2S-SCIX05 COMMUNITY PREPAREDNESS AND DISASTER MITIGATION
“A Qualitative Study on the lens of educators
about the educational crisis of the
Trifocal education system in the Philippines”
Teacher in the Vuca World
A Vulnerability & Capacity Assessment of the Academic Community
Student/Researcher: Ortañez, Daniel C.
Date Submitted: March 14, 2023
Professor: Dr. Brian Limson, LPT.
Abstract: The paper aims to discuss the current and past educational crises of the
Philippines educational system on the lens of the educators that are interviewed by
the researchers. The researcher used a qualitative data analysis method in the
study by taking notes and documenting the one-on-one interview with the
educators who are the target respondents of the study. The researcher used to
mean in quantifying the result to the survey questions answerable by yes or no
questions, and on the descriptive part of it, the researcher modified 3 open-ended
questions of the feedback, suggestions, and recommendations of educators to the
questions stated by the researcher to them. The result shows that the educators'
viewpoint interviewed is that the K-12 education system helps sustain the past and
current education systems of our country; educators don’t agree with the proposed
mandatory ROTC of DepEd and the removal of K-12 education; online classes are
not effective in solving the educational crisis of our education system; onsite and
HyFlex learning modes are effective in solving educational problems in our country.
Furthermore, commonalities of their answers to open-ended questions revealed
that online classes limit the sharing of educators' knowledge and expertise in
teaching the content to the students; our education system lacks conducive
learning for students; it lacks parent support for students' improvement in their
studies; the DepEd curriculum needs to be congested with appropriateness,
relevance, and responsiveness to what the learners need to prioritize in learning;
and teachers have the problem of being assigned too many administrative tasks
and not enough training to maximize technological innovation in delivering quality
teaching for the students.
Keywords: Educational crisis, Onsite class, online class, Hyflex class, and
educators.
“A Qualitative Study through the lenses of educators
about the educational crisis of the
Trifocal education system in the Philippines”
I.
Introduction
The current education system in our country has integrated a lot of academic
innovations, along with the accompanying academic and educational crisis it
has. Educators from elementary, secondary, and tertiary institutions have
identified different learning gaps in learners nowadays, such as poor reading
and comprehension, low arithmetic, and technology literacy in adapting to
online learning modes and HyFlex learning modes.
De Vera, B. (2022) reported that, according to research by the United
Nations Children's Fund (Unicef), the COVID-19 pandemic-related school
closure that lasted more than 70 weeks up to the middle of February was a
major factor in why only three out of every 20 kids in the Philippines can
read simple texts. The new Unicef evaluation equates to a knowledge
poverty of more than 85%, which is marginally superior to a World Bank
estimation of as high as 90% in November last year. Learning poverty is
specified by the World Bank as the fraction of 10-year-olds who are unable
to comprehend or read a simple tale.
Moreover, the integration of many subjects in the curriculum such as science
education is spiraling in its nature. Teachers in our country find it hard to
really understand the guide to follow as it lacks appropriateness, relevance,
and responsiveness to the MELC’s Most Essential Learning Competencies
the learners need to understand in their lesson. Lack of a conducive learning
environment for the learners also failed to be addressed by the Philippine
government to sustain the learners in our education system where they are
aiming for Education for all (EFA). The prioritization of education in our
country is being placed in the least priority in the sustainable development
goals. According to Galvez, D. (2022) The proposed P5.2 trillion national
budget for 2023, which was acknowledged by the Department of Budget and
Management (DBM) government, fails to provide sufficient funding to
address the country's lack of classrooms.
Furthermore, the teachers have a lot of additional administrative tasks that
divide their attention instead of focusing on the lesson they will share with
the learners. Magsambol,B. (2022) states in his report that, In order to
"improve" basic education teaching standards in the Philippines, Vice
President/ Education Secretary Sara Duterte plan to relieve instructors of
administrative duties so that they can focus more on teaching.
1.1 Background of the Study
According to Palatino M. (2023), Vice-President Sara Duterte demanded an
immediate examination of the current institutional framework in public
schools while criticizing the excessive workload given to instructors. "This
system robs them of the ability to professionally grow and educate, assist,
and guide our learners professionally, a system that pounds educators with
arduous and time-consuming administrative responsibilities, and it is a
system that gives no adequate support," she said.
Dela Fuente, J. K. (n.d.) cited that the ACTRC's thorough analysis raises
several concerns about a large number of vital learning skills (LCs) and the
implementation difficulties that may result, as well as certain problems with
another ordering and expression of these LCs' prerequisites.
The Department of Education's (DepEd) K–12 Curriculum was determined to
be more rigorous than the Common Core Curriculum of both the United
States of America and the other countries that made up the performance
comparison (Australia, Canada, and Singapore). Following this review, it was
suggested to make certain curriculum revisions to lessen the quantity of
learning needed in each topic curriculum to guarantee all learning
competencies may be taught to the depth of problem-solving and critical
thinking in the time allotted.
In this paper, the researcher interviews educators from elementary to tertiary
levels who act as educators in the trifocal education system of our country;
and gathers their answers based on their experience in teaching learners.
Both teachers and students experience the educational crisis in our country.
1.2 Statement of the Problem
The aim of this study is to identify and understand the current educational
crisis experienced by educators. To achieve this, the study's objective should
be able to answer the following questions:
➢ What is the educational crisis of the education system of our country?
➢ Is there a significant impact of the educational system's learning modalities
in sustaining and solving the educational crisis of our educational system in
the Philippines?
➢ What are the suggestions and recommendations of educators in sustaining
and solving the educational crisis of our country from their perspective as an
educator and front liners of the educational system?
II.
Methodology
The method of the study used qualitative data analysis, which required the
researchers to acquire, organize, and interpret qualitative data in order to
comprehend what it represents. Data that is qualitative is unstructured and
not quantifiable. Although voice, pictures, and video can also be considered
qualitative data, text-based responses to survey questions or user interviews
are the most common type. In terms of data collection, the researcher used
both qualitative and quantitative methods in the one-on-one interview for the
target respondents respectively. The participants of the study are composed
of 3 educators, 1 elementary educator, 1 secondary educator, and 1 college
professor to represent each body of the Trifocal Education system of our
country. The survey questionnaire was developed by the researcher upon
reading related studies and basing it on the background of the study and
determining the answers to the research questions' problems. The
respondents of the study are asked during one-on-one interviews of the
researcher of 5 yes or no questions, and 3 open-ended questions covering
the educational crisis of education in the Philippines.
III.
Results and Discussions
The result of the interview revealed that the educator's viewpoint interviewed that
the K-12 education system help sustained the past and current education system of
our country; educators don’t agree with the proposed mandatory ROTC of DepEd
and removal of K-12 education; online class is not effective in solving the
educational crisis of our education system; onsite and HyFlex learning modality is
effective in solving educational problems in our country.
5 Questions
1 Did you find the K-12
education
system
effective in resolving our
current situation?
2 Do you agree to end
the K-12 education
proposed by current
DepEd Secretary VP Sara
Duterte?
3 Is online class effective
in solving the education
system crisis in our
country?
4 Is on-site class
effective in solving the
education system crisis
in our country?
5 Is HyFlex class effective
in solving the education
system crisis in our
country?
YES
Percentage
NO
Percentage
Total
Total Percentage
2
66.67%
1
33.33%
3
100%
100%
0
0%
3
100%
0
0%
3
100%
3
100%
3
100%
0
0%
3
100%
3
100%
0
0%
3
100%
3
Table 1. Result of the 5 Yes or No Questions after the interview with
educators
Additionally, after the one-on-one interview with the educators, they end with
common answers to open-ended questions. It revealed that online classes limit the
sharing of educators' knowledge and expertise in teaching the content to the
students; our education system lacks conducive learning for students; there is a
lack of parental support for students' improvement in their studies; the DepEd
curriculum needs to be congested with appropriateness, relevance, and
responsiveness to what the learners need to prioritize in learning; and teachers
have the problem of being assigned too many administrative tasks and not enough
pieces of training to maximize technological innovation in delivering quality teaching
for the students.
Open-ended
Questions
1 Highlight 3
educational crises
you have
encountered in
teaching.
Elementary
Teacher
Response
Secondary Teacher
College Professor
Response
Response
1-Curriculum not
organized (spiral)
repeating
1-Lack of a conducive learning
environment, the government
aims for the EFA ( Education for
All), but the quality of education
suffers due to insufficient
classrooms and learning
environment needs of learners.
1-Consistency of sharing of
knowledge of students
shared in online class
modality.
2-Lack of parent
support to student
studies
3-Multi Task
workload of the
teachers
impossible to
have work and life
balance.
2-In terms of technology,there is a
lot of need for students and
teachers to maximize its usage,
we are lacking digital literate
individuals in our education
system.
3-Congestion of the curriculum in
terms of DepEd Most Essential
Learning Competencies (MELC’s)
it needs improvement in the
appropriateness, relevance, and
responsiveness to the
competencies needs of learners
nowadays.
2-Participation of students
in online class is
challenging
3-Physical aspect of
learning is not easy and
hard to evaluate students
learning competency online.
2 Do you think the
government is
helping the
educational system
of our country
enough that we
have? Why?
Yes, but down
to the teachers
direct
instruction is
somehow
manipulated
No. Because our government is
not prioritizing the right goals to
solve the educational crisis of our
country, on which they prioritize
the least important one. Such as
mandatory ROTC, problems in
historical revisionists,the
educational crisis is being
politicized rather than being
addressed right, and lack of
support in terms of poverty, which
is not sustainable for all learners.
No. Mixed priorities in
attaining enough
educational standards.
There is a lot of politics of
what the students really
need compared to their
action plan that is not
effective.
3 Recommendations
to solve the 3
educational crises
you’ve highlighted
earlier.
1. Recalibration,
review, and
revision of K-12
education
curriculum
1 Appropriate budget and proper
management of the funds for the
needs in conducive learning.
1 Organization of planning
is needed
2. Livelihood
program, and
collaboration of
school and
community
3. Teachers
should focus on
their effective
classroom
techniques, and
lessen their
administrative
task.
2 Identify the learners that need to
be addressed correctly. Organize
the learning materials properly.
More teachers training in
technological navigation. Suggest
for educators to have technology
assistance while teaching. ICT
integration for the students
module.
3. Interpret and redesign the
MELC’s based on students profile,
identify the learning gaps from the
previous years.Organize the
competencies needed to prioritize.
Proper unpacking of the K-12
curriculum based on the learners'
needs. There are many learning
gaps for the students to be
addressed. Education system of
the Philippines should evaluate
carefully the basic cognitive needs
of the students. Decongestion the
MELC’s in the learning guide of
DepEd properly. And proper
structure of learning guide for
teachers must be carefully written
with expertise of professional
curriculum reviewers.
2 Collaboration of the
Trifocal education system is
needed.
3 Related agencies can
help fill in the gaps of the
needs of the specific needs
of the learners.
4 Less politics, more
implementation of plans,
and revision of DepEd
curriculum.
5 Improve and integrate
training for educators
improvement in
mobilizations.
Table 2. Open-ended questions interview results
K-12 helps the educational crisis in the country’s education system
According to Philippine Business for Education (n.d.), there are three practical benefits
of the K–12 education system for our country. First is the student’s readiness for college
studies. Many students were shocked when they entered college after graduating from
the old curriculum, the Basic Education Curriculum (BEC). K-12 education prepares
students after graduating with the specialized courses offered by the K-12 education
system in our country, such as the TVL (Technical and Vocational Livelihood) track and
the STEM ( Science, Technology, Engineering, and Mathematics) track. Adding two
years in college made them older and better prepared for the cognitive load required for
learning in college. The second point is that K-12 graduates can have some job using
the two years of skills that equipped them to have some livelihood track given by the
K-12 TVL track. Some students are expected to be hired when they graduate K–12, but
sadly, that is not what happens; employers still look for college graduates. The last
practical benefit is that they possess the skills for a global market in demand, and the
K-12 graduate is envisioned to be globally competitive.
K–12 education will not be eliminated, and two years of military duty will not
replace it.
Santos, A. (2023) reported that there is a fake news video that is going viral that claims
that VP Sara Duterte wants to abolish the K-12 education system and replace it with two
years of military service. Instead, despite what the video suggests, Sara Duterte, vice
president and secretary of education, has never advocated for eliminating the K–12
system to enact forced military service. The Secretary of Vice President Inday Sara
Duterte outlined the ideas for inclusive learning, assistance for teachers, and
strengthening the curriculum, according to Malacañang press secretary Daphne
Osea-Paez, at President Ferdinand Marcos Jr.'s Cabinet meeting on January 10, 2023.
However, she made no mention of any military duty.
Why is online learning not as effective as HyFlex and onsite learning?
Although the term "HyFlex" has been used to refer to a learning environment, its
significance extends beyond that. HyFlex is a set of principles, a way of doing
business, and a strategy for increasing students' learning opportunities. The term
"HyFlex," coined by Brian Beatty at San Francisco State University, refers to
courses that let students sign up in person or online, synchronously or
asynchronously. Beatty, B. J. (2019)
The pandemic compelled higher education institutions to act swiftly and add an
online or hybrid instructional component to their curriculum. The switch to online
instruction highlighted the value of classroom instruction for several instructors and
cemented their preference for face-to-face instruction. Nevertheless, for students
who need an alternative learning environment, online education can have a
significant impact. Landin, J. & Pacenka, N. (2021)
HyFlex expanded the bounds of the traditional classroom into the virtual world,
redefining what "successful learning" entails and where it can take place. Sealing
Pandora's metaphorical box of available educational strategies, internet-based
connections, and chances to prioritize educational purpose over location is
impossible. Landin, J. & Pacenka, N. (2021)
According to Nweke, L.O., Bokolo, A., and Mba, G. et al. (2022), participants with a
range of academic backgrounds and diverse life situations were able to participate
in the HyFlex learning approach. Also, it gave many participants access and the
option to choose how they would like to engage with the training session, providing
them with a sense of ownership over their education.
According to the Philippine Business for Education (PBEd), the return of in-person
instruction will allow students to adjust, which could help with the learning problem
that distant learning exacerbated. According to Justine Raagas, interim executive
director of PBEd, "one of the largest changes originally now is their return to
courses" because, before the COVID-19 issue, educational poverty in the
Philippines was 69.5 percent. She said, "So the school closings and the switch to
only modular learning, or the absence of participation in the classroom, or the lack
of teacher oversight, have worsened it." Dela Peña, K. (2022)
Educational Crisis in the Philippines
The majority of Filipino learners lack educational support from their families,
communities, and government.
A strong educational foundation is one of the most significant legacies Filipino
parents want to leave their children. They think getting a better education gives
them access to chances that will guarantee a bright future and help them escape
poverty. To send their kids to school, parents are therefore prepared to make
significant sacrifices (De Dios 1995; LaRocque 2004). But given a low-income
family's highly constrained financial situation, necessities like food and shelter often
precede schooling. So, it is improbable that the family can escape poverty.
Therefore, providing the underprivileged with equitable access to education is
crucial.
Governance of Basic Education Act of 2001 establishes the legislative framework
for decentralizing basic education management and power to the levels closest to
the students, namely the school and community. When part of the divisions'
administrative and instructional supervision responsibilities was transferred to
school heads in the middle of the 1990s, the DepEd began implementing a policy
on principal empowerment. Due to the reform above's delegation of some
decision-making duties to the principals, enhanced learning results in several
schools. Unfortunately, this change was transient in some schools and did not last.
Because the capacities of the entire school system had yet to be completely
developed when the empowered school heads were assigned to other locations,
any advancements made at that time were not sustained. UNESCO.org (n,d.)
According to Filoteo, M. (2021), 59 percent of the 27.7 million pupils enrolled in
public and private schools as of July 1, 2021, or 16.6 million students, still needed
to do so. Budgets for education were drastically cut in 2020. Budget cuts totaling
PHP 21.9 billion were made to the Department of Education (DepEd), while PHP
13.9 billion were made to the Commission on Higher Education (CHED). The
educational system and its beneficiaries—none other than our students—fell victim
to the budget cuts, among other things.
According to studies, when governments reduce the amount of money allocated
per kid to schools, fewer teachers are employed there. For instance, it has taken
years of work to reduce the number of kids per classroom to an acceptable level in
government schools in the Philippines. As a result, the industry has consistently
been plagued by unbalanced teacher-to-student ratios, a lack of classroom space,
and excessive class sizes. Teacher-student interactions are diminished, and
learning time is shortened by unbalanced teacher-student ratios. There have been
several anecdotal examples of student disengagement, which has been made
worse by the absence of in-person instruction. The pandemic has demonstrated the
necessity for ongoing educational innovation. Nevertheless, how can we advance if
the government only allocates PHP 723 per person yearly for teachers' continuous
education? How might our teachers remain motivated when their paltry earnings
have not increased? Filoteo, M. (2021)
Our country's educational system lacks an environment conducive to
learning.
Hence, it is negative for students to participate in online teaching comfortably if the
learning environment improves. The replies from the pupils have repeatedly shown
how difficult this is. Creating a welcoming and accommodating environment in
distance learning has always been challenging, especially in most poor households
(Baticulon et al., 2020). If this issue arises, student focus levels and study
productivity could suffer (Chang & Fang, 2020). Filipino learners are investing a lot
in their education, but if they don’t have a conducive learning environment, their
academic understanding could be challenging, making it hard for them to focus on
the lesson to be reviewed. Suppose we want education to be accessible to all. In
that case, we should extend our help to the learning needs of our Filipino learners,
not withhold any good things that could improve the educational progress of our
learners.
Teachers receive excessive administrative work, are compensated poorly,
and receive almost no preparation for the global education system's
technological advancement.
According to Pentang, J. T. (2021c), teachers must apply the current and
appropriate methodology to deliver their lectures effectively. Notwithstanding the
difficulties brought about by the COVID-19 outbreak, educators continue to assist
students by creating modules that serve as teaching manuals (Lapada et al., 2020).
Many teachers in the Philippines are old and in their retirement years. We all know
it is hard for older people to adapt easily to technological advancements. Moreover,
in terms of education, they have not encountered much in their educational training
during their earlier years in teaching.
Malipot, M. H. (2020) emphasized that teachers should also voice their concerns
about online module learning, such as the cost of reproduction and staying at
school till 11:00 p.m. to finish printing on schedule. Teaching an online class while
completing this additional duty late at night is challenging. Getting up early to arrive
for class on time tomorrow; Teachers are not robots; they need adequate time to
rest, and their career deserves respect because it requires them to make numerous
sacrifices so that our children and youth can learn. One approach to recognizing
teachers' significant contribution to our society is raising the standard for respecting
their need for relaxation.
The country's Teachers Dignity Coalition alleged in Macaraeg, C. A. et al. (2021)
that modular e-learning had increased workload, health hazards, and expenses,
leading teachers to request donations of bond printing ink and paper to print. This
only clearly demonstrates that using printed self-learning modules does present
certain difficulties. Teachers can deal with the new normal and fulfill their tasks
despite obstacles that may hinder them (DeVilla & Manalo, 2020). Instructors are
forced to devise methods for creating instructional materials, particularly printed
modules. Regrettably, Tagupa (2018) observed that teachers must manage these
things themselves, or their performance ratings will suffer. Money is important, but
teachers should use it to benefit their students rather than for personal use.
According to Avril (n.d.), teachers work long hours and are underpaid in the
Philippines. The administration claims that certain procedures must be followed for
such an increase, but only some politicians follow them. Since they want to
guarantee their careers by saving more of their hard-earned money rather than
taking on several loans, teachers are desperately hoping for a miracle that their pay
will grow the next day. Further brain drain and mass resignations will happen if this
chaos remains and educators are not cared for.
Research has demonstrated that technology may benefit the Philippines' people
and educational system. According to numerous assessments, educational
institutions that were technologically advanced were less impacted by the
deteriorating situation and other variables. It showed that pupils who used digital
learning tools could better understand the material than those who did not have
access to them and learned through more traditional methods. A major response is
required to the Philippines' education crisis. When technology offers a solid
infrastructure and works to make information accessible across social and
economic divides, it can be a solution. Furthermore, because education has
become more expensive, it has become a luxury for students. Working to bring
down the price of education is crucial, and educational technologies are the only
way to do this. Mahajan (2022).
Educators have a very limited time to provide students with the wide range of
learning competencies recommended by the curriculum.
The COVID pandemic disrupted the education world in the Philippines, requiring
educators and the government to develop creative solutions to ensure continuity of
learning. Walking on the digital pathway emerged as the most obvious solution to
tackle the pandemic's uncertainty while ensuring everyone's safety in the
Philippines. Among the challenges of shifting the classroom online were the
differences in information technology between students who have access to it and
those who do not, as well as teachers' readiness for online modes of instruction.
The Philippines jumped into large-scale teacher training to prepare teachers in both
public and private schools for the pandemic-led uncertainty. Digital resources and
tools can infuse the teaching-learning exchange with creativity and imagination,
inspiring generations of young and curious minds. Teachers who know how to use
these tools can take many leaps forward to inspire generations of young and
curious minds. Hong, J.H. (2022)
IV.
Conclusions and Recommendations
Conclusion: The researcher, therefore, concluded that the educational crisis in the
Philippines is a big issue that needs to be resolved immediately. The top educational
crisis in our education system in the Philippines is the limited support Filipino students
receive from their parents, community, and government. Additionally, learners have a
limited conducive learning environment, making their studies more challenging to adapt.
Teachers are underpaid in our country and have not been treated equally compared to
other noble professions in our country, which underlies disturbances to their time for
relaxation caused by an overload of administrative tasks, not enough educational
technology training, and finally, a high demand for teaching more learning competencies
in a very limited amount of time.
Furthermore, the researcher also concluded that online class learning modality has no
significant effect in sustaining and solving the educational crisis of our educational
system in the Philippines. On the other hand, both HyFlex learning and onsite classes
significantly impact sustaining and solving the educational crisis of our educational
system in the Philippines.
Finally, the researcher also concluded that, based on the educators interviewed for the
study, they suggested that the education system of our country, trifocal education, must
collaborate to make big reforms and improvements in our education system. They also
suggested that the DepEd curriculum and the CHED syllabus given to educators must
provide the basic competencies to be developed in learners when teaching them.
The curriculum guide must be properly congested and reviewed with gifted experts in
education; there must be enough training for teachers in educational technology
development, allowing them to teach efficiently and effectively using technology and
therefore give the highest quality education to all learners. Teachers must focus on their
teaching jobs and lessen their administrative tasks. Finally, enough budget must be
given to our education system to provide learners with a conducive learning
environment, proper usage of education funds, and the fulfillment of promised salary
increases for underpaid teachers in our country.
Recommendations: The researcher recommends that the educational heads of
the trifocal education system should consider collaborating with each department
head and conducting thorough developmental research that could save our
staggering education system in the Philippines. The researcher also recommends
to our government officials, who have the power to exercise legislative, executive,
and judicial powers in the education system, that overall improvement must be
taken seriously and that they must immediately resolve the crisis. The researcher
also recommends that the officials of our country should not withhold what is due to
the salary increase of the teachers, give them proper educational technology
training, and lessen their administrative tasks to allow them to be efficient in their
teaching, which will affect the learning development of Filipino learners. The
researcher also recommends that the education curriculum be given ample time to
study and consider only specific, measurable, attainable, realistic, and time-bound
learning competencies that Filipino learners can focus on. Furthermore, finally,
investing in the conducive learning of students and their needs should be
prioritized. The researcher also recommends that future researchers contribute to
digging up more educational crises that should be resolved and be given an
immediate action plan to sustain our dying education system in our country.
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