Basic Education

during and post

pandemic
Group 1
This or
That?
 This or That?

Online Class Face to Face

By Group Individual
Synchronous Asynchronous
Formative Assessment Summative Assessment

Typing Writing
 Intended Learning Outcomes
Identify the actions taken
Analyze the transition
by DepEd and other
01 of learning modalities
in the basic education 02 private organizations in the
transition of learning
of the Philippines
modalities

Examine the pandemic’s

effect on the basic education
03 in the Philippines for Private
and Public institutions.
 01
Learning Modalities
during and post
pandemic
 During Pandemic
● Use this place to put your notes
● Distance Learning ● Use this place to put your notes
- Modular Distance ● Use this place to put your notes
Learning ● Use this place to put your notes
- Online Distance ● Use this place to put your notes
Use this place to put your notes
Learning ●
● Use this place to put your notes
- TV-Radio Based ● Use this place to put your notes
Instructions ● Use this place to put your notes
● Homeschooling
 Post Pandemic
● Use this place to put your notes
● Use this place to put your notes
● Use this place to put your notes
Use this place to put your notes
● Blended Learning ●
● Use this place to put your notes
● Face to Face ● Use this place to put your notes
● Full Online Classes ● Use this place to put your notes
● Use this place to put your notes
● Use this place to put your notes
Percentage Distribution of K-12 Learners
under the Learning Modalities
Number of Learners under the Learning
Modalities by Level of Education
Number of K-12 Learners under the
Learning Modalities by Sector
 Adoption of Learning Modality
SY 2020-2021 vs SY 2021-2022
 02
Actions Taken by
DepEd and other
Private Organizations
 DepEd
Learning Materials Development
● DepEd developed and distributed self-learning
modules and digital materials for students. They also
encouraged teachers to create their own materials to
suit the needs of their students.
● Other regions, like Region 5, developed a learning
activity sheet for all the learners across the region.
Exchange of materials from division-to-division was
observed.
 DepEd
TV and Radio Programs
● To reach students without access to the internet,
DepEd collaborated with television and radio
networks to broadcast educational content. Lessons
were broadcasted through TV and radio to reach
remote areas.
 DepEd
DepEd Commons
● An online platform called
DepEd Commons was
created, where students
and teachers could access
free educational resources,
modules, and materials.
 DepEd
Assessment and Grading
● DepEd adjusted assessment and grading systems to
accommodate the challenges brought about by the
pandemic. They considered various factors, such as
performance tasks and written outputs, to determine
students' grades.
DepEd
 DepEd
Mental Health and Psychosocial Support
● Recognizing the impact of the pandemic on students'
mental health, DepEd initiated efforts to provide
psychosocial support and counseling services.
CAITANGAN, MASBATE, May
2, 2023 – The Department of
Education (DepEd) has
conducted Mental Health
and Psychosocial Support
(MHPSS) for over 1000
learners, and 100 teaching
and non-teaching personnel
across the Schools Division
of Masbate affected by
armed conflict.
 DepEd
Teacher Training and Capacity Building
● DepEd conducted training sessions and workshops
for teachers to equip them with the skills needed for
distance learning and online instruction.
Topics that was discussed:

- Building your own

E-learning Platform
(Website Development)
Creating Customized
Gamified Materials
(Online Links) Digital
Storytelling and Video
Instructional Tools.
- Creating Content is as
Easy as Method 1,2, and 3.
- New Normal Classroom
 DepEd
Partnerships
● DepEd collaborated with various government
agencies, non-governmental organizations, and the
private sector to ensure that students had access to
devices, internet connectivity, and other resources
needed for distance learning.
● Example: DepEd Sim card (In collaboration with
Smart)
 DepEd
Introduction of MELCS (Most Essential Learning
Competencies)
● MELCs prioritize the most crucial competencies and
learning outcomes that students need to achieve.
These competencies are considered fundamental
and non-negotiable, ensuring that students acquire
essential knowledge and skills even in challenging
circumstances, such as the COVID-19 pandemic.
 DepEd
● MELCs reflect the adaptability and resilience of the
education system. They are designed to be flexible,
allowing adjustments and accommodations to be
made in response to disruptions, emergencies, or
changing educational needs.
● MELCs are aligned with the K-12 curriculum
framework in the Philippines. They serve as a guide
for teachers and curriculum planners to ensure that
the core content and competencies are addressed at
each grade level.
 DepEd
● MELCs provide a clear basis for assessing and
evaluating student performance. Teachers can use
them as a reference to design assessments that
measure students' mastery of essential
competencies.
● MELCs are not static but evolve over time based on
feedback, research, and changing educational
priorities. This reflects a commitment to continuous
improvement in the Philippine education system.
 DepEd
Other Actions:
● Vaccination Efforts: As vaccines became available,
DepEd worked on facilitating the vaccination of
teachers and school personnel to make schools safer
environments.
● Flexible Opening of Classes: DepEd adjusted the
school calendar to accommodate the evolving
situation, allowing for a more flexible opening of
classes based on local conditions.
 DepEd
Other Actions:
● Support for Special Education: Special education
programs and support for students with disabilities
were adapted to the new learning modalities.
 During Pandemic Curriculum
● Distance Learning - this includes online
classes, modular learning, and television and
radio-based instruction. The curriculum was
adapted to suit these remote learning
methods.
● MELCS - DepEd introduced MELCs to identify
and prioritize the most crucial competencies
and learning outcomes.
 During Pandemic Curriculum
● Blended Learning - some regions and schools
adopted a blended learning approach, combining
online and offline methods to cater to students'
varying access to technology and the internet.
● Flexible Learning Delivery - teachers and schools
were encouraged to adapt their teaching methods
and materials to suit the needs of their students
and the challenges of the pandemic.
 Post-Pandemic Curriculum
● Face-to-face classes - the educational system
gradually return to more traditional face-to-face
classes or the traditional classes.
● Integration of Technology - the increased reliance
on technology during the pandemic may lead to
the integration of digital tools and resources into
the curriculum, even in post-pandemic settings.
 Post-Pandemic Curriculum
● Continued Focus on Essential Competencies - the idea
of prioritizing essential competencies, as seen in MELCs,
may remain a part of the curriculum to ensure that core
knowledge and skills are consistently emphasized.
● Innovation and Adaptation - the pandemic accelerated
innovation in education. Post-pandemic, schools and
educators may continue to explore innovative teaching
methods and curricular approaches to enhance
learning experiences.
Private Organization/Institution/Schools
CREATE LAW
● The CREATE Law is part of the tax reform program of
the government aimed at lowering corporate income
tax rates and to rationalize the grant of incentives
for qualified businesses.
● For school year 2020 to 2021, the COCOPEA reported
that enrollment in private schools declined by 50%
(equivalent to 2 million students). COCOPEA Director
Estrada feared that many schools will shut down due
to this trend.
Private Organization/Institution/Schools

● One of the amendments introduced by the CREATE Law

was the lowering of income tax rates of proprietary
educational institutions and hospitals which are nonprofit
from 10% to 1% for the period from 01 July 2020 until 30
June 2023.
Private Organization/Institution/Schools

● Atty. Joseph Noel Estrada said that majority of the

private schools are focused on establishing flexible
learning delivery modes that include blended learning,
distance and open education, online with learning
packets, and other alternative delivery modes to “provide
access to all students,” regardless of their economic
background.
 Private Organization/Institution/Schools
● Online Learning
- Examples of remote learning include online
classes and modular education. The
curriculum was modified to accommodate
these remote learning approaches to keep
learners and educators safe while carrying
out their purpose of providing excellent
education.-
- Computers, good internet connection,
mobile educational apps, collaborative
platforms, learning analytics and virtual
reality are the types of online
At home in Calamba, Laguna, a child wears a school uniform as she technology/materials provided during
attends her second-grade online class conducted by a private school in
Makati. This photo was taken on Aug. 10, 2020.
online class
Private Organization/Institution/Schools
● Blended Learning
- Private schools can have 3 days of
in-person classes and 2 days of
distance learning, and thereafter,
4 days of in-person classes and 1
day of distance learning
- mixes online educational
resources and engagement
possibilities with traditional
in-person classroom techniques
Private Organization/Institution/Schools
Limited Face to Face
Learning
The original list of private schools
qualified for the pilot run.

.
Private Organization/Institution/Schools
● Face to Face Learning
Face-to-face learning involves a
group of students receiving
direct instruction and engaging
in direct interaction with their
instructor. This traditional
approach to education is the
most commonly used method
for teaching subject matter and
material in person.
Private Organization/Institution/Schools
● Partnership
- PEAC is the trustee of the Fund for
Assistance to Private Education
(FAPE), a perpetual fund created to
provide assistance to private
education in the country. PEAC is
represented nationally by its National
Secretariat (PEAC NS) and in each
region by its Regional Secretariats
(PEAC RS).
Private Organization/Institution/Schools
● Partnership
- DepEd provide support to
private institutions in basic
education
- full and exclusive control over
public schools and nominal
regulation over private
schools
 Private Organization/Institution/Schools
SCHOOL CALENDAR FOR BOTH PUBLIC AND PRIVATE
1. The Department of Education (DepEd) issues the enclosed Implementing
Guidelines on the School Calendar and Activities for the School Year (SY) 2023
2024 to enable schools and community learning centers (CLCs) to implement
school activities and maximize instructional time in cognizance of the goals and
objectives of the DepEd MATATAG Agenda effectively and efficiently.

2. Pursuant to Republic Act (RA) No. 11480, otherwise known as An Act to Lengthen
the School Calendar from Two Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days, the SY 2023-2024 shall formally open on
Tuesday, August 29, 2023, and end on Friday, June 14, 2024, inclusive of the
End-of-School- Year (EOSY) Rites.
 Private Organization/Institution/Schools
SCHOOL CALENDAR FOR BOTH PUBLIC AND PRIVATE
3. For the Alternative Learning System (ALS), learning intervention shall formally open on
the same date as the public formal basic education, August 29, 2023. The program
duration shall depend on the learners' individual learning agreements based on the
results of the pre-assessments and the recognition of their prior learning.
4. Private schools and state/local universities and colleges may adopt these omnibus
implementing guidelines on the school calendar and shall follow the provisions stipulated
under RA 11480 concerning the required number of class days and the opening of the SY.
Schools shall report any inevitable deviation from these guidelines in advance to their
respective regional offices (ROS).
5. All DepEd Orders and other related issuances, rules and regulations, and provisions,
which are inconsistent with these guidelines are repealed, rescinded, or modified
accordingly.
 03
Effects of the
Pandemic
 Assessment and Instruction
Distance learning programmes lack mechanisms for teachers to
assess and provide feedback and formative guidance to students.
For example, television- or radio-based distance learning programme
are unidirectional interfaces that do not offer opportunities for
teachers to assess and correct students’ learning pathways. When
students lack regular feedback from teachers, they may fail to
maintain their current learning levels and struggle to develop new
knowledge and skills through self-learning, as required. The
reopening of schools will come with uncertainty among teachers and
students about how to return to normal instruction. Learning levels
may have shifted or loss may have occurred, students will have
endured varying levels of isolation and stress during the school closure
and students and teachers will need to readapt to social life.
 Assessment and Instruction
● Challenges for students
● Challenges for teachers
● Challenges for schools
● Monitor learning throughout crisis
● Prioritize formative assessment
 Academic Dishonesty
According to a study entitled Academic Dishonesty in the
Philippines: The Case of 21st Century Learners and
Teachers, in the eyes of teachers, online education leads
to more academic dishonesty, however, the study does
not intend to justify that it is more prevalent in this mode
of learning compared with physical classes.
What is contract
cheating?
Contracting someone else to do the work you
should be doing, in exchange for money.

“ACADEMIC COMMISSION”
“ACADEMIC SERVERS”
 Academic Dishonesty
Results show that there is lack of discipline among
students of the 21st century, particularly students who
have enrolled during academic year 2020-2021, whereas,
it is in the High School Level where academic dishonesty
is most prevalent. It was revealed that the key players in
this “industry” aside from these students includes
private and public school teachers, unemployed senior
high school and college graduates, and industry
professionals.
 Enrollment Rate
The Department of Education said that there are more
than 28.21 million students enrolled in the K-12 system,
with the turnout exceeding that in the school year before
the coronavirus pandemic. The figure — 28,219,623 to be
exact, is against the 27,790,114 in School Year 2019 to
2020, according to DepEd's quick count. In the first school
year under distance learning, enrollment was down by
990,378, with the total at 26.79 million. The 28.21 million
this year is 107.6% of the rate in 2020.
 Enrollment Rate
The Department of Education on Monday said there are
now more than 28.21 million students enrolled in the K-12
system, with the turnout exceeding that in the school year
before the coronavirus pandemic. The figure — 28,219,623
to be exact, is against the 27,790,114 in School Year 2019
to 2020, according to DepEd's quick count. In the first
school year under distance learning, enrollment was
down by 990,378, with the total at 26.79 million. The 28.21
million this year is 107.6% of the rate in 2020.
 Enrollment Rate
DepEd: 22.8 million students enroll for SY 2023-2024

Over 22 million Filipino students have enrolled for School

Year 2023-2024 ahead of the official opening of classes in
public schools on August 29, the Department of Education
said Monday.

Based on the latest data from the Learner Information

System (LIS) Quick Count, a total of 22,381,555 students
have registered as of August 27, 2023, 9:00 a.m.
Enrollment Rate
 Intensity of Learning
It came as no surprise then that students all across the country
clamored for a return to face-to-face classes, after 583 days of
studying at home, with countless learners struggling to adapt to
remote learning. The government has since heeded the call, and
plans to reopen face-to-face classes last November 15 in 59
public schools, and in 181 colleges and universities.

Since the announcement, critics and supporters have been

debating this move, weighing the need for a safe return to
schooling and the risk of spreading COVID-19 among vulnerable
students. But the voices missing in this national debate are the
students themselves.
 Intensity of Learning
According to some students:

Michaela Corinne Ayuro, 10 years old, Grade 5 student

“Online school is harder than face-to-face,” she says. “It’s just when I’m
in face-to-face school, for some reason, I find math easy. It’s okay. But
when I’m in online school, math is hard.” When asked why, she adds
after some thought, “I find it hard to ask questions.”

Lady Jhumyra Taha, 13 years old, Grade 8 student

“Pinakamahirap po ‘yung pagintindi sa teacher kasi po mahirap po
talaga pag online. Mas madali po kapag kaharap mo yung nagsasalita
o nagpapaliwanag,” she says, adding that even her classmates are
having difficulties understanding lessons via online.
References:
● DepEd Data Bits Education Management Information System Division
● https://www.researchgate.net/publication/353235872_Academic_Dishonesty_in_the_Philippines_The_
Case_of_21st_Century_Learners_and_Teachers
● https://www.unicef.org/eap/media/7131/file/Guidance_Note%3A_Assessing_and_monitoring_learning
_during_the_COVID-19_crisis.pdf
● https://www.cnnphilippines.com/life/culture/Education/2021/10/19/students-thoughts-remote-learning.
html?fbclid=IwAR1J-uX3cmVV29l-ismPVtCAZZYtyOY_5y0hu3p3EtJkIrSUOHaIMPOTFPU
● https://www.philstar.com/headlines/2021/09/20/2128401/enrollment-k-12-surpasses-pre-pandemic-leve
l-deped
● https://www.youtube.com/watch?v=zvnX7Xi_LfI
● https://www.youtube.com/watch?v=Lxs4xMGjMK8
● https://www.youtube.com/watch?v=vnNpqZqaUDs&t=16s
Thanks!
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