, the students having

a hard time to choose this school). Another factor is the mode of learning which is modular.

Students find it hard.

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Respondent 6

Our enrollment status decreased during pandemic because some of our students

who can’t afford to go to school migrated to other places and got employed even though we

are in free tuition.

Respondent 7

If we compare the status of our enrolment before pandemic, we only have 150 plus

students but during the pandemic, we have an increase in enrolment. One factor here why

we have an increase in enrolment is the accessibility of the school to all enrollees who are

studying to Kalibo and other far colleges. In addition, the school is offering free college

education coming from the Unifast and LGU subsidy. There is no single centavo being

collected to the student is a factor that affect our enrolment. Now that the pandemic cases

subsided already, sad to say, our enrolment decreases again. From 310, it decreases to 289.

Respondent 8

The time that we are having the face-to-face classes when there is no pandemic yet,

we are able to relay the instruction on how to enroll unlike today na ‘yong iba walang

signal, malayo, so factor ito talaga na late ang bata sa pagpa-eenrol or masama pa kung

‘di na talaga mag-enrol (that others don’t have good internet connectivity, so it became a

factor where students are late in enrolling themselves or worst, they won’t enroll).

Respondent 9

To be honest we have an increase in our enrolment and pandemic didn’t affect our

number of enrolments. Though we have a little drop this semester because there is no
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lockdowns already and there is student’s mobility, still we are positive that the existence of

CoVid is a factor to Libacao College of Science and Technology increase in enrolment.

Moreover, isa pang factor sa enrolment ang communication (another factor in our

enrolment is communication) because students failed to know the information why, when

and how they must admit themselves.

Respondent 10

For me the factors that affect the enrolment status are the lockdown and distance

from school. Students preferred to study here because it is easy for them to get modules

while in other school, they prefer online classes which is very difficult because of weak

internet connectivity and unavailability of gadgets.

Respondent 11

Na observe ko lang ma’am na as faculty, factor talaga sa enrolment ang distance

from the school (As what I have observe as a faculty, distance of home from school is a

factor in the status of enrolment).

Respondent 12

I believe that for some students, unemployment due to pandemic of some

parents/guardians is one of the factors affecting the enrollment because students rely on

their parents. Also, the restriction of students by the IATF is a factor that contribute to the
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enrollment status because students prefer to stay at home and stopped schooling and even

the vaccination affects in the profile of enrollment”.

Respondent 13

As a student, the main problem that affect the enrollment status is the lack of

financial support. Secondly, the type of learning. Students are hesitant in this modular

distance learning because they are most comfortable with the traditional method of

teaching.

Respondent 14

For me the factors that affect our enrollment cases during this pandemic is that

persons who are ages 18 below are not yet approved in the vaccination. In relation, the

restrictions and boundaries set by the LGU, RHU and IATF affect the enrollment cases

because students are not allowed to go here in school or town. And of course, in the onset

of pandemic, in the financial aspect, because we are a 4 th class municipality, our source of

income depends on the first class municipality, or in the Malay Island.

Respondent 15

Before, the problem of our college is the K-12 program. Due to this program, the

enrolment of the students stopped because they still have additional 2 years in senior high

school. So that time, we still have lesser enrollees but during this pandemic it increases

because of the cheaper expenses, especially those ALS completers.

Respondent 16
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In our department, we have an increase in enrollment because of the less expense

for fare in transportation. Maybe, if they will enroll in far state universities or colleges, they

will spend higher expenses in transportation. Also, the support for scholarship of the LGU

is one of the factors that affect the status of our enrollment.

Respondent 17

The challenge here is that students are financially challenged. Some students are

working while studying, due to this they tend not to balance their submission of activities

and SLMs and this results to not continuing the semester.

Respondent 18

The factors that affect our enrollment status before and during the pandemic is that

we have this face-to-face learning and of course the enrollment status is a big blessing to us

because some of the students in our neighboring towns transferred here because of the

financial status, though there is a free tuition but the books and other fees are expensive.

During this pandemic, our enrollment status is increasing.

Respondent 19

This pandemic is a blessing to our enrollment, especially in BSHM Department

because we garnered the highest percentage of increased enrollment. Other students

transferred here, maybe because of the transportation expense. Some tend to find it difficult

in enrolling because of the restrictions.

Respondent 20
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Students are financially hard-up because most of our students are from far-flung

barangays. Some of them rely on the scholarship given by the government, without it they

don’t have means of income, even as to their parents. It really affects our enrollment. But,

the enrollment is fluctuating.

Respondent 21

I guess the restrictions of the IATF to the transportation sector really affect our

enrollment status because that time, in riding to a motorcycle, only one passenger can ride

to it, making the students not to go to the town proper.

Respondent 22

Yung mga pag send ng modules sa mga barangay siguro ma’am kasi nahihirapan

kami sa pagpunta , motorcycle lang po kasi yung mode of transportation dito.

(The distribution and retrieval of modules, for me, affect the enrollment because

only motorcycle is the mode of transportation here)

Respondent 23

Siguro yung naka affect is yung mga hands-on activities na hindi nila magagawa. .

Usually, yung ginagawa ko na lang is nag vivideo nalang sila sa kanilang bahay then

ipapasa na lang nila sa akin.

(I believe, the hands-on activities that need to submit really affect the status of our

enrollment. Instructing them to do record videos at home and send it through online”
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Respondent 24

As a student ma’am, nagkulang po kami sa hands-on activities ma’am. (As a

student, we lack hands-on activities and I believe these are not enough.)

Respondent 25

Actually, the presence of pandemic increases our enrolment but it’s hard to

accommodate them because we lack classrooms. We have 200 plus increase instead of

decrease. The factor here are accessibility, low mobility, low tuition fee and inflation.

Respondent 26

We have an increase in enrolment when pandemic comes specially to the BSCRIM

program. One factor here is the parents wanted their children to continue college education

amidst the pandemic and not to waste time for their child’s education.

Respondent 27

The Altavas College’s enrolment increased during the pandemic because of the

accessibility of the school specially that we’ve experience lockdowns in different areas and

students who are from other universities transferred here because of weak internet

connection since the universities where they came from demands online learning. Another

factor is having a lesser tuition fees compared to other colleges and universities.

Respondent 28

The factor that affects our enrolment status before and during pandemic is

prioritizing the health status where we know that Iloilo City is a prone area of virus this

time of pandemic.
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Respondent 29

With the advertisement of our college in terms of our products, Senior High school

students were able to enroll here. There is an increase also in the second school year of

Pandemic because everything is turning back to normal situations.

Respondent 30

Enrollment status of Passi City College had a drastic increase during pandemic. The

factors are: Passi City College is a Free Higher Education Institution; Lockdowns and

travel restrictions is also one consideration of enrolling at Passi City College of the

Passinhon students and even from the neighboring towns rather than enrolling at Iloilo

City; has a blended learning modality; the high result of Board Performances of our

graduates in Criminology and Teacher Education; and the high employment status of our

graduates encourages and motivates some students to enroll at Passi City College.

Respondent 31

With regards with the enrolment status, we increased the number of enrollees of

Passi City College for some reasons: The universities and colleges offer the same approach

with us where students who are living in the neighboring towns intend to enroll in our

college because they noticed that we have the same approach implemented which is the

blended learning.

Respondent 32

I can tell that our school is very welcoming to the enrollees even this Pandemic. I

know that our education has become wider because of the online classes. Even of the
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distant learning, students were able to adapt in the education even there is a wide range of

learning.

Respondent 33

During Pandemic, our enrolment status got increased. In BSIT department, we

make it seven sections from three sections before. I think the main factor would be the

approach that we implemented in our college. Through modular learning and online

classes, they can easily access to the education that they wanted even with Pandemic.

Respondent 34

Actually in our department, we have only one section added but the applicants in

criminology have a great increase because of the online classes and it is easy for them to

access. One factor also is the Tuition Fee because some of the colleges and universities in

Iloilo have higher Tuition Fees than us and that’s why they prefer to enroll here in Passi

City College.

Respondent 35

I believe one of the factors that affect the enrolment status is the distance of the

residence of the learners in school that is why they prefer to enroll here in Passi City

College rather than other colleges and universities in Iloilo. Also, some of the factors were

already stated by my fellow deans.

Question No. 3
What challenges did you encounter during pandemic?

Respondent 1
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There were so many challenges encountered. First, we need to maintain cleanliness

in school and follow the protocols or else we will be affected by the COVID-19 pandemic.

Everybody is aware. The IATF is always on guard with our faculty and staff, especially

with our students.

Respondent 2

The challenge that we’ve encountered in the school is the unavailability of budget

because we are under the Local Government Unit. This is considered as a big problem of

the school since then even without pandemic. So, this is a challenge to the Board of

Trustees to work out to this problem.

Respondent 3

Iba talaga ang face-to face sa modular na pagtuturo. Mas naiintindihan po ng mga

mag-aaral ang aralin sa face-to-face. Ang approach sa pagtuturo po ay isa sa mga

challenges po sa amin bilang mga mag-aaral.

(Face-to-face classes is really different from modular teaching because we are able to learn

and understand comprehensively in this approach. This modular approach of teaching is

one of the challenges to us as a student.)

Respondent 4

Number one challenge during this pandemic is to get the enthusiasm of these

students to learn despite of this absence of face-to-face classes. I know that this is a

challenge that all of us are facing because we all know that most students lost their interest

in learning.
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Respondent 5

The challenges that I’ve encountered during the pandemic are the following: First,

students are lazy in passing and complying all their outputs. Second, teachers are exerting

their efforts to cope with the online teaching but there are students who have weak internet

connection due to the reality that they are living in mountainous areas and island places.

Lastly, pandemic had greatly affected the eagerness of the students to go to school because

of the sudden shift in terms of teaching and learning modalities.

Respondent 6

There a lot of problems that we encountered during pandemic and one of them is

vaccination. Some of our teachers and students do not want to be vaccinated but because of

the motivations of the doctors and nurses who went here, we are now fully vaccinated.

Respondent 7

I think the biggest challenge that the LCST encountered is the budget itself. It is

because of the biglaang gastos sa pagdating ng pandemya (unexpected expenses brought by

the pandemic). Next is ‘yong biglaang magpeprepare ng mga teachers namin para sa

module (abrupt preparation of teachers for the module) is a challenge also to us. Even the

scarcity of supplies was also a challenge during the pandemic knowing that health related

supplies are being prioritized.

Respondent 8
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In my department ma’am which is the BSIT, the challenge that I’ve encountered is

the protocols of not sending our OJT to their respective coordinating offices. They just

spent their OJT here in our school and not having an experience of the reality outside the

campus.

Respondent 9

The limited mobility, lockdowns and strict health protocols are the challenge we’ve

encountered during the pandemic. The course BSHM is a skilled-related course. Therefore,

our OJT must experience supposedly the actual experiences but it was turn to an

imagination since they need to stay here in our campus to be safe.

Respondent 10

As student, COVID-19 pandemic has a great impact on us. It is a challenge to

practice self-learning because there is no teacher to discuss specifically the hard topics.

Furthermore, we need the help of internet to easily understand our lessons but since there

are places here in Libacao that has low internet connection, we need to go here in

Poblacion just to connect and do research.

Respondent 11

Internet connection during the new normal education is very important because it

serves as our tools as teachers to disseminate information about the school and teacher’s

announcement. The weak internet connection is really a challenge while we are adapting

the modular approach.

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Respondent 12

Crafting and presenting the LCP is a challenge on how to fully create guidelines set

by the CHED and its implementation, how to maintain the health protocols. In that matter,

having our teachers in mobile learning is a multi-tasking learning and a risk challenge to

us. The challenge here is that in two weeks’ time, we need to prepare again for the

distribution of the SLMs, considering the fact that some of our teachers are not residing in

the town proper but in far flung areas. Also, how to apply innovative strategies so that

students can cope up in this semester.

Respondent 13

For the students, we experienced challenges like the restriction and new educational

process, especially the modular distance learning. Na hindi kami sanay sa bagong learning

ngayon dahil mas sanay kami na mas na eexplain sa amin ang topic dahil sa modular

distance learning kasi sarili lang namin ang nag eexplain sa question, own understanding

lang din with the guidance of our teachers, of course. Pero mas mahirap sa amin dahil

hindi siya kagay ng face-to-face na neexplain sa amin, na hindi namin ma express ang mga

sarili namin.

(We are not used to the new normal of education learning because we are used to

the traditional teaching that we can express nor explain ourselves. In modular distance

learning, we are the one who explain the SLMs all by ourselves.)

Respondent 14

To adjust on a new teaching and learning process is a big challenge, to the

discussion of lessons to the students and even in the creation of group chats as a mode of
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communications in the new normal. Also, we need to be more patient in communicating

with our students.

Respondent 15

Honestly speaking, with the financial and travel expenses mentioned but for us here

in BCC, I believe it is the technology that is being faced as a big challenge, laptops,

printers and the like. We need to provide it for our own although our salary is not that big

enough for us to print and produce modules for the delivery of learning. Also, the internet

is a big challenge in online class.

Respondent 16

Making of the learning materials and the basis of the learning materials or our

references in designing the syllabus and modules. Moreover, the assessment of the

students. We find it difficult in the assessment process for the students during this

pandemic, if they learned something or not.

Respondent 17

Taking risk during mobile learning just to deliver learning. The lack of technology

and support in the reproduction of modules. We spent our money from our own pocket to

print our SLMs.

Respondent 18

Coping up with school activities. It’s very different before pandemic, the depression

of the students. We have one graduating student who committed suicide, maybe during that

time he don’t have an outlet in sharing his personal problem.

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Respondent 19

In our part in Hospitality Management, the hands-on part of the teaching and

learning process, is one of the encountered challenges. Also, students alibi in their parents

that they will do work activities but in reality, they are not, resulting to the conformation of

the parents to the faculty.

Respondent 20

Preparation of modules is a big challenge, especially the overloads of subject of the

faculty.

Respondent 21

I think, the primary challenge as an Instructor is the combination of modular and

online form of teaching, as well as the assessment of the answers of modules of the

students. The sharing of their answers finds me so hard in assessing them.

Respondent 22

The same challenges go with me, the difficulty in assessing the modules because

students were able to share the same answers in their given modules.

Respondent 23

The challenge in sending the OJT students in the industry is one of the challenges

that our department faced.

Respondent 24
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Yung pag communicate sa mga teachers ma’am. Yung iba po , nahihirapan kasi

wala pong mga load at internet connection.

(I believe is the communication with the teachers because some students don’t have

load and internet connection.)

Respondent 25

We have a lot of challenges encountered during pandemic. First, the restrictions to

gather the students when there is important instruction to be given. Second, we need to

follow a lot of protocols to comply with safety measures implemented by the LGU and the

IATF. Lastly, the increase of prices of the basic commodities and transportation fare

affected the lives of everyone leading to the poor enthusiasm of the learners to go pursue

their studies. Most of the time, parents reported here in school to submit promissory note.

Respondent 26

We are afraid to go out because of the virus and that’s why we just communicate

via online but it’s difficult to reach out with them because there are places here in Altavas

that has no internet connection. In the instructor’s side, we must admit that there are

teachers who are not technologically equipped.

Respondent 27

The increase of transportation fare is a challenge here in our college. There are also

students who are afraid to have a vaccination so the school have a hard time complying

with the demand of CHED in terms of holding a face-to-face class. With the mode of

learning that we are imposing here, the modular and the online learning, it tripled our
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obligations. We need to cater students who are using modular approach and same so with

the online learning.

Respondent 28

We are struggling in checking outputs and solving grades because of the late

submission of the outputs where students depend only for their internet connectivity and no

gadgets.

Respondent 29

The first challenge that we encountered is to teach online. We are struggling with

the cooperation of our students in our online class. In our personal part, we teachers are

struggling in the change of our duties and schedule.

Respondent 30

Adapting to the new normal with limited resources, implementation of the distance

learning, to remain healthy, productive, effective and efficient towards work despite the

threat of COVID-19, and for the institution to continue its operation in delivering quality

education during pandemic are the factors that affect our enrolment status.

Respondent 31

I think the major challenge and problem this pandemic is the internet connectivity.

We all know that more of our students are in far flung barangays and they can’t access

online. In our department, we have laboratories that needed for our instruction and learning

process. We have a big problem that we can’t deliver enough and quality standards of

instruction to our Hotel and Management students.

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Respondent 32

In my perspective, there are a lot of challenges that we encountered. The internet

connection, the availability of gadgets, uploading of modules, and the distance of education

are the problems that most my fellow students have encountered. I want also to elaborate

that the main problem is the mental problems that we encountered during this time of

pandemic because we are used to have the face to face classes and the adaptation is huge

challenge for us.

Respondent 33

For the School of Information and Communication Technology, we are the same

with Sir Tibang thoughts that the problem is the Internet Connectivity. I told my students

that they need to access in the internet for them to be equipped with the Information

Technology programs. I think the number one problem also is the lack of gadgets, because

in our course, students should have the actual of dealing and identifying programs in

laptops and computers both software and hardware.

Respondent 34

In Criminology Department, of course the number one problem is Internet

Connectivity. We all know that we have a lot of laboratories offered in our course that’s

why our teachers and students can’t do it virtually and I know that is a huge problem.

Respondent 35
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In teacher education program, the first problem is the attendance of our students. As

being cited by my fellow deans, the problem is internet connectivity is a problem that

affects the performance and attendance of the students.

Question No. 4

What are the lifelong learnings that you attained during pandemic?

Respondent 1

The life-long learnings we learned in school is that we need to be aware of what is

happening in our school. Here in our school, we secure the accessibility, so that we can

reach them and continue the education amidst the pandemic.

Respondent 2

The lifelong learning that I’ve attained during the pandemic is to understand the

situation of every student because they are greatly affected both financially and

emotionally.

Respondent 3

As an independent student, the lifelong learning that I attained is to have a time

management. Students must have time management during the pandemic and learn to

balance their education and other activities. Another, I’ve learned that unity is important.

Students must help one another to survive this school year.

Respondent 4

Number one lesson that we’ve learned from this pandemic is to be patient with

everyone especially to our students. A very long patience is needed as a teacher because
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there are a lot of factors that affect our education. Another lifelong learning that I’ve

attained is to be understanding because not everyone is on the same level that we have.

Some of our students have problems financially and emotionally. So, we have to

understand them. Moreover, during this pandemic we should learn to love our students. We

must love them despite of the differences that they have and we should look up them as

someone to be loved and someone who is unique.

Respondent 5

Presently, I have just realized how I had been very passionate with what I am doing.

Ngayong pandemya na realized ko na mahal ko ang ginagawa ko bilang guro.

(During this pandemic, I’ve realized that I love what I am doing as a teacher). I’ve

learned that I need to adjust with my students considering with what is happening now.

Respondent 6

We attended webinars with the cooperation of the faculty and staff and some

students in student government is one of the significant things that we learned during

pandemic.

Respondent 7

The experiences that we can’t forget is the pandemic itself. The new world where

we have lockdowns, strict health protocols, many restrictions and faces are covered with

facemask. Technology had a big role during the advent of this crisis in all educational
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institutions since it was used as primary tool to communicate to our students. It was also

lifelong learnings to us that world can change anytime but we need to overcome, surpass

and view this in positive way.

Respondent 8

Kahit gaano ka hirap ang buhay, kahit napabilang kami sa IP at mahirap,

importante ang education (Even life is hard and we belong to Indigenous People and we

are less fortunate, still, education is important)

Respondent 9

The pandemic had taught us to be sturdy. Life and education must continue amidst

the pandemic. Teachers had a big role in influencing the learners to push into their limits

and survive the obstacles brought by the health crisis.

Respondent 10

As a student, we need to adapt the change in teaching approaches introduced by the

school. It is important to have courage and determination to finish our studies at para

maabot namin ang aming pangarap sa buhay (and achieve our aspirations in life).

Respondent 11

Life must go on with or without pandemic.

Respondent 12
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Personally, love your loved ones, create happy moments and life is too short. Also,

one factor that I considered is we need to be open minded during this pandemic. In our

school, go with the flow in whatever distance learning we will be applying for our students.

Respondent 13

The learnings I have is that mas okay kung mas malapit ka kay Papa God kasi

nandiyan yung depression pero kapag open ka kay Papa God,makakaluwas ka sa darkness.

While enjoying your life gawin mo yung gusto mu.

(The learning I have during this pandemic is that we need to be God-fearing and be

close to God because if you are open to God, you will be saved from darkness, even if

depression hits you. One thing is that, while enjoying your life, do what makes you happy.)

Respondent 14

My life-long learning during this pandemic is Health is wealth and that I’ve learned

that education is an endless matter because in a war wherein our enemy is invisible, still we

need to fight for our education system.

Respondent 15

In this fight against COVID-19 pandemic, one thing I have learned is that we need

to have more patience and be flexible not just to the situation but also to our students as

well. So being patient, be close to God and be flexible are the things I have learned during

this pandemic.
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Respondent 16

I always see the silver-lining in pandemic. Let’s leave bad things when we enter in

our school and take it positively.

Respondent 17

Health is important in order to continue the battle of life.

Respondent 18

Life must go on. We only have one life. We need to enjoy life. These are just trust

that we need to strengthen our faith to God.

Respondent 19

We need to stay connected especially with our students because they tend to have

depression in light of pandemic. Stay healthy and safe.

Respondent 20

We need to lengthen our patience to this pandemic. We have to help each. We need

to help the students by adjusting to their needs.

Respondent 21

We need to be innovative and strategic. We have to lengthen our patience. Since,

mental health issue is brought up in the context of pandemic, we need to lesson our

disciplinary action because it might affect their emotions that leads to mental health issue.

Respondent 22
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Through helping each other, we always consulted the dean of whatever action we

will be doing, learning methods that we are applying. We always consult our decision with

the Dean.

Respondent 23

To lengthen the patience is one but for us in Hospitality Management, we really

need hands-on activities because in our industry, modules and online instruction are less

priority.

Respondent 24

As a student, we lengthen also our patience in answering the modules and adjust to

the online mode of instruction.

Respondent 25

I’ve learned that we need to be innovative to cater diverse students. There are a lot

of subjects that needs laboratory works, so as teacher you need to have an intervention for

this and double time for the sake of our students.

Respondent 26

The advent of pandemic in our college taught every teacher to embrace technology

and applications. We’ve learned that technology had a great impact in our instruction so as

instructors, we need to equipped ourselves with this skill as a new trend in teaching.

Respondent 27
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We have instructors whom we considered young at heart who are not equipped with

different usage of technology. I’ve learned that patience is very important and we must be

innovative to cope with the challenge brought by the pandemic.

Respondent 28

We need to value our health during and after pandemic. We were able to seek first

our health status that we tend to be paranoid sometimes.

Respondent 29

Everything is in material. You have to leave legacy among your students and in

your school. We need to value our life and family and help those who are needed. A simple

act of kindness result to a valued happiness.

Respondent 30

Life is so precious. Let us live life to the fullest. This pandemic gave me much

realization to value myself, family, love ones, and other people. Let us be grateful for every

opportunity and challenge survived as these bring new hopes and brighter days.

Respondent 31

I think that this pandemic that many of students value education. Most of my

students really work hard to help their family elevate from poverty.

Respondent 32
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The students have learned to become competent, patient, and resilient. We have

learned to value the persons that we have right now because as students we need someone

to lean on and talk about our problems. Also, we need to value our family because at the

end of the day, our family is the one to help and care us when we are in need and sick.

Respondent 33

The adaptation of Online Learning System even we are going to go back in the

normal scenario. For me, we will not abolish the online system if it is going to be

developed.

Respondent 34

For me, the virtual class because it is very accessible to our students.

Respondent 35

To become innovative and resilient are the learning that I learned this pandemic.

This time of pandemic, it really gives us the camaraderie and cooperation with my

colleagues to become innovative and resourceful.

Question No. 5
How did you help your institution to deliver quality education amidst pandemic?

Respondent 1

Just what I said, we have modules being delivered in their houses. Before, they

advised us to put a box in their barangays for the distribution and retrieval of the modules.
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But sometimes, the students cannot go due to lockdowns in some barangay. So that is what

have done them during the pandemic.

Respondent 2

We’ve helped our institution in delivering quality education by understanding and

serving the needs of the students. In my case, I volunteered to brought and drop all modules

of the students who are living far from Culasi like San Remegio and Bugasong. This is a

big help for the learners to continue their education and to the school to avoid drop outs.

Respondent 3

As a leader and SSG President, I’ve exerted an initiative together with my officers

to give school supplies to my fellow students. It is a little thing but I considered it as a big

help for the students to be inspired to stay at Vicente A. Javier Memorial Community

College.

Respondent 4

We’ve helped our institution to deliver quality education amidst pandemic by doing

our task as a teacher, be dedicated with what we are doing and by showing our passion in

delivering the lessons that our student needs to learn.

Respondent 5

I’ve helped our institution to deliver quality education amidst pandemic by

volunteering. I volunteered to distribute and retrieve modules with the use of my personal

tricycle. This act inspired other teachers to volunteer also. Somehow, I can say that I’ve

done my part in helping the school to continue amidst the global crisis.
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Respondent 6

We tap the Local Government Unit (LGU) for all the things and activities that we

need in our school.

Respondent 7

As required by the CHED, we from LCST wanted to give quality education for our

students. We strictly followed the advised of the commission and IATF. We implemented

the safety protocols so that everyone is safe since health is very important. Knowing that

Libacaonons are member of IPs, we make sure that there is no discrimination of race. We

made our school child-friendly and IP friendly. All are welcome whatever race you are.

Another initiative of the school is the marketing to the students that LCST is tuition free

college.

Respondent 8

I’ve helped the institution to deliver quality education by participating and

cooperating in every program and project implemented by the college.

Respondent 9

I make sure that I am always part of the plan. It is a big help that I am part of

whatever decisions the college is to create. Kahit na work from home po kami (Even we are

work from home), as a Dean, I made sure that I am connected so that whatever

announcements the President might be given, I am aware of it. In addition to this, I made

myself free anytime to my students. I am doing my best to cater their questions and

extended by help to them just to deliver the right education to them.

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Respondent 10

As a student and a senior, I’ve helped my institution by encouraging my fellow

students to strive hard kahit mahirap ang pagmomodule, kailangang ituloy ang pag-aaral

(even the modular learning is difficult, education must continue). Cooperation with the

teachers is important kasi kailangan namin ng communication and kailangan din naming

matuto (because we need communication to learn) so we need their guide para ma reach

namin ang aming target goal (so that we can reach our target goals).

Respondent 11

24/7 communication is important to us.

Respondent 12

One of the ways to help my institution is by pursuing this mobile learning. Instead

to tolerate them in stopping from academics, we need to help them. Our college helped the

students through providing scholarships.

Respondent 13

We are doing our part as student, as CSSC President, I need to be a role model

especially with the students who are introvert students.

Respondent 14

As an Instructor, I need to prepare my comprehensive lesson to relate in real life

situation amidst this pandemic. We need to apply also the appropriate strategies for our

students. For example, giving a performance task that implies their cooking skills.
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Respondent 15

For me, as an instructor, just give the students the summary of the modules or

activity. If they have queries, address and listen to them so that students will not be

depressed.

Respondent 16

As an instructor, by providing support to the modular mode of learning. Preparing

the relatable and reliable materials for the students.

Respondent 17

By providing instructions, that are more specific and can be understand more

clearly.

Respondent 18

To deliver quality education amidst pandemic, I secure to have closed monitoring in

every department. We need to know our students personally.

Respondent 19

I advised the instructors to integrate tourism in their content, examples and topics.

Respondent 20

We need to lengthen our patience to this pandemic. We have to help each. We need

to help the students by adjusting to their needs.

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Respondent 21

We need to be innovative and strategic. We have to lengthen our patience. Since,

mental health issue is brought up in the context of pandemic, we need to lesson our

disciplinary action because it might affect their emotions that leads to mental health issue.

Respondent 22

Through helping each other, we always consulted the dean of whatever action we

will be doing, learning methods that we are applying. We always consult our decision with

the Dean.

Respondent 23

To lengthen the patience is one but for us in Hospitality Management, we really

need hands-on activities because in our industry, modules and online instruction are less

priority.

Respondent 24

As a student, we lengthen also our patience in answering the modules and adjust to

the online mode of instruction.

Respondent 25

The college, the Local Government Unit and the community are working hand-in-

hand to comply our Certificate of Program Compliance (COPC) because we’ve been

existing here for 19 years but we are not yet recognized by the CHED. We are cooperating
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to comply this for the benefit of the school. Serving the school for 2 years for sure I can say

I have done a lot.

Respondent 26

I helped the college by serving it well. I am here even that I am on leave to facilitate

everything. I know I offered myself to support the college because this is my passion to let

Altavas College be recognized by CHED.

Respondent 27

I am a product of this school. After my graduation, I took LET and go back here to

teach. For 9 years of serving the school, I never quit learning amidst the obligations

assigned to me. I continue my graduate studies and graduated my master’s degree and I am

proud that today I am enrolled for my doctorate degree. Whatever learnings I’ve learned in

my graduate studies, I made sure that I was able to radiate it to my students here.

Respondent 28

We did our job 24/7 even when we are work from home. We need to be committed

in our work where patience is the most important thing that we need to uphold

Respondent 29
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We need to sustain the education that we started in making our school to become

more productive. We used all the resources, our talents and skills, in order to fill the needs

of our teaching and learning process.

Respondent 30

The delivery of the quality education should not be compromised. As head of the

institution, I always make a constant monitoring with the deans as to the effective

implementation of the Blended Learning. Students’ performance level and instructors’

evaluation are always checked to guarantee learning and effectiveness on instruction.

Trainings to Faculty personnel are given emphasis to fully equip them to the new normal.

Respondent 31

We really commit ourselves to provide quality education to our students amidst

pandemic. We conducted 3-day seminar workshop on Module Making and conducting

online classes. We also trained our teachers to equip with the virtual classes.

Respondent 32

As a student leader, I was able to help my fellow students by bringing the caliber of

hope this time of pandemic and being available to them when they need help.

Respondent 33

It’s an online learning management system. It really helps our students to download

and upload the modules with the help of internet connection.

Respondent 34
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Implementation of online learning to our students and them to cater their needs in

education and instruction during this pandemic.

Respondent 35

As a dean of school of teacher education, you have the strategy and time table. You

need to set the time table where you need to set the schedule of your faculty in terms of

their online classes and by monitoring them about the students’ status and performances.

Question No. 6
What are the intervention programs that has been done by your institution to cope
with the new normal?

Respondent 1

The first thing, during the pandemic, everybody is hard-up to adjust. Our school

experienced many things but very thankful for the support of the Local Government Unit of

the Municipality of Culasi to continue the school’s operation amidst the pandemic. The

LGU furnished us the copy of the IATF protocol in light of COVID-19 pandemic. Also, the

Commission on Higher Education ordered the crafting of the Learning Continuity Plan

towards continuity of the student learning. We have followed the IATF protocol, conducted

virtual seminars, started the online class and adopted blended learning. We have adopted

all the protocols that was given to us. It was successful. Everybody helped. We have so

many sacrifices on how to continue delivering the education. Everybody has a big effect

during the pandemic. Our enrollment decreased to 80 learners during the pandemic. When I

arrived here, I am so happy that the enrolment increased to 100. We are very happy that we

are Level 2 here in Antique. Vaccination is really a big help to all the people and especially

our learners.
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Respondent 2

We initiated and exerted our efforts to cope with the challenges brought by the

pandemic. We can’t deny the fact that all education sector was greatly affected by the

Covid-19 Pandemic. In our school, we have this initiative called module’s mobile tricycle.

We deliver all modules of the students to their respective houses to continue education

amidst the pandemic. Moreover, to those students who are from far-flung areas, our

teachers volunteered to hitch their modules and distributed to the respective students.

That’s what we’ve done here in our local college.

Respondent 3

In the student side, the programs and projects that was done by the organization are

the following: First, we share an amount to purchase school supplies and share it to the

students who are less fortunate and poor. Second, we set our self as an example by

practicing maximum health protocols and cooperate with the plans and projects of the

school. Lastly, we show them that education must go on amidst the crisis by helping each

other parihas ambi may assignment ya isa, buligan ka isa (like when someone has an

assignment, we will extend our help).

Respondent 4

When COVID-19 pandemic affected the enrollment and mode of teaching which is

the usual face-to face instruction, our administration initiated an intervention like
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embracing the new normal by introducing modular, online and mobile instruction. We

initiated this to cope with the challenge brought by the global health crisis.

Respondent 5

Health is our priority during the pandemic. In our school, we encourage our

students to engage themselves in self-study and be resilient. The school has been doing its

best to pursue education, knowing that this will surely be their ticket for brighter future.

The use of Google Meet was presented to them to compete with the new trend of learning.

Though we have student from area where there is a low internet connectivity, the school

encourage them to stay connected via text and call.

Respondent 6

No intervention programs yet because we are waiting for the go signal from CHED

for the face-to-face classes.

Respondent 7

Two or three months before the opening of the new normal education, we need to

gather all the faculty for the trainings for them to be ready for the opening of classes. We

make sure that we are connected and decide a specific time to have a faculty meeting to

discuss the college’s programs and plans in preparation for the new normal education.

Respondent 8

Our school improves its preparation to cope with the new normal. The school with

the help of LGU provided a free wifi for all, increased the number of printer and purchased

more supplies for modular learning.

Respondent 9
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I’ve advised all of my co-instructors and students na sanayin na namin ang sarili

naming sa bagong approach ng pagtuturo (embrace ourselves to the new learning

approach). Since technology is an important tool used during the new normal, we equipped

ourselves to its usage and discover its wonders on how to make it more useful for teaching-

learning process suited for the new normal.

Respondent 10

We adjust ourselves to adapt to the new normal.

Respondent 11

I’ve prepared and conditioned myself to be free for my students whenever they

have inquiries and questions with regard to the modular lessons. We reported to our

President and LGU as to what are needed materials to cope with the new normal. Thanks

that they are responsive to our problems.

Respondent 12

We have conducted symposium on Mental Health Awareness entitled Mental

Resiliency: Understanding Mental Health during COVID-19 pandemic. This is part of the

Centennial Celebration Event of the Municipality to cope up with the new Normal last

October 2020 and 2021, of the same month.

Respondent 13

Conducted Symposium on Mental Health Awareness entitled Mental Resiliency:

Understanding Mental Health during COVID-19 pandemic.

Respondent 14
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The school has initiated and collaborated with the LGU to conduct Symposium on

Mental Health Awareness entitled Mental Resiliency: Understanding Mental Health during

COVID-19 pandemic. This will highlight the needs on how to cope up with the pandemic

especially with our students.

Respondent 15

Balete Community College conducted Symposium on Mental Health Awareness,

understanding the mental health during COVID-19 pandemic to our students.

Respondent 16

As part of the institution’s way of giving the students the intervention program in

the onset of pandemic, the school has conducted Symposium on Mental Health Awareness

entitled Mental Resiliency: Understanding Mental Health during COVID-19 pandemic.

Respondent 17

We conducted Symposium on Mental Health Awareness entitled Mental

Resiliency: Understanding Mental Health during COVID-19 pandemic

Respondent 18

To cope with the effect of pandemic, the school conducted Symposium on Mental

Health Awareness entitled Mental Resiliency: Understanding Mental Health during

COVID-19 pandemic

Respondent 19

We conducted Symposium on Mental Health Awareness entitled Mental

Resiliency: Understanding Mental Health during COVID-19 pandemic

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Respondent 20

We conducted virtual orientation program with regards to the health protocols in

order for them to be safe and informed of the IATF Protocols.

Respondent 21

We oriented them of the proper new mode of learning, health protocol and social

distancing set by the IATF.

Respondent 22

The Virtual Orientation Program to cope with the new normal is the intervention

program that we conducted.

Respondent 23

In this college, we intervened through conducting orientation virtually with our

students.

Respondent 24

We participated in the virtual orientation program.

Respondent 25

The interventions that we’ve done to cope with the new normal is the strict

implementation of health and safety protocols. We disseminate information to observe the

advised given by the health experts.

Respondent 26
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I help the college by serving it well. I am here even that I am on leave to facilitate

everything. I know I offered myself to support the college because this is my passion to let

Altavas College be recognized by the CHED.

Respondent 27

We have 0 cases with the CoVid here in Altavas. We strictly impose to observe the

health protocols implemented by the IATF.

Respondent 28

We have this intervention of strictly implementing the health protocols advised by

the health experts.

Respondent 28

We have started the virtual monitoring where we monitored not only our teachers

but also our students through online platforms.

Respondent 29

Aside from the learning continuity plan, we have online activities and programs to

our students and in our school like Tourism Celebration. As a Research teacher, I have

conducted Virtual Research Programs to the students.

Respondent 30
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Conduct of Trainings and Seminars to Faculty and Non-Teaching Staff to equip

them knowledge and skills in the implementation of the new normal. Mental Health

Awareness Forum was also conducted virtually to our students and personnel to address

issues on depression, emotional instability and suicide.

Respondent 31

I think the limited internship is one of the interventions that we applied this new

normal. We followed the IATF by deploying our interns in our city.

Respondent 32

The seminar workshop in awareness of mental health programs is one of the

interventions that we implemented during pandemic.

Respondent 33

We conducted online seminar workshop in IT teaching staff for the online

interventions and teaching.

Respondent 34

We have the limited internship to our 4th year students. We have also trainings to

our faculty who are teaching forensic science.

Respondent 35

We have conducted the internship programs to our 4th year students. We have the on

and off campus but in our case we have only on campus for us to help more our students in
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their battlefield in the future. In our lower years, they have conducted outreach programs to

help our community.

Question No. 7.a

How do you see your institution five years from now in terms of instruction?

Respondent 1

That is one of the things I am looking forward because the school is not recognized.

For me, if ever the school will be recognized, after 5 years, it will be a university already

because I find it very hard concerning the budget. I am doing it all by myself.

Respondent 2

Five years from now, in terms of instruction, I wish all our teachers had mastered

their subject matter, equipped with technology tools that is important in modern teaching

and proactive in dealing with diverse learners.

Respondent 3

I know that after five years, graduate na ako (I’m a graduate already) but I foresee

this school as a competitive school with the help of Dr. Victoria Bautista and the Local

Government Unit.

Respondent 4

Five years from now, I am seeing this school as highly competitive school because

of the quality teacher that we have. I wish that the Local Government Unit provides

trainings for teachers to be able to equip teachers with necessary knowledge and skills and

that they can deliver quality education for all students.

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Respondent 5

I perceived our school after five years as a school of teachers with fully equipped

idea and mastery of the subject kasi five years na iyon eh (because its already five years).

So it means, na mastered na ang dapat ituro (So it means, teachers had mastered already

what to teach).

Respondent 6

In instruction, we will have committed teachers. There will be webinars to our

teachers and students.

Respondent 7

I foresee our institution with regards to the instruction after 5 years as well-

developed especially that we need to comply with the requirements of CHED to have a

COPC. We are all eager to be productive knowing that 5 years is long year to be prepared.

Respondent 8

Five years from now, the LCST are having a high-tech way of teaching where

laptops and multi-media equipment for learning are available and the instruction is

technologically oriented.

Respondent 9
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After five years, I am praying that we have a substantial number of books available

to all instructors that will serve as supplementary materials for the improvement of

instruction.

Respondent 10

Five years from now, I see this institution has an advance and well-developed

instruction and ‘yong nakakasabay sa ibang mga schools like universities (who can

compete with the other schools like universities)

Respondent 11

Sana po ma’am after five years, well-developed na po kami in terms of instruction.

(I hope ma’am that after five years, we have a well-developed instruction).

Respondent 12

In Instruction, maybe after five years, we are fully equipped with instruction in the

next 5 years to meet the standards of CHED in CMO.

Respondent 13

I see our college 5 years from now, a center of academic excellence in our

community.

Respondent 14
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To add course offerings in the next 5 years, fully equipped with the high caliber

instructors.

Respondent 15

To be fully equipped in the next five years

Respondent 16

We wish to have a quality instruction.

Respondent 17

We wish to have an additional course offering.

Respondent 18

In the next five years, the quality of instruction and enhancement of teachers’

training should be given emphasis.

Respondent 19

We need to uplift the quality of instruction we will be giving to our students

through providing enhancement programs and training in teaching and curriculum

development.

Respondent 20

Hopefully, we could offer more courses and accomplished IR and COPC.

Respondent 21
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We need to add more courses, five years from now.

Respondent 22

To improve the quality of instruction.

Respondent 23

Five years from now, we wish to have an improved quality of instruction that we

will be giving to our students.

Respondent 24

We wish to have a good and quality academics offering.

Respondent 25

I visualize Altavas College, in terms of instruction, five years from now, the

students will be crowded here because of the free tuition. If God permits us to have this.

The addition of courses should be focused.

Respondent 26

I see Altavas College with IR and COPC, to have more students and additional

courses to accommodate the crowded students.

Respondent 27

Five years from now, I see this institution, to have quality education with a low

tuition fee.

Respondent 28
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The education is more innovative where it has already an outcome-based

instruction. There will be new strategies to enhance our instruction.

Respondent 29

The instruction is Hybrid. Flexible learning will continue where there are some

students who are head of the family can access to education.

Respondent 30

Five years from now, PCC offers BSED major in Social Science and Filipino,

BEED major in Special Education and more course offerings. Curriculum is aligned with

the latest memorandum orders. Instruction is being conducted face to face using the

multimedia classroom. PCC is a Smart Campus with a high technology applications,

programs and softwares.

Respondent 31

We have already a certificate of program compliance in BSHM. We will be offering

new programs that suits to the need of our city and other neighboring towns.

Respondent 32

I am looking forward that the instructions will not be limited.

Respondent 33
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I foresee that we have already our certificate of program compliance and we will

have some accreditations and other programs offered related with information technology.

Respondent 34

In Criminology Department, we have already our certificate of program

compliance.

Respondent 35

We will be offering new courses like BSED major in Social Studies, Filipino, and

Science.

Question No. 7.b

How do you see your institution five years from now in terms of faculty?

Respondent 1

Of course, to produce faculty that are full-fledged masters and doctorate degree

holder because that is very important in our school. I am encouraging them to take their

master’s degree.

Respondent 2

I foresee five years from now that all our instructors are master’s degree holder or

even with doctorate degree. I am sure that with the help of LGU, there was an increase in

our number of teaching and non-teaching personnel.

Respondent 3

I wish that all faculty members are with masters and doctorate degree.
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Respondent 4

I am looking forward that after five years, the faculty members are all masters and

doctorate degree holder. Well-trained and equipped with the necessary skills and

competency of the international standard teachers.

Respondent 5

I agree with the perception of the previous respondents that after five years, all

teachers are master’s degree holders or even doctorate degree holders.

Respondent 6

Some of the faculty members are already contemplating to enroll at the Master’s

Degree Program. I am confident that five years from now, our teachers our now with

Master’s degree holder.

Respondent 7

I am looking forward that after five years, most of our faculty have already a

master’s degree to compete with other local colleges.

Respondent 8

After five years, we are hoping that all of us are LET passers and with master’s

degree. I hope also that we will have a plantilla position.

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Respondent 9

I am confident that after five years we are all LET passers and master’s degree

holder. I am also looking forward that some of our students here are part of our institution

during that time. I hope that when that year comes, the LGU can provide us financial

support or scholarship for our graduate studies.

Respondent 10

I hope that after five years our faculty here are fully equipped with knowledge and

skills needed to impart quality education for all students.

Respondent 11

Hopefully five years from now, we are graduate of our chosen master’s degree and

with plantilla for regular position.

Respondent 12

In five years time, I envisioned that all the faculty are master’s degree holder.

Respondent 13

I envisioned that all the faculty are master’s degree holder in the next five years.

Respondent 14

We wish to be a master’s degree holder by that time.

Respondent 15

To have a master’s degree and hopefully units in doctorate degree.

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Respondent 16

In the next five years, I hope that all the faculty are master’s degree holder. To

envision a good and humane college in this municipality.

Respondent 17

To have a master’s degree and doctorate degree.

Respondent 18

In five years time, I envisioned that all the faculty are master’s degree holder

Respondent 19

We hope and pray that by the time come, we all be a master’s degree.

Respondent 20

I hope, five years from now, they could have their doctoral degree and could add

more teachers.

Respondent 21

To offer more promotion plantilla.

Respondent 22

To have a degree in masters and hopefully in doctoral.

Respondent 23

To hire more caliber faculty in delivering quality education and have a full-fledged

doctoral degree.
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Respondent 24

As student of this institution, we wish that our instructors could be promoted.

Respondent 25

In faculty, probably in five years time , most of them have already doctorate degree

because of now, our faculty here are being encouraged to have master’s degree.

Respondent 26

To have also master’s degree and eventually to proceed at doctorate degree.

Respondent 27

They have now master’s degree and doctorate degree as being required by CHED,

more permanent positions.

Respondent 28

We have a remote faculty. With the help of webinars, we can ask our students or

some people abroad to help us in delivering instruction.

Respondent 29

There will be an industrial immersion where teachers have enough knowledge to

cater the needs of our learners.

Respondent 30

PCC is composed of Regular Faculty with 100% Compliance on Faculty

Requirement per program. This would mean, Master’s Degree Holder and Doctorate

Degree Holders fill the faculty line up of PCC.

Respondent 31
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PCC have 100 percent compliance in General Education and have their Master’s

and Doctorate Degree holder.

Respondent 32

Looking forward to have competent and proactive teachers in different department.

Respondent 33

In School of Information and Communication Technology, most of our teachers

have their Master’s and Doctorate Degree.

Respondent 34

In School of Criminal Justice, I hope that there is already a Doctor in Criminology.

Respondent 35

We have already aligned in Doctorate degree and have more regular faculty.

Question No. 7.c

How do you see your institution five years from now in terms of facility?

Respondent 1

In God’s grace, this school will be a nice school. There is already an ordinance that

this will be a three-story building. Also, we have another location to build a new campus.

Respondent 2
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Five years from now, I perceived this institution with complete facilities and

equipment. This is possible because of the support of the Local Government Unit who

assured as to provide all the needed facilities and equipment.

Respondent 3

After five years, I foresee this school having a good building and with good

facilities.

Respondent 4

In terms of facilities, I am looking forward that after five years, the school buildings

were improved, restructured and have a state-of-the-art facility to cater and deliver the

quality education for the learners.

Respondent 5

After five years, I wish that this school complied all the required facilities and

equipment required by the CHED.

Respondent 6

As of now, our facility is not complete. Our Municipal Mayor promised that he will

give the Covid Center to the college for we are going to utilize it as our Hometel and some

will be occupied for the classrooms and offices.

Respondent 7
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In terms of facilities five years from now, this building is already done and in this

site as well where the promised COVID-19 center will be turned over to us as our own

facility. In that year, Libacao Colllege of Science and Technology is already a big school

with complete facilities.

Respondent 8

Five years from now, I wish that all laboratories are complete and all equipments

and tools are available for all.

Respondent 9

I am looking forward that our facilities needed for the laboratories of BSHM course

are all complete.

Respondent 10

I see this institution five years from now with fully-equipped facilities specially for

laboratory subjects. This time we are just imagining and assuming with the needed

facilities and when that time comes, I am confident that students will be performing their

activities in actual.

Respondent 11

Five years from now, I hope that all of the facilities are complete as promised by

the mayor.

Respondent 12

We wish in five years from now, we can have our own building and add

laboratories, electronic laboratories and techy building.

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Respondent 13

Five years from now we can have our school with good and fully equipped

facilities.

Respondent 14

I wish to have a high-tech facility when it comes to laboratories.

Respondent 15

Additional technological tools especially printers and desktop, for the reproduction

of modules.

Respondent 16

In five years, I hope the building be renovated and be given priority to purchase

additional equipment.

Respondent 17

I hope, the LGU will be able to give us new facilities.

Respondent 18

We wish to have more purchased equipment for the delivery of distance learning.

Respondent 19

In the next five years, we wish that additional building will be constructed for our

students.

Respondent 20
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To add more buildings and construct new library for our teachers and students.

Respondent 21

We wish to have more buildings to be constructed.

Respondent 22

In five year-time, I hope the plans of relocating our building in new area will be

materialized.

Respondent 23

I hope that in five year-time, we could have cold kitchen, Hometel and additional

laboratories.

Respondent 24

I hope and pray that facilities will be upgraded.

Respondent 25

To have more facilities in this campus because I believe these are not enough.

Respondent 26

Additional Classrooms, buildings and more improvements.

Respondent 27

I hope every department has already its own laboratory to practice their expertise of

fields.

Respondent 28
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There are already new buildings that we can apply more courses for the benefited of

our cities.

Respondent 29

Globally competitive buildings with high end facilities so that we can provide

quality education for our students.

Respondent 30

Each program has its own building fully equip with compliant laboratories and

offices. A construction of one big spacious smart library building to accommodate our

10,000 students. A newly built student center is now accommodating our students. A

research, extension and GAD offices are delivering services in the college. A state-of-the-

art Administration Building caters our clientele. We are known of the best hometel in the

City which caters local and foreign guests.

Respondent 31

We have already the State-of-the-Art Laboratories that can compete with other

universities and colleges. We are center in trainings and have a memorandum of agreement

with TESDA because they are eyeing us to be partnership with us.

Respondent 32

There is already a concrete office of the student government.

Respondent 33

In School of Information and Communication Technology, have a wide spread

WIFI and have MIS room for our department.

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Respondent 34

In School of Criminal Justice, I hope that we have complete rooms and equipment

in laboratories.

Respondent 35

School of Teacher Education and have a one three-story building and have a School

of art laboratories.

Question No. 7.d

How do you see your institution five years from now in terms of research?

Respondent 1

There are personnel that is assigned in research. She is doing the research and

extension of the school; it will be okay five years from now”.

Respondent 2

After five years, I wish that the school will support the call to conduct researches

and develop a research team of the school.

Respondent 3

As a student, I am expecting that the school is supportive with whatever programs

related to research.

Respondent 4
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After five years, I expect that all faculty members had published their research.

Respondent 5

After five years, I am expecting that the school had strengthens its research program

by providing opportunity to all faculty members to conduct researches.

Respondent 6

When it comes to research, one of our faculty is in charge in Research Programs. I

am confident that five years from now we are going to push through.

Respondent 7

Five years from now when it comes to research, I hope that our assigned personnel

Dr. Louie Sorolla have conducted a lot of research as well as the instructors here. We are

all hoping also that the LGU will provide budget for research so that everyone can do it

anytime.

Respondent 8

I am looking forward that the school have strong support to the research and the

faculty have published their research already.

Respondent 9

I am hoping that after five years, we have a lot of faculty that is equipped in

research and conducted various researches in their chosen topics.

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Respondent 10

I foresee this institution five years from now as a local college of good student

researchers and brilliant faculty in terms of research.

Respondent 11

I am hoping that we have a good research program.

Respondent 12

In five year- time, in terms of research, we will be having our own research office,

published researches and have a Research Department.

Respondent 13

To have a research coordinator every department.

Respondent 14

To have published researches in five years and share it to the community.

Respondent 15

To be a Center of Research Development in the Municipality of Balete.

Respondent 16

In five year- time, we wish to have good researches.

Respondent 17

To be fully equipped with the researches in our school and department.

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Respondent 18

We will be having published researches.

Respondent 19

In five year- time, in terms of research, we will be having our own research office,

published researches and have a Research Department.

Respondent 20

In five year-time, we could have a research coordinator that will work on the

researches in this college.

Respondent 21

To conduct research output and presented it to the community.

Respondent 22

To be able to have lesser loads in order to conduct research for the benefit of the

students, institution and community.

Respondent 23

To conduct and proposed innovative researches in the courses offered.

Respondent 24

In five year-time, I hope students will be able to have researches.

Respondent 25
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To have a research coordinator that will guide the faculty and staff in doing

research.

Respondent 26

I guess, five years from now, our faculty members have now a published researches

to present even in the community or internationally.

Respondent 27

The school will have an area for research that will be a home for champion of

innovative researches.

Respondent 28

There will be researches that will answer the needs of our colleges and able to give

priorities for what we are needed.

Respondent 29

With the help of high calibers researcher, they can produce more valid and trend

researches that will help our college and our community in terms of references.

Respondent 30

A Research Director manages the Research Center facilitating the publication of the

researches of each faculty and the students. Research fund ranges to 3 million which

encourages and motivates everyone to conduct research.

Respondent 31
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We have a higher budget in research in order for the teachers to be motivated. I am

looking forward that our research was already published national and international.

Respondent 32

There will be big contributions of student leaders with regards to research in

college.

Respondent 33

In School of Information and Communication Technology, Teachers have already

published researches in local, national, and international stage.

Respondent 34

There will be an upgrading of budget in research.

Respondent 35

Our LGU will be given an emphasis for the research programs it can help our city.

Question No. 7. e

How do you see your institution five years from now in terms of extension?

Respondent 1

There are some personnel that is assigned in research. She is doing the research and

extension of the school; it will be okay five years from now.

Respondent 2
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Five years from now, I am looking forward that the school is active in extending

extension services not just here in Culasi but even in nearby towns.

Respondent 3

After five years, I wish that the school supports whatever programs and project

related to extension.

Respondent 4

Five years from now, I foresee that the school have proper placement of extension

services with memorandum of agreement with the local government unit or with the

barangay here in the municipality of Culasi.

Respondent 5

I am looking forward that the school had already established a good extension

program and proper placement of services in cooperation with various stakeholders and

LGU.

Respondent 6

We have some good extension services here but I know five years from now, this

will already accessible to our college.

Respondent 7
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I hope after five years; the school can create linkages and more extension. We’ve

started this already but I am hoping that we have a strengthen extension programs when

that year comes.

Respondent 8

I hope that what we’ve started in the previous years like feeding program, outdoor

meal service and barangay related programs will continue.

Respondent 9

After five years, I hope that we can build linkages to various sectors to developed

our extensions programs.

Respondent 10

The school have reach out a lot of beneficiaries and with wide scope of extension

programs.

Respondent 11

We have a continuous extension programs and projects in our school. When that

time comes, I am sure that we have a lot and more productive programs for the school’s

extension related activities. I have proposed to the mayor the LCST backyard garden now

and after five years, I hope that it is well-developed already.

Respondent 12

We will be having a permanent adopted barangay where we can extend our

extension services.
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Respondent 13

To have extension services focal person to deliver extension services in the

community to partner with the LGU and other stakeholders.

Respondent 14

I hope, when God permits, we could have renovated, in five year-time, our school

will be a center for extension services.

Respondent 15

We will be having a permanent adopted barangay where we can extend our

extension services.

Respondent 16

To adopt new barangay or community for extension services.

Respondent 17

In extending our extension services, we need to have an extension coordinator to

facilitate the activities.

Respondent 18

We will be having a permanent adopted barangay where we can extend our

extension services.

Respondent 19

To have an adopted barangay for the extension services.

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Respondent 20

In five-year time, we wish to increase our extension services.

Respondent 21

I hope five years from now, we will be able to have immersions and feeding

programs in the community.

Respondent 22

Just like what they wished in extension services, I wish also that extension services

will be materialized.

Respondent 23

To have feeding programs and adopt a community program where extension

services will be most catered by the college.

Respondent 24

We wish in the student boy to have more extension services that the college will

offer.

Respondent 25

To have a barangay adopted for the extensions services that the school will initiate

and students will be engaged in the immersions, planning and organizing an extension

service.

Respondent 26

The extension services in our school will be strengthened.

Respondent 27
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The school will be able to adopt a certain community as the recipients of the

extension service that school is extending.

Respondent 28

There are extension programs that can help our city to become more progressive

city. We will be joining our LGU’s in connecting to the needs of our city by having some

outreach programs.

Respondent 29

Since we are in the middle of the city, there will be an Outreach Programs for

community that will help our college not only to grow but also to be developed socially.

Respondent 30

Research implementation to our identified community, groups and individuals are

done regularly. Sustainable programs are given high importance. A guaranteed 2 million

budget for extension services are assured of the City Government.

Respondent 31

There will outreach programs in barangays and in our neighboring communities.

Respondent 32

The student government has a proactive attitude towards outreach programs. They

will provide and plan programs that will help the community of their fellow PCCnians.

Respondent 33
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In School of Information and Communication Technology, there will be extension

programs that will cater the needs of our community.

Respondent 34

There is highly allocated budget for research.

Respondent 35

There is a continuation of outreach programs that we have started and a lot of

extension programs to help our community.

Question No. 7.f

How do you see your institution five years from now in terms of
production/entrepreneurship?

Respondent 1

I do believe, our entrepreneurship will continue. Most of the IGP of our school is

for the students, maybe we can maximize that in five years’ time.

Respondent 2

Five years from now, I foresee our school as a college with strong programs in

production and entrepreneurship. I hope that this school will have a program that is

beneficial for the school’s income generating projects.

Respondent 3

After five years, I perceived this school as a competitive school in terms of

production and entrepreneurship.

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Respondent 4

Five years from now, I am looking forward that the school was able to develop

programs or products that we were able to market.

Respondent 5

For sure, after five years, the school had already an established program for the

production and entrepreneurship.

Respondent 6

Five years from now, I am looking forward that our students are productive because

we already have mini-hotel. This mini-hotel can be utilized when there are tourists who

will come here and, in that way, we can generate income for the school.

Respondent 7

After five years, our school for sure had developed good program for production

and entrepreneurship. I hope that we have IGP when that time comes since it’s a big factor

to improve the budget of the school.

Respondent 8
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After five years, I am looking forward for the school to create shops, products and

services that can be the source of IGP.

Respondent 9

I hope that after five years, we have a good and established program for production

and entrepreneurship.

Respondent 10

Five years from now, I see students who are productive because we already have

mini-hotel. This mini-hotel can be utilized when there are tourists who will come here and,

in that way, we can generate income for the school.

Respondent 11

After five years I am sure that our tourism students can help us generate income

because we have Manica Viewpoint here now and a lot of tourist destinations are being

established. I hope that after five years, this dream of using our tourism students to

generate income will be materialized. I am positive that thru tourism, we can generate

income.

Respondent 12

In five year-time, we will be having catering services, hometel, cooperative, bakery,

computer shop and beauty garments operated by the students and school.

Respondent 13

To have catering services so that our students can have an IGP program.
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Respondent 14

To cater the IGP programs of the college, we wish to have catering services in

BSHM Department and beauty garments so that they can benefit from it.

Respondent 15

I hope that the IGP program will be materialized so that both students and the

school can benefit from it.

Respondent 16

Just like a dream, I wish that our IGP program plans, like catering services,

hometel, cooperative, bakery, computer shop and beauty garments operated by the students

and school will be materialized.

Respondent 17

I agreed to my colleagues’ perception and IGP plans, we hope, in five years time ,

we could have materialized it all.

Respondent 18

To have more IGP programs to cater the needs of our students.

Respondent 19

I hope could have a catering services, hometel, cooperative ,bakery , computer shop

and beauty garments operated by the students and school.

Respondent 20
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In next five years, when God permits, we wish to have bigger catering services and

have conventions so that we can have a higher IGP.

Respondent 21

In terms of the production and enterprise, we wish to enhance the catering services

we have.

Respondent 22

To have more IGP services in the college and community.

Respondent 23

In five year- time, we have now a convention center and be able to enhance the

catering services to profitably increase our IGP program.

Respondent 24

As student of this institution, we wish that students will be involved in the IGP

program so that they can also benefit.

Respondent 25

To have IGP programs like catering services and other sources that can have our

school an income generating drive.

Respondent 26

We wish to involve students in our IGP programs like implementation of catering

services and garment products.

Respondent 27
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The school will be able to have community pantry wherein proceeds of that will be

for the students involved and for the school also.

Respondent 28

In terms of production, we will produce more caliber students to cater the needs of

our society in terms of tourism and offices.

Respondent 29

We will sustain our products that they can provide efficient service to their clients

in their respective fields.

Respondent 30

PCC Hometel is accepting guests which turned out overwhelming. PCC were also

able to have a CHED Accredited Review Center which caters rigid and intensive review to

our Board Programs. Our HM sells delicious bread and yummy pastries as products of PCC

Bread.

Respondent 31

There will be already an owned restaurant for the BSHM where our students will be

the one to manage. All the outputs of our students will be sold in that restaurant and invest

for tools and equipment. We will have also our own catering services that can help our

school to be known in terms of service, trainings, and our product.

Respondent 32

There are a lot of graduates that are now serving the city and other neighboring

towns.
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Respondent 33

I think our school has its own school publication. This will be managed by the staff

and the IT students.

Respondent 34

I foresee that we have income generating products manage by the students.

Respondent 35

Engage students in income generating products to help our school.

Question No. 8
What are the plans of your institution in preparation for the conversion to a state
college?

Respondent 1

Of course, to be recognized so that we can go through and plan so many things in

the conversion to university someday. If the Lord permits, if the school will be recognized,

I myself will help. It’s just a matter of advertisement and if there is a budget. We cannot do

what we planned if there is no budget.

Respondent 2
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Right now, I can’t answer because it will depend on the plans of the Local

Government Unit (LGU). Now, our focus is on how to comply the requirements set by the

CHED like the IR and the COPC.

Respondent 3

The college is doing its best to comply with the required requirements of CHED.

We need to start accomplishing the priority right now which is the IR and COPC.

Ang tanan nga Community College naga handum gid mag state college or

university. Ubrahun gid namun ang tanan para ma abot daang handum.(All community

colleges dream to become state college or university. We will do our best to achieve such

dream)

Respondent 4

It depends with the Local Government Unit of this municipality but I think if

everything was in place, then, I can say that we were ready to be converted into a state

college.

Respondent 5

We are currently working with our priority requirements like the IR and COPC.

Time will come and hopefully with the support of the LGU, we will come there.

Respondent 6

We have plans to become a university someday but we are considering our budget

first.
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Respondent 7

So far, we don’t have plans it’s because we are working with the IR and COPC of

the school. Soon, if everything is okay, we will make another move for that. So far, today,

we still have more journey to overcome.

Respondent 8

I hope that with the cooperation of LGU and the school and with assistance of

CHED, we can reach such dream.

Respondent 9

The only thing I can help for this is prayer. Knowing that there are a lot to consider

and the LGU is the one who approves every move of the college, I am just praying for this.

Whatever plans for the good of the institution, I am willing to cooperate.

Respondent 10

There is nothing impossible for that dream if there is a support from the LGU.

Respondent 11

For the conversion, it depends to the plans of LGU because we rely to their

decisions.

Respondent 12
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To become a Stage College or a State University by completing the Institutional

Recognition and COPC Processes.

Respondent 13

To have an IR and COPC.

Respondent 14

To become a Stage College or a State University in the Municipality of Balete with

the complete requirements of IR and COPC.

Respondent 15

To convert from community college into a Stage College or a State University in

our locality with the complete requirements of IR and COPC.

Respondent 16

We wish to have an IR and undergone in COPC process.

Respondent 17

In the next five years, we wish to become a Stage College or a State University by

completing the Institutional Recognition and COPC Processes.

Respondent 18

I hope Balete Community College will be converted into a Stage College or a State

University by completing the Institutional Recognition and COPC Processes.

Respondent 19
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In order to become a Stage College or a State University, we need to complete the

Institutional Recognition and COPC Processes.

Respondent 20

I hope we could move now into a bigger building and have the IR and COPC.

Respondent 21

I hope five years from now, we will be able to have an IR and COPC.

Respondent 22

To have an IR, COPC and process the transfer of building.

Respondent 23

To accomplish IR and COPC.

Respondent 24

As student, I want to have a bigger building for my alma mater with the support of

the LGU.

Respondent 25

Once we are recognized by the CHED, we wish to have Altavas College to be

Altavas University , as part of our vision.

Respondent 26

As of now, we are preparing for the COPC so that slowly we can be a state college

or university.

Respondent 27
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Our instructors are giving their 100% full capacity in doing the requirements for

COPC.

Respondent 28

If there are supports from the LGU, we will be planning to cope up with the

requirements of CHED to become a state college.

Respondent 29

As one of the teachers, we need the supports of the LGU in planning the

requirements of CHED to become a state college.

Respondent 30

PCC aspires to become a State College or University in the near future. Politically,

a support of Congressman and Senator to author our conversion is the initial move. We are

even thankful to Sen.Win Gatchalian for supporting PCC for this cause.

Respondent 31

As the president of Faculty association, we will ensure the high-quality instruction

and high caliber teachers that will hit the conversion of our college to a state college.

Respondent 32

I am looking forward that this college will be upgraded into a state college with the

support of LGU.

Respondent 33
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We are now working with COPC and I know this will help our college to grow

more and become a state college

Respondent 34

We will be supporting the City Government in elevating the status of our college

into a stage college.

Respondent 35

As a dean, I am working hard to make our college become progressive. I know that

the LGU is supporting this college and if given a chance, it is a dream come true!

Question No. 9. a
What is the status of your institution in terms of enrollment?
Respondent 1

Our enrollment decreased to 80 learners during the pandemic. When I arrived here,

I am so happy that the enrolment increased to 100. We are very happy that we are Level 2

here in Antique. Vaccination is really a big help to all the people and especially our

learners.

Respondent 2

We’ve a massive decrease of enrolment during this pandemic.

Respondent 3
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There is a decrease of enrolment during the pandemic.

Respondent 4

There is a decrease in our enrolment.

Respondent 5

Due to pandemic, there is a decrease in our enrolment.

Respondent 6

As of now, our enrolment fluctuates. This pandemic, our enrolment decreased.

Respondent 7

We have an increasing status of enrolment that’s why we have an increase also in

UniFast or Free Higher Education Billing.

Respondent 8

Pandemic actually have positive impact in our enrolment as it has an increasing

status of enrolment.

Respondent 9

We have an increase number of enrollment status.

Respondent 10

The status ma’am is increasing based on the report of the registrar.

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Respondent 11

Yes ma’am. We have an increasing status of enrolment.

Respondent 12

The trend of enrollment in the last five years is increasing (2018-2022). We have

always increased our enrollment even in the onset of the pandemic.

Respondent 13

Our enrollment status is increasing in the last five years.

Respondent 14

We have an increasing enrollment in the last five years.

Respondent 15

Students tend to really enroll even in the midst of pandemic, flagging the way to an

increased enrollment.

Respondent 16

We still have an increasing even in the onset of pandemic and in the last five

years(2018-2022)

Respondent 17

Our status of enrollment is increasing in the last five years.

Respondent 18
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Increasing in the last five years (2018-2022)

Respondent 19

We are increasing in the last five years (2018-2022).

Respondent 20

Our enrollment is increasing from 2018 to 2022. Even though in the midst of

pandemic, the trend is really increasing.

Respondent 21

The enrollment is increasing. Student, even pandemic, tend to be able to enroll in

our college.

Respondent 22

In our department, students were able to consistently enroll.

Respondent 23

In HM Department, the enrollment is stable.

Respondent 24

In the part of students, we were able also to consistently enroll every semester.

Respondent 25

The enrollment is gradually increasing, as far as Altavas College is concerned. The

only problem is that in the 2nd semester of the academic year because of the reduction of

enrollment.

Respondent 26
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Normally, the status of enrollment is increasing every academic year.

Respondent 27

Our status of enrollment here is increasing. Every year we gained increased in

enrollment because students from neighboring towns chose to enroll here.

Respondent 28

Our enrolment is stabled during the 1st year of Pandemic. At the second year of the

pandemic, we have 700 plus applicants but sad to say, we only catered 300 students in our

college.

Respondent 29

There is a quite increase in the pandemic school year because of the performance of

the college.

Respondent 30

Increasing consistently for over a decade now. There is remarkable increase of 49%

in enrollment in the recent school year despite the pandemic.

Respondent 31

We have increased the number of enrollees this pandemic.

Respondent 32

High status of enrolment this time of pandemic.

Respondent 33

We didn’t expect the high enrolment status of Passi City College.

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Respondent 34

Increase number of enrollees is a big factor to us.

Respondent 35

As the Dean of Education, I am happy to say that we have got the target about the

increase of our enrolment.

Question No. 9. b

What is the status of your institution in terms of courses offered?

Respondent 1

The courses offered were submerged into two. Since 2016, our board courses

trimmed down and we only have non-board courses.

Respondent 2

Before, we have four courses offered but it was turn down into two courses because

we failed to complied what are being ask for us.

Respondent 3

We lost some of the courses offered and we need to strengthens our last two

program offered with the help of the LGU.

Respondent 4

Right now, we need to market our last two courses left because we’ve lost already

our other courses. It’s time to the LGU to rethink and plan whatever good for the college.
 319

Respondent 5

As of we lost some of the courses offered, we need to strengthens our last two

program offered with the help of the LGU.

Respondent 6

As of now, we have two programs and these are: Bachelor Science in Hotel

Management and Bachelor of Science in Industrial Technology

Respondent 7

We have two programs being offered and these are: BSHM and BS Industrial

Technology. Both of this are non-board programs.

Respondent 8

The two courses that we are offering right now are still being offered and we are

just complying the COPC.

Respondent 9

The BSHM has massive enrolment increase while the BS Industrial Technology

maintains its number.

Respondent 10

We only have two courses being offered. Still, these courses are complying for

COPC.

Respondent 11
 320

No additional courses being offered. We still have two programs namely BSHM and BSIT.

Respondent 12

No change in courses offered. Only the curriculum was revised.

Respondent 13

There was no change in courses offered. Only the curriculum was revised. We have

3 courses offered.

Respondent 14

We have two board programs offered and 1 non- board courses being offered by

this college.

Respondent 15

We don’t have courses being change but our curriculum was revised.

Respondent 16

When it comes to our courses offered, we have three courses offered.

Respondent 17

The courses offered in BICT have significant value to the community because the

college offers three courses that the community is looking for.

Respondent 18

We have three courses offered.

Respondent 19
 321

In our courses, there was no changes but only Curriculum was revised.

Respondent 20

We offer three courses and no changes in the last five years.

Respondent 21

The same courses are still offered in the college.

Respondent 22

We have 3 courses offered, 2 are non-board courses and 1 is board course.

Respondent 23

We have three courses offered namely BSED Major in Filipino, BS Office

Administration and BS in Hospitality Management.

Respondent 24

We have three courses offered here in our school.

Respondent 25

The courses are still the same in the last five years.

Respondent 26

We have 3 board courses namely, BSED, BEED and BS CRIM and 2 non-board

courses, the BSOA and BSHM.

Respondent 27

I agree with the answer of my colleagues, we have five courses here in the last five

years up to this date.

 322

Respondent 28

We offered BSOA and BSTM.

Respondent 29

We have two non-board courses, the Office Ad and Tourism Management.

Respondent 30

Status quo since no new offerings since 2008.

Respondent 31

We offered six courses.

Respondent 32

Passi City College offers six courses.

Respondent 33

BSIT, BSBA, BSED Major in English and Math, BEED, & BSCRIM

Respondent 34

We offer six courses namely BSIT, BSBA, BSED Major in English and Math,

BEED, & BSCRIM.

Respondent 35

For the last years, we were able to maintain our six courses.

Question No. 9. c.
 323

What is the status of your institution in terms of passing percentage of board courses?

Respondent 1

In 2016 and 2017, our board courses programs graduates took the licensure

examinations and they passed.

Respondent 2

We have no board courses offered as of this moment because last 2017 our board

courses were phase out. We only offered two non-board courses now.

Respondent 3

We have no board courses so we have no status of passing percentage.

Respondent 4

We have no board courses.

Respondent 5

We have no board courses.

Respondent 6

We have two non-board courses, the BSHMT and BSMT.

Respondent 7

We have non-board programs.

 324

Respondent 8

We are just offering non-board program and we don’t have passing percentage.

Respondent 9

We have no status to give ma’am because we are just offering non-board courses.

Respondent 10

No ma’am. We are non-board programs.

Respondent 11

The courses that we offered ma’am has no board examination.

Respondent 12

Our passing percentage for our two board courses is continuous passing for the last

five years. They have passed the exams.

Respondent 13

It’s 100% passing percentage.

Respondent 14

In the last five years, we still have a continuous passing percentage.

Respondent 15

The passing percentage is high.

Respondent 16

Even in the onset of pandemic, we still got to have a high passing percentage.
 325

Respondent 17

The passing percentage of our board course is high.

Respondent 18

We have a high passing percentage.

Respondent 19

We make a continuous passing for the last five years.

Respondent 20

In our board course, BSED Filipino, its passing percentage during pandemic is

high.

Respondent 21

Our BSED Major in Filipino has high passing percentage.

Respondent 22

The passing percentage is higher than the national percentage during the pandemic

but there are times that it subsides to the national percentage.

Respondent 23

Every year, during this pandemic we have high passers in our board course.

Respondent 24

As a student, we are very happy that the school has a higher percentage when it

comes to the BSED Major in Filipino course.

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Respondent 25

For the BEED and BSED, they have 100% passing percentage last September 2021.

BS Criminology is on 33%.

Respondent 26

Normally, the passing percentage here in our schools for the board course is high

especially with our BEED and BSED.

Respondent 27

The passing percentage here is high and that gives credits to the faculty who

delivered quality education to our students.

Respondent 28

No passing percentage.

Respondent 29

We don’t have board courses.

Respondent 30

This area varies. There are years where we got high level of performance but there

are also times where we marked low and below the national passing percentage.

Respondent 31

As Faculty president, I am proud to say that we have high percentage board passers.

Respondent 32

Looking forward for more board passers in the future.

Respondent 33
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We are non-board program.

Respondent 34

We maintain the high percentage of board ratings in the past years, but recently we

are below in the national percentage.

Respondent 35

We need to double time because we are now below in the national percentage in

terms of board passers.

Question No. 9. d

What is the status of your institution in terms of employment of graduates?

Respondent 1

Mostly, our graduates are employed in different business establishments here in

Culasi. Our graduates in board courses, are employed also, just like Sir Shem as our

product.

Respondent 2

We have a lot of graduates who are employed now. The college existed since 1975

and we are about to celebrate our 47 th founding anniversary. Our graduates are serving now

in different government offices and private sectors. We need support from the LGU to

continue this legacy of producing quality graduates who are serving now in our

community.
 328

Respondent 3

I can’t give the exact number of graduates who are working now but I am pretty

sure that our graduates had already serving in the community. There are a lot of our

graduates who are employed in different sectors in our community.

Respondent 4

Our graduates are serving now the community. They are employed in different

businesses and offices.

Respondent 5

Most of our graduates can compete also with other graduates. There are a lot of

them serving now the community.

Respondent 6

With regards in the employment, some of our students were already employed in

Boracay. We are happy to say that we heard a lot of good feedbacks from the Agencies

where our student had their internship.

Respondent 7

Most of our graduates are being absorb or hired by different establishments here in

Aklan, Boracay and even in other countries.

Respondent 8
 329

We are proud that mostly of our graduates are serving the Boracay establishments

and others are even abroad.

Respondent 9

We have a very high employment status because most of our graduates are hired in

their chosen profession.

Respondent 10

I am proud that most of our graduates are working now and serving the community.

Respondent 11

I have two sisters who are product of this school and currently working abroad. We

have high employment status as our product are mostly working now

Respondent 12

In the employment of the students, they are doing good in your chosen profession.

They have scattered in the different establishments, restaurants, government agencies and

other private sectors.

Respondent 13

They are employed in different fields.

Respondent 14

Our graduates have a high percentage in landing a job. They are already employed

to their chosen field.

Respondent 15
 330

The graduates have stable jobs and landed a good job.

Respondent 16

I have asked the graduates personally and they response positively that they are

found in different agencies in the locality.

Respondent 17

We believe, our graduates have stable jobs and landed a good job in their chosen

field.

Respondent 18

Based on our survey, the employment rate of our graduates is 90%. The remaining

10% is for the personal choice that they are waiting for the right time.

Respondent 19

We found out that our graduates have stable jobs even in the midst of pandemic.

Respondent 20:

Sometimes, during the survey the employment status of our students are greatly

good. The result shows that students from this college landed a job in Boracay Island,

DepEd , restaurants, BJMP, BFP , ARMY , government offices and other private

establishments

Respondent 21:

The status of employment in the last five years is good. Our graduates have a good

job in their chosen field.

 331

Respondent 22:

Almost of our graduates have a good job.

Respondent 23:

The employment status of our graduates is respectable. They find a good job.

Respondent 24:

As student, we are very happy that our school has produced graduates who are

globally competitive.

Respondent 25

We are very happy that our status of the employment of our graduates that they are

now professionals.

Respondent 26

Majority of our graduates here are employed now as such in PNP, BFP ,BJMP ,

government offices and are absorbed by DepED.

Respondent 27

90% of the teachers from Municipality of Altavas are from the Altavas College.

BSHM graduates are also employed in abroad, restaurants, Boracay and government

offices.

Respondent 28

We have very high status in employment even in the Pandemic.

Respondent 29
 332

We have 90% rating in employment where most of our students already employed

in their respective fields.

Respondent 30

So many of our graduates are now working as teachers and non-teaching staff at

DepEd. Some of our graduates are now connected with PNP, BJMP, BFP, Banks, NGOs,

private companies and even in the LGUs. Definitely, I can say our status in this area is very

good.

Respondent 31

In BSHM graduates, I am proudly to say that there is a high percentage of

employment status of our graduates. Many of them are now in Managerial positions,

working on high caliber hotels and in abroad.

Respondent 32

Being a senior student and leader for my fellow PCCnians, I am confident enough

with high status of employment of our institution because I believe that they are well

trained and prepared by the college to their battlefield.

Respondent 33

During this pandemic, mostly of our graduates are now employed because there is

need in the battlefield of our course.

Respondent 34
 333

We have a lot of graduates who are now policemen and women, etc. But this time

of Pandemic, our graduates are struggling in employment because of the rivalry of other

professions to the field of uniformed personnel.

Respondent 35

I am happy that in the past few years, are graduates are in teacher education are

now employed in DepEd. They have crowded the rankings in DepEd that lend them into

regular positions.

Question No. 9. e.

What is the status of your institution in terms of budget allocation?

Respondent 1

The agony of budget allocation is one of the struggles here, I am so happy that the

budget allocated to school now increased to two (2) million. Budget is really important.

Respondent 2

We have low budget here because we rely from the LGU. We only have 100k plus

budget before but after our BOT meeting this morning, thanks God that it was increase to 2

million.

Respondent 3

We have 2 million allocations this school year according to the mayor.

Respondent 4
 334

I am not so aware of the budget because I just served this school this semester. I

know that we have 2 million budget allocation as announce by the mayor after our BOT

meeting.

Respondent 5

Honestly, we have increased this year. It is 2 million.

Respondent 6

I am happy to say that our government is very supportive when it comes to our

school. This year, we have 4 million allocated budget.

Respondent 7

There is no problem with the budget allocation because we have UniFast billing and

subsidy from the LGU.

Respondent 8

Our subsidy from the LGU is increasing every year. There is no problem with the

budget allocation so far.

Respondent 9

The UniFast is paying the miscellaneous fees and tuition fees and the LGU is giving

us subsidy so I don’t see any problem with the budget allocation.

Respondent 10

There is a strong support from the LGU and our budget is increasing since then.

Respondent 11
 335

We have an increasing status in terms of budget allocation. Our LGU is very

supportive with regards to the college’s improvement. We are also blessed with the UniFast

Billing so there is no problem with regards to the status of budget allocation.

Respondent 12

Before pandemic, we are four million but now in 2022, we are 3,700,000.00

allocated to the General Fund.

Respondent 13

Our allocation in the LGU cannot suffice for our administrative, academics and

other maintenance services in our school even though it has a yearly increase.

Respondent 14

The LGU has the control in the budget. As 2022, our budget increases that we just

want to request of whatever we need here.

Respondent 15

The school has a limited access to our budget allocation.

Respondent 16

The budget allocation, I hope it will be increased.

Respondent 17

Some of the needs in school cannot be get from the budget allocation because it is

deemed controlled by the LGU.

Respondent 18
 336

The mayor also allotted scholarship budget for our students from the budget

allocation.

Respondent 19

In 2022, the school has 3.7M budget allocation but it is allocated to different items.

Respondent 20

That’s a big problem now, it doesn’t increase but we are happy that we it does not

decrease. Last January, our budget allocation was change from Enterprises.

Respondent 21

The budget is taken good care by the LGU.

Respondent 22

Our budget allocation will not suffice the needs of the school.

Respondent 23

When it comes to budget allocation, the school finds it hard to manage because of

the limited budget allocation.

Respondent 24

As a student, the budget allocation may be a big help to the school.

Respondent 25

Budget allocation here in Altavas College is from the LGU. The mayor is very

supportive when it comes to whatever needs the college is voicing.

Respondent 26
 337

The budget is really visible with the new infrastructure and renovations in our

school.

Respondent 27

The College is very much thankful that budget allocation in our school is really

visible when it comes to the school building repair and maintenance and other allocated

items.

Respondent 28

We have high budget from our government.

Respondent 29

Our government has given us full support in terms of our budget in school.

Respondent 30

Increasing budget allocation in the last 5 years. The recent budget for year 2022 is

28.9M.

Respondent 31

As Faculty president, I saw how college grows. The LGU allotted high budget for

us especially in School of Hotel and Management.

Respondent 32

I saw the improvement of colleges today. I saw how our LGU gave a high budget

for our college in terms of our facilities and other things that need by our institution.

Respondent 33
 338

There is a huge budget allocated for us in School of Information and

Communication Technology. The computer increases and upgraded into a high caliber

system. Almost 4 million pesos allocated budget for the SOICT only.

Respondent 34

Our LGU and with the active push and support of our Acting College President, we

have now laboratories that had been allocated with high budget to cater the needs of our

future police officers.

Respondent 35

There’s a high and profound budget for each department. In teacher education, the

administration gave a budget for our speech laboratory amounting 300, 000 plus pesos.

Question No. 9. f

What is the status of your institution in terms of number of academic and non-
academic personnel?

Respondent 1

We have 1 Casual Instructor and the rest are part-time Instructors. We have already

approved the creation of Instructor 1, College Librarian and Guidance Counselor.

Respondent 2

We have 1 Casual Instructor and the rest are part-time Instructors. We have already

approved the creation of Instructor 1, College Librarian and Guidance Counselor.

 339

Respondent 3

I know that we only have 1 Casual Instructor and the rest of our teachers here are

part-time teachers.

Respondent 4

We are trying our best to create a position in our college but we can’t deny the fact

that we have a scarcity of fund. Even we experience financial scarcity, our LGU have done

their best to create position for College Librarian and Guidance Counselor. At present, we

only have 1 casual employee and the rest are part-time

Respondent 5

Here in VAJMCC, we have 1 Casual Instructor and the rest are part-time

Instructors.

Respondent 6

As of now, we have 15 part-time who are full time with contractual status and 5

admin staff whose status is contractual also.

Respondent 7

We have 15 contractual teaching faculty and 5 contractual admin staff.

Respondent 8

We have 15 part-time who are full time with contractual status and 5 admin staff

whose status is contractual also.

Respondent 9
 340

15 contractual teaching personnel and 5 contractual admin staff.

Respondent 10

We have 3 part-time teachers from DepEd and 12 part-time teachers who work in full time.

We also have 5 admin staff. All are contractual status.

Respondent 11

We 15 contractual who are teaching and 5 contractual admin staff.

Respondent 12

We have 3 regular academic personnel, 19 Contract of Service Teaching Personnel

and 5 Job Hires Non-Teaching personnel.

Respondent 13

BCC has 3 regular academic personnel, 19 Contract of Service Teaching Personnel

and 5 Job Hires Non-Teaching personnel.

Respondent 14

3 regular academic personnel, 19 Contract of Service Teaching Personnel and 5 Job

Hires Non-Teaching personnel are the personnel in this college.

Respondent 15

Our school has 3 regular academic personnel, 19 Contract of Service Teaching

Personnel and 5 Job Hires Non-Teaching personnel. The quality of service we are giving
 341

Respondent 16

The school has 3 regular academic personnel, 19 Contract of Service Teaching

Personnel and 5 Job Hires Non-Teaching personnel.

Respondent 17

Balete Community College, when it comes to personnel has 3 regular academic

personnel, 19 Contract of Service Teaching Personnel and 5 Job Hires Non-Teaching

personnel. All paid for the budget allocation from the LGU.

Respondent 18

We have 3 regular academic personnel, 19 Contract of Service Teaching Personnel

and 5 Job Hires Non-Teaching personnel.

Respondent 19

In this institution, we have 3 regular academic personnel, 19 Contract of Service

Teaching Personnel and 5 Job Hires Non-Teaching personnel and the campus

administrator.

Respondent 20

The school has 1 College Dean, 9 permanent Instructor 1,3 Non-teaching

permanent Personnel and 5 Contract of Service personnel.

Respondent 21
 342

We are 18 in totality wherein it composes of 1 College Dean , 9 permanent

Instructor 1,3 Non-teaching permanent Personnel and 5 Contract of Service personnel.

Respondent 22

We are very to say that BICT has 1 College Dean , 9 permanent Instructor 1,3 Non-

teaching permanent Personnel and 5 Contract of Service personnel. We worked hard to

pursue the permanent plantilla for our institution.

Respondent 23

Batan Integrated College of Technology is compose of 1 College Dean , 9

permanent Instructor 1,3 Non-teaching permanent Personnel and 5 Contract of Service

personnel

Respondent 24

As a student, our school has 1 College Dean , 9 permanent Instructor 1,3 Non-

teaching permanent Personnel and 5 Contract of Service personnel

Respondent 25

As of this year, we have a lot of part-time instructors. We have 28 part-time

teachers. Five permanent teachers. For the non-teaching personnel, we have six permanent

and 10 contract of service employees.

Respondent 26

The school has 6 permanent and 10 COs non-teaching employees and 28 part-time

instructors and 5 permanent Instructor I.

Respondent 27
 343

We have 6 permanent and 10 COs non-teaching employees and 28 part-time

instructors and 5 permanent Instructor I. Praying that more plantilla items from Instructor I

and promotion items.

Respondent 28

We have many academic personnel and some non-academic personnel.

Respondent 29

We have high caliber personnel both academic and non-academic.

Respondent 30

5 Non-Teaching Personnel on a Regular/Permanent Status

23 Regular Instructors

77 Part-Time Instructors

22 Job-Order Personnel

Respondent 31

As Faculty president, I saw the high employment status of our academic and non-

academic personnel and we are more than a hundred already.

Respondent 32

I am now confident of the 127 total number of our faculty and staff of our college.

Respondent 33

There is a high percentage of academic and non-academic status in our college with

a total number of 127.

 344

Respondent 34

We saw how our college grows in terms of academic and non-academic personnel.

As of 2022, we are more than one hundred.

Respondent 35

Our college responded the needs of our academic and non-academic personnel that

reach to 127 employees.

Question No. 9. g

What is the status of your institution in terms of personnel’s status of appointment?

Respondent 1

We have 1 Casual Instructor and the rest are part-time Instructors. We have already

approved the creation of Instructor 1, College Librarian and Guidance Counselor.

Respondent 2

We have 1 Casual Instructor and the rest are just part-time.

Respondent 3

As far as I know, we only have 1 casual employee. The other teachers who are

serving here are having a part-time status.

Respondent 4

Sad to say, we have 1 Casual employee and the rest are part-time.

Respondent 5
 345

Isang Casual po na status at ang lahat na ay part-time na.

(We have 1 Casual and the rest are part-time)

Respondent 6

As of now, we don’t have regular status here and we are all contract of service

status.

Respondent 7

All of our 15 teaching and admin staff are contractual.

Respondent 8

We are all contract of service here.

Respondent 9

We are COS in status.

Respondent 10

All of us here are contract of service status.

Respondent 11

We don’t have regular status here. We are all contract of service status.

Respondent 12
 346

We are Regular Employees, Contract of Service and Job Hires

Respondent 13

Our status here are Regular Employees, Contract of Service and Job Hires

Respondent 14

In this school, we are Regular Employees, Contract of Service and Job Hires

Respondent 15

Regular Employees, Contract of Service and Job Hires

Respondent 16

We are in Regular Employees, Contract of Service and Job Hires positions.

Respondent 17

The personnel here are Regular Employees, Contract of Service and Job Hires

Respondent 18

Regular Employees, Contract of Service and Job Hires positions. All are locally

paid.

Respondent 19

The employees here in this college are Regular Employees, Contract of Service and

Job Hires
 347

Respondent 20

Batan Integrated College of Technology has permanent and contract of service

employees.

Respondent 21

There are contract of service and also permanent positions. All are being paid under

the LGU budget allocation four our school.

Respondent 22

We are very happy to say that BICT has 1 College Dean, 9 permanent Instructor 1,3

Non-teaching permanent Personnel and 5 Contract of Service personnel. We worked hard

to pursue the permanent plantilla for our institution.

Respondent 23

Batan Integrated College of Technology is composed of 1 College Dean, 9

permanent Instructor 1,3 Non-teaching permanent Personnel and 5 Contract of Service

personnel

Respondent 24

In my knowledge, BICT has permanent and Contract of Service Employees.

Respondent 25
 348

We have permanent and Contract of service for non-teaching and teaching

employees.

Respondent 26

The school has both permanent and COs employees.

Respondent 27

Altavas College has permanent and Contract of service for non-teaching and

teaching employees

Respondent 28

There are plantilla and contractual positions and job orders.

Respondent 29

We have a lot of Job-orders who are working with us and there should be an

increase of plantilla positions where promotion scheme of the college must improve.

Respondent 30

28 Regular/Permanent Faculty and Staff

99 Part-Time Contract of Service Instructors and Job Orders

Respondent 31

As Faculty president, I am happy to say that all the plantilla positions that have

already budget is in filling process. We have also a lot of regular and contract of service

employees.

Respondent 32
 349

I am now happy that there are a lot of plantilla positions to fill in soonest. However,

we have already regular and contract of service employees.

Respondent 33

There is a huge percentage in hiring regular and contract of service faculty and staff

for our college.

Respondent 34

We saw how our college grows in terms of giving back to those who are in position

and want higher position. We have 127 regular and contract of service employees.

Respondent 35

As newly promoted employee, I do believe that this college is now become bigger

because of the promotions and hiring of regular and contract of service employees.

APPENDIX 5. Profile of the Subjects

 350

Respondent No. 1 Dr. Victoria Bautista

College Administrator
Vicente A. Javier Memorial Community College

Respondent No. 2 Danilo R. Peregrino

Registrar
Vicente A. Javier Memorial Community College

Respondent No. 3 Arkie Magluyan

SSG President
Vicente A. Javier Memorial Community College

Respondent No. 4 Mayreen G. Lubuguin

Program Head- BS Tourism
Vicente A. Javier Memorial Community College

Respondent No .5 Shem Exodus Y. Alocilja

President- Faculty Association
Vicente A. Javier Memorial Community College

Respondent No. 6 Rizalita Z. Dionela

College Consultant
Libacao College of Science and Technology

Respondent No. 7 Roy Nervar

Board Secretary
Libacao College of Science and Technology
 351

Respondent No. 8 Ma. Eliza L. Gardose

Dean, BSIT
Libacao College of Science and Technology

Respondent No. 9 Irene A. Nagrama

Dean, BSHM
Libacao College of Science and Technology

Respondent No.10 Juvelyn D. Francisco

SSG President
Libacao College of Science and Technology

Respondent No.11 Precel A. Yeban

Faculty President
Libacao College of Science and Technology

Respondent No. 12 Gienalyn R. Jacolbe

Vice President for Administrative Affairs
Balete Community College

Respondent No. 13 April Rose Bolano

CSSC President
Balete Community College

Respondent No. 14 Randy Baron

Program Head- BSHM
Balete Community College
 352

Respondent No. 15 Erka Mae T. Casas

Program Head- BTVETED
Balete Community College

Respondent No. 16 Jellie-Ann R. Nagamos

Program Head- BEEd
Balete Community College

Respondent No. 17 Ronabeth Q. De Juan

Program Head- BSIT
Balete Community College

Respondent No. 18 Jobel C. Bantigue

Registrar
Balete Community College

Respondent No. 19 Berlyn Importado

Dean, BSHM
Balete Community College

Respondent No. 20 Dr. Rodophes T. Lauz

College Administrator
Batan Integrated College of Technology

Respondent No. 21 Engr. Mona Liza Barrios

Faculty President
Batan Integrated College of Technology
 353

Respondent No. 22 Nellia P. Fernandez

Department Head- BSOA
Batan Integrated College of Technology

Respondent No. 23 Gregory Alisasis

Department Head- BSHM
Batan Integrated College of Technology

Respondent No. 24 Luribel P. Lauz

Student Representative
Batan Integrated College of Technology

Respondent No. 25 PCol Georby C. Manuel, (Ret), DPA

Acting College Administrator
Altavas College

Respondent No. 26 Ella R. Bartolome, MSCrim

Acting Dean of Instruction
Altavas College

Respondent No. 27 Michael M. Belarmino, MBA- HM

Program Head- BSBA and BSHM
Altavas College

Respondent No. 28 Mary June Mayordomo

Quality Assurance Coordinator
Iloilo City Community College
 354

Respondent No. 29 Dr. Harold Cartagena

Dean- BS Office Administration
Iloilo City Community College

Respondent No. 30 Janice Jennifer P. Palmares

Acting College President
Passi City College

Respondent No. 31 Jojo L. Tibang, MMHM

Dean- School of Hospitality Management
President- Faculty Association
Passi City College

Respondent No. 32 Joana Marie Hije

SSG President
Passi City College

Respondent No. 33 Engr. Mylene B. Paderes

Dean- School of Information and Communications
Passi City College

Respondent No. 34 Heriberto G. Ulgasan, MSCrim

Program Head- BS Criminology
Passi City College

Respondent No. 35 Dr. Mario P. Mogote

Dean- School of Teacher Education
 355

Passi City College

APPENDIX 6. Photo Documentations with the Subjects

 356

IN DEPTH INTERVIEW WITH DR. VICTORIA BAUTISTA, COLLEGE ADMINISTRATOR

OF VICENTE A. JAVIER MEMORIAL COMMUNITY COLLEGE
 357

FOCUSED GROUP DISCUSSION AT VICENTE A. JAVIER MEMORIAL COMMUNITY

COLLEGE
 358

IN DEPTH INTERVIEW WITH RIZALITA Z. DIONELA , COLLEGE ADMINISTRATOR OF

LIBACAO COLLEGE OF SCIENCE AND TECHNOLOGY
 359

FOCUSED GROUP DISCUSSION AT LIBACAO COLLEGE OF SCIENCE AND

TECHNOLOGY
 360

IN DEPTH INTERVIEW WITH GIENALYN R. JACOLBE, VICE PRESIDENT FOR

ADMINISTRATIVE AFFAIRS OF BALETE COMMUNITY COLLEGE
 361

FOCUSED GROUP DISCUSSION AT BALETE COMMUNITY COLLEGE

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