Analysis - Returning of Face-to-Face Classes in the Philippines amid the COVID-19 Pandemic PDF

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LLENA, VALERIEResearch Title: Returning of Face-to-Face Classes in the Philippines amid the COVID-19 PandemicSince the rise of the global pandemic due to COVID-19, most countries worldwide have temporarily closed educational institutions to contain the spread of the virus and reduce the infections. ...

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LLENA, VALERIE Research Title: Returning of Face-to-Face Classes in the Philippines amid the COVID-19 Pandemic

Since the rise of the global pandemic due to COVID-19, most countries worldwide have temporarily closed educational institutions to contain the spread of the virus and reduce the infections. But just recently, the Department of Education (DepED) proposed to return to face-to-face classes in low-risk areas by January 2021 in which President Duterte has approved. Moreover, the National Economic and Development Authority asserts that the planned return to face-to-face classes next year could strengthen the economic team's push to allow more ages to go out again after nine quarantine months. With the increasing numbers of cases every day, in fact, there are 2,113 new cases as of December 18, as reported by Worldometer COVID-19 Data. Can the government compromise the students' safety and the education personnel for the sake of the economic recovery of our country? If we are to stick to online/distanced learning until the cases subdue, what can be improved and implemented to make distance learning more effective and for the economy to be strengthened without sacrificing the students' safety? Globally, more than 1 billion and 575 million students in approximately 188 countries are reported to have been affected by the closure of schools and universities due to preventive measures taken by countries against the spread of COVID-19 (UNESCO, 2020). Burgess and Sievertsen (2020) claimed that the global lockdown of education institutions would cause a major (and likely unequal) interruption in students' learning, disruptions in internal assessments, and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This could be true for some reason. In fact, a study by Dr. Duraku (2020) from Kosovo mentioned in her study that the new circumstances created against the spread of COVID-19, including changes in education, have caused many concerns for children, parents, and teachers. It has also influenced the changes in teachers, parents, and students' engagement, which are confirmed to have influenced both parents' and teachers' overburden. However, Dr. Duraku also suggested that the overall situation can be

considered an advantage in terms of increasing cooperation with parents, supporting parents to overcome current challenges easily, advancing their level of knowledge and skills for adequate practices in supporting their children to improve behavior by stimulating learning and creating a positive approach to school. In the Philippines, one of the major problems is the internet connection. Even in this age of technology, the Philippines is still an internet-challenged country. A study that surveyed internet usage among Filipinos in 2018 revealed that 45% (46 million) do not have internet access, while 74% of (34,500) public schools suffer the same fate - which is a significant problem that had caused delays in implementing remote learning in general. However, DepEd provided Self-Learning Modules (SLMs) with the alternative learning delivery modalities for various types of learners across the Philippines, including modular, television-based, radio-based instruction, blended, and online. SLMs are delivered in printed format to schools located in coastal areas, far-flung provinces, and communities without access to the internet or electricity Baloran and Hernan (2020). On the other hand, the pandemic somehow paved the way for teachers to "further improve themselves" to keep up with the changing times, which can be considered an advantage despite the circumstances. Baloran and Hernan (2020) revealed in their study that crisis self-efficacy significantly influences the work commitment of public-school teachers in Region XI during the COVID-19 pandemic. Uncertainty management, in particular, best predicts teachers' work commitment during this crisis. Furthermore, they also specifically revealed a high level of crisis self-efficacy in terms of action, preventive, achievement and uncertainty management, and high level of work commitment of public-school teachers during the COVID-19 pandemic in terms of commitment to school, commitment to students, commitment to teaching, and commitment to the profession. The country is slowly coping with the changes, and the students somehow adjusted to the education's 'new normal' setting. The recent announcement of returning to face-to-face classes is somewhat concerning, considering that the cases are still increasing as mentioned in the previous paragraphs. Thus, the study's findings will redound to the benefit of the society that the return of face-to-face classes will only arise

more cases in the country – targeting the children and youth. The author suggests that what is needed is strengthening educational planning, which could be effective and helpful to provide quality, inclusive and accessible education for every student in the Philippines, highlighting strengthening online platforms, research and development, and program creation and health integration.

References/Articles/Journals reviewed: Baloran, E.; Hernan, J. Crisis Self-Efficacy and Work Commitment of Education Workers among Public Schools during COVID-19 Pandemic. Preprints 2020, 2020070599 (doi: 10.20944/preprints202007.0599.v1). Burgess, S. and Sieverstein, H. (2020), Schools, skills, and learning: The impact of COVID-19 on education. Christine Cudis 2020, Philippine News Agency, accessed 18 December 2020, < https://www.pna.gov.ph/articles/1108977> DepEd. (2020). Official Statement Department of Education. Retrieved from https://www.deped.gov.ph/2020/05/06/official-statement-2 Durako, C.H. (2020). The impact of COVID-19 on education and on the well-being of teachers, parents, and students: Challenges related to remote (online) learning and opportunities for advancing the quality of education. Melissa Luz Lopez 2020, CNN Philippines, accessed 18 December 2020,

Tria, J. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning. 1. ep2001. 10.30935/ijpdll/8311. UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from https://en.unesco.org/covid19/educationresponse...