Republic of the Philippines
Region III – Central Luzon
Commission on Higher Education
TARLAC STATE UNIVERSITY
Romulo Blvd, Tarlac City, Tarlac
FACE-TO-FACE CLASSES AMONG PRIMARY AND SECONDARY SCHOOLS IN
TARLAC: AN EVALUATION POLICY MONITORING AND EVALUATION
In Partial Fulfilment of the Requirement in
Policy Analysis
PAE 2
Ms. Maria Tiara Fatima Galang
Instructor
Prepared by;
Jonas Paulo B. Bautista
4th Year
Face-To-Face Classes Among Primary and Secondary Schools in Tarlac: An Evaluation
Policy Monitoring and Evaluation
Research Data
One of the areas of human life most impacted by the pandemic is education. Schools
decided to temporarily close since the pandemic's emergence and threat. As a result, students who
are largely children have been experiencing a crisis in their academic performance. The COVID19 pandemic has presented the government and the populace with enormous difficulties. The
pandemic radically altered teaching strategies in the education sector by closing down schools and
switching to distance learning. Due to the pandemic, schools have been forced to close,
significantly changing how students are taught. Students from underprivileged backgrounds and
those living in rural locations, however, have restricted access to the technology required for online
education. Through more open access to education, modular learning overcomes this learning
disparity.
Pandemic has forced educational systems all over the world to implement distance learning
techniques on a scale that has never been done before for basic education.
While the department, students, teachers, and school administrators face significant
obstacles, there have also been some positive developments that will help us prepare for the postCOVID-19 era of education. Positive changes that are occurring include: the usage of low-cost the
development of advanced technologies for remote or distance learning, the necessary learning
materials; students' increased reliance on independent study, which will be useful to them in this
era of digital knowledge and information. accessible; the reestablishment of parental involvement
in the classroom by schools; learning process, as well as the development of the learning
environments to incorporate physical classrooms, but also the home, public areas, and online
environments. All these are transforming the face of education around the world, and our practical
experience with our learning group enables us to acquire expertise and information regarding these
brand-new modes.
The Department of Education's (DepEd) plan for a pilot test of face-to-face classes from
January 11 to January 23 has received endorsement from Governor Susan Yap. In a recent virtual
news briefing, Yap stated that the provincial government had already spoken with DepEd
representatives in the province and that they were now looking for Tarlac locations that would be
suitable for pilot testing because there are no cases of the coronavirus disease 2019 (Covid-19)
there.
Face-to-face interaction enables students to receive assistance and answers right away. A
student may raise questions in class while the subject is still fresh in their minds or receive
assistance with a specific issue. The student would have to wait for the instructor to respond by
email if they were studying online from home. In a classroom setting, teachers can manage their
topics very well because there is no longer a need to compress their topics to fit the modules, which
is why face-to-face learning is superior to online learning because, as the Stanford researchers
discovered, in-person communications make our brains happier. When compared to reading a ton
of modules, having to attend class with a real teacher is more engaging for students. When students
engage with and learn from one another in a classroom setting, they might develop more and feel
more at ease.
Parents have faced a variety of difficulties
This examined the actual experiences of the parents who serve as homeschooling
instructors, tutors, and learning supervisors for modular during the health crisis, learning. Parents
have faced a variety of difficulties. from the innovative method of instruction delivery in a virtual
environment, inadequate academic progress, financial hardships while working for the family amid
a lockdown, difficulty using and accessing technology, health, stress, and learning style, as well
as personal issues. This research helps to serve as the foundation for developing broad and
inclusive educational policy while taking into account the viewpoint of the parents of the students
during the and beyond the pandemic.
Government
How would the government guarantee this in light of the severe teacher and classroom
shortages, the handwashing stations and water supplies in classrooms. Lack of classrooms was an
issue even before the outbreak. Given that teachers have 45 kids in their class and teach 7 courses,
this is another pressing issue. That would imply that teachers would have to teach a subject three
times if there were three batches. The first batch would have different energy levels than the
following batches. By then, teachers would be worn out. Students may suffer if teachers don't have
enough energy for the last batch.
Some kids had trouble getting to appointments for routine immunizations or preventative
care during the pandemic and had trouble getting access to care, particularly dental and specialty
care. Although telemedicine use has grown, it hasn't grown enough to make up for total service
consumption losses. Utilization of children's mental health services decreased despite increased
signs of anxiety, sadness, and psychological stress in both children and parents.
In comparison to households without children, families with children have had much
greater rates of economic hardship during the epidemic, creating more obstacles to effectively
addressing social determinants of health. The economic repercussions of the pandemic have
disproportionately affected Black, Hispanic, and other people of color.
Prior efforts to solve problem
In particular, after physical distance, the reopening of the school for face-to-face
encounters must be carefully organized to protect the safety of the pupils as well as instructors and
school employees in a staged manner. Before starting face-to-face instruction again, the
government should first fix the shortcomings in the school's health infrastructure. To keep children
safe or at least lessen the impacts of COVID-19, school health measures for conducting face-toface classes must be properly planned according to national and international criteria. After all,
students' lives are important, just as is their education. To guarantee that it is fulfilled is everyone's
government's duty.
The Tarlac local government unit is ready for the pilot testing of in-person lessons next
year. Governor of Tarlac Susan Yap stated during the DOLE's virtual news conference that they
had already discussed it with DepEd and needed to determine the areas of Tarlac where there were
no COVID-19 cases in order for those areas to be eligible for the pilot testing.
Children experience difficulties
Many children may experience difficulties as they get ready to return to school this autumn
because of the pandemic's continuing health, economic, and social effects. Because the epidemic
hit during critical stages of their physical, social, and emotional development, and because some
of them have lost loved ones, children may be particularly affected by it. Additionally, the loss of
income, food and housing insecurity, and interruptions in health care coverage, all of which have
an impact on health and well-being, have been particularly harsh on families with children.
Public health initiatives to stop the disease's spread also resulted in service disruptions or
adjustments, difficulty getting care, and a rise in children's mental health issues.
Even though young children are still not eligible for the immunization, they can catch
COVID-19 even though they are most likely to be asymptomatic or experience very minor
symptoms. The rapid spread of the Delta variety puts youngsters at risk for new dangers, and some
kids who get COVID-19 suffer from the disease's long-term repercussions. Since they already
experienced greater health and financial difficulties before the epidemic, low-income children and
children of color have been disproportionately impacted by many of these repercussions.
The American Rescue Plan Act and the American Families Plan are two recent policy
initiatives that make an effort to address some of the ongoing and pandemic-related problems
affecting children's health and wellbeing. The fall's return to school schedule, however, is still up
in the air, and some people may find it harder to adjust to "the new normal." The persistent
consequences of the epidemic on children may put further strain on schools, parents, and
policymakers.
The Philippines requires a defined set of rules and regulations based on a cutting-edge
educational framework going forward. This necessitates a thorough and serious evaluation of the
nation's capacity to provide educational programs that demand higher standards than the norm.
Several variables need to be taken into account as the Philippines transitions to a new teaching
method. This comprises the ability of the teacher, the learner's circumstance and context, and the
effectiveness of the learning environment. Of course, these come on top of the more obvious
problems with internet speed, material costs, and delivery methods. The best approach to go is to
take a step back and develop a plan that involves educators, learners, parents, school officials, and
tech-related businesses. This collaborative approach, built on a shared vision, is the kind of original
thought that this challenge demands.
Developed educational regulations that favor adaptable learning approaches
To lessen the upsetting effects of the COVID-19 epidemic, some nations have developed
educational regulations that favor adaptable learning approaches. It quickly responded to the call
for a comprehensive plan to deliver high-quality education during pandemic days, which included
early school closings to stop the viral infection from spreading; creating an online educational
portal that offers a variety of learning materials such as videos, documents, e-books, tests, and
activities for all students from preschool to high school level; providing free internet access of the
remote lessons; and providing a series of resources.
Due to numerous issues that have yet to be resolved, such as the absence of school clinics,
handwashing stations, water supplies, classroom shortages, and the conspicuous lack of school
nurses for pupils, some people are still opposed to the return of in-person instruction. And since
everyone is worried that students will become virus super-spreaders, very few people are arguing
that, even though face-to-face instruction is more efficient than distance learning, students would
be safer in the current remote setup. Instead of concentrating on the restart of face-to-face
instruction, the government should use the remaining months of the academic year to plan for the
safe return of students to school.
Guidelines have been released by the Department of Education for the few face-to-face
programs.
Other nations have kept or reopened their schools during the pandemic while effectively
preventing the spread of COVID-19 by establishing safety regulations that include social isolation
strategies, meticulous sanitation, cleaning, and the use of quarantines. Guidelines have been
released by the Department of Education for the few face-to-face programs. This is done to prevent
students from getting sick. To reduce exposure, there should be a physical separation of at least
one meter between people, adequate desk spacing, frequent hand- and respiratory-hygiene
practices, age-appropriate mask use, ventilation, and environmental cleaning procedures.
In order to secure everyone's safety while preparing for the few in-person classes, some
secondary schools has been preparing and taking all necessary precautions. The limited face-toface learning modality was introduced to all teaching and non-teaching staff, students, and parents.
Led orientations, emphasizing the protective measures, hygiene practices, and safety protocols that
must be followed when conducting the limited face-to-face classes. Safety, as well as the suitability
of classrooms and teachers, were also addressed as potential barriers to the start of the upcoming
school year.
COVID 19 school setting health and safety preventive and management requirements
Given the unique hazards and problems that children face, all the more that well-crafted
health regulations need to be enforced strictly in order to ensuring that kids who are able to conduct
face-to-face interactions safely return to school courses. The COVID-19's characteristic that it is
mostly transferred by respiratory exposure to or contact with an infected person. This could occur
anywhere or at any time. any moment. In light of the return to in-person instruction, the observance
of The same health regulations should apply at home, while traveling, and while in class.
Customized health protocols Learners, instructors, and educational staff must adhere
carefully to observe personal health guidelines, such as:
 Respiratory manners (when coughing or sneezing, use a tissue or Use the inner part of
your elbow to cover your mouth and nose. Keep the appropriate distance, but don't cover
your mouth. using one's hand.)
 Maintaining a constant physical distance of at least one meter.
 Regularly wash your hands with an alcohol-based hand soap or by adequate soap and
water hand washing.
 Constantly using face masks properly. The mouth and nose must have covered. Those
without symptoms may use a washable or cotton face cloth. masks. The school is
required to maintain surgical masks on hand. a clinic and at the gates to schools should
they notice any The flu-like symptom or COVID-19
REFERENCES
https://www.deped.gov.ph/wp-content/uploads/2020/12/20201214-Recommendation-on-Face-toFace-Classes-Final-1.pdf
https://www.deped.gov.ph/2022/02/02/on-the-expansion-phase-of-limited-face-to-face-classes/
https://www.sagisag.com/article/3174/news/tarlac-governor-open-for-face-to-face-classes-nextyear