Republic of the Philippines
MAGISTER SERVUS
CALABARZON
“Building a data-driven culture powered by technology”
_________________________________________________________________________________________________________
INTERNATIONAL TRAINING ON SCHOOL LEADERSHIP
Developing, Implementing, and Evaluating School Leadership Assessments for the New Normal
February 23-25, 2023, via Zoom
(An Exclusive NEAP-recognized virtual program for DepEd SDO Quezon City)
INDEPENDENT TASK NUMBER 2
PROBLEM-SOLUTION CHART ON THE CHALLENGES EXPERIENCED BY SCHOOLS IN THE
POST PANDEMIC PERIOD AND ITS POSSIBLE SOULTIONS
Name: Reden M. Juego
School: Ramon Magsaysay (Cubao) High School
Cluster: CD 4
Instruction: Using the diagram below, list down at least 5 problems that the schools
experienced in the post pandemic period. In addition, list down at least 5 solutions that
are in parallel with the problems you’ve identified.
CHALLENGES ENCOUTERED
BY SCHOOLS IN THE POSTPANDEMIC PERIOD
1. Learning Loss and/or
Degradation
Learners’ skills in reading
and other important
academic contents are
underdeveloped.
POSSIBLE SOLUTIONS
1. Provision of remedial
classes and other
learning recovery
programs
Learners will be provided
with remedial classes and
interventions specifically
for the critical and most
essential skills that they
need for their academic
and personal development.
Teachers design these
programs and classes
according to the needs of
the learners.
Republic of the Philippines
MAGISTER SERVUS
CALABARZON
“Building a data-driven culture powered by technology”
_________________________________________________________________________________________________________
2. Too much dependence on
AI technology
Learners have become so
dependent on artificial
intelligence causing the
learners to disregard the
use and development of
their critical and creative
thinking.
2. Provisions of real life and
authentic learning
experiences
Learning in the postpandemic era means that
utilization of technology is
inevitable. However, too
much and improper use of
it cause the learners to
disregard the thinking
independently and
critically and one example
is dependence on AI
technology like
Grammarly. To mitigate
this, they need to be
provided with authentic
learning experiences where
they are exposed to
activities where they will
solve and analyze even
without the use of AI.
Traditional face-to-face
activities which do not
need technology can also
be used for they are still
considered effective.
Bottomline, teachers must
allow learners to have a
grasp of both non-tech and
tech learning experiences.
Republic of the Philippines
MAGISTER SERVUS
CALABARZON
“Building a data-driven culture powered by technology”
_________________________________________________________________________________________________________
3. The threat of COVID-19
There is still a threat of
COVID 19 that still
causing health problems
among learners, teachers,
school administrators and
other stakeholders.
4. Reluctance of parents to
face-to-face education
Parents are anxious or
reluctant about the idea of
their children’s return to
school due to the threat of
the pandemic.
5. Fangs of economic
problems
A lot of learners are
experiencing the effect of
economic problems which
are caused by the
pandemic.
3. Partnership with DOH,
local government, and
other stakeholders
Learning must continue.
This means that health
mitigation plans should be
properly implemented.
This calls for intensive
vaccination drive that
could be offered by DOH
and the local government.
In addition, health
awareness seminars must
be conducted.
4. Preparation and
orientation
Parents’ anxiety on face-toface learning will dwindle if
they see that schools are
well prepared and
equipped for it. Schools
should have enough
medical supplies and other
things needed to assure
parents and stakeholders
with health security. They
should also be oriented
with the health protocols.
5. Continuous partnership
Schools should partner
with the private and public
sectors that could provide
financial assistance to the
learners.