Lesson Objectives

At the end of the lesson, the student is able to:

• Differentiate formal, non-formal education and formal education in the Philippines; 
• Explain the functions of education in society;
• Reflect on their own reasons and motivations for studying; and 
• Identify activities, routines, and/or behavior in formal education that fall within the different functions of education.

Lesson Overview

“Education is a social institution through which a society’s children are taught basic academic knowledge, learning skills, and cultural norms.” Across the world, nations and societies have educational systems which offer formal education and informal education. According to McGivern,  formal education is viewed as ”the learning of academic facts and concepts through a formal curriculum” and informal education is viewed as “the learning about cultural values, norms, and expected behaviors by participating in a society.”  (McGivern, R, n.d.) 

Education is an important social institution as it serves several functions — functions towards the individual, functions towards society, and function towards the Nation. 

Key Concepts

• Citizen is an individual given legal rights in a state.
• Citizenship refers to membership of a citizen with relation to a state.
• Civic Education provides the necessary information and learning experiences to equip and empower citizens to participate in democratic processes.
• Education is an organized system of learning.
• Functional Theory  stresses the functions that education serves in fulfilling a society’s various needs
• Learning is the process of acquiring new skills and understanding. 
• School is a community of learners: a group that comes together to learn with and from each other. 
• Training is a type of education that is focused on learning specific skills.  

Self-Evaluation Form (Part I)

Answer the following questions.

1. Make a mind map of the word: “education.” 

Note: a mind map is a visualization and note-taking tool that allows students to visualize their thinking. It helps them organize their thoughts about a certain topic or concept. To read more about how to use mind maps, check this article.  

2. Based on your own understanding, why is education important? 

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What is Education?

• The concept “EDUCATION” is broad and can mean differently to individuals. “Education” is usually explored alongside other terms such as “learning” ,”training”, “school.” These terms are somehow used interchangeably but there are important differences in these terms.  (Robinson, S.K., & Robinson, K, 2022).

• For this module we define Education as “the deliberate, systematic, and sustained effort to transmit, provoke or acquire knowledge, values, attitudes, skills or sensibilities as well as any learning that results from the effort” (Cremin, 1976).  

• “Education” is the broader term that encompasses “learning,” “training”, and “school” where LEARNING is the process of acquiring new skills and understanding; TRAINING is a type of education that is focused on learning specific skills; and SCHOOL is a community of learners: a group that comes together to learn with and from each other (Robinson, S.K., & Robinson, K, 2022).

What is the purpose of Education?

What are the Functions of Education? 

1. Functions of Education toward the Individual (Self)
   1. Development of inborn potentialities:  Education helps the child to develop the inborn potentialities of the child providing scope to develop.
   2. All around development:  Education aims at the holistic development of child-physical, mental, social, emotional, and spiritual.
   3. Preparing for the future: after the completion of education the child can earn its livelihood getting proper education, which has productivity. The education should be imparted according to the own interest of the child.

2. Functions of Education toward the Society
   1. Development of social and moral value: Something that sets humans apart from other species is the capacity to have morals.  (Rejlander, 2010).  Education teaches moral values and social values like cooperation, tolerance, sympathy, love, affection, respect towards elders, and helping the marginalized. 
   2. Providing opportunity or equality: Education teaches indidviudals to give equal opportunities in all aspects regarldess of social standing, creed, ethnicity, sex and religion. 
   3. Social change and control: Education becomes a tool to transmit traditions and customs. It also helps society adapt with the development of science and technology.

3. Functions of Education toward the Nation
   1. Inculcation of civic and social responsibility: Education introduces the next generation of citizens to understand their rights and duties as citizens of a democratic country. 
   2. Training for Leadership: The leadership quality of an individual is developed when they participate in all spheres of social, political, religious, and educational activities. 

National Integration: Education trains people for unity, for democracy and not for dictatorship.

What’s an Educational Institution?

• An EDUCATION INSTITUTION refers to the established normative system of providing and receiving education and training. The schools and centers for skills training and development are the organizations responsible for this institutional function and purpose (Solo, 2020). 
• It is defined as entities that provide instructional services to individuals or education-related services to individuals and other educational institutions (OECD, 2001). 
• Institution that provides education as its main purpose, such as a school, college, university or training center. Such institutions are normally accredited or sanctioned by the relevant national education authorities or equivalent authorities. Educational institutions may also be operated by private organizations, such as religious bodies, special interest groups or private educational and training enterprises, both for profit and non-profit. (UNESCO UIS, n.d.).  
• Examples of educational institutions: schools, college, universities, training centers

What do Education Institutions do? 

DepEd – SOCCSKSARGEN (2020). UCSP Quarter 2 – Module 8 Education in the  Present Society, First Edition. 

1. Knowledge Acquisition: education institutions lay down the foundations for structured learning and providing students with a range of learning tools, materials, and interactive learning experience. 
2. Skills Development: education institutions bring out from the students their hidden potentials, skills, and talents that are developed through sport and training, and participation in co-curricular and extracurricular activities. 
3. Values Formation: education institutions mold the character of students by imbibing in them the values integrated in the courses or subjects that they take up, as well as the core values that the school promotes through discipline and habit. 
4. Socialization: education institutions offer a new environment, a second home, a second family with peer groups, a second parents with teachers. The student learns to establish rapport, relations, and attains status recognition. 
5. Life Preparation: education institutions prepare the student for a life of independence, self- reliance, and competence for an occupation or a job. Students learn about task responsibilities and hardship in the pursuit of goals.

What are the types of Education? 

Based on Republic Act No. 9155  or the “Governance of Basic Education Act of 2001”, there are three types of education in the Philippines. These are the following:

1. Formal Education:  Systematic and deliberate process of hierarchically structured and sequential learning corresponding to the general concept of elementary and secondary level of schooling. 
2. Non-Formal Education: Any organized, systematic educational activity carried outside the framework of the formal system to provide a selected type of learning to a segment of the population e.g. ALS. 
3. Informal Education:  Lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences at home, at play, and from life itself e.g. Zumba/fitness class, sports, etc.

What are the types of Education? 

Based on Republic Act No. 9155  or the “Governance of Basic Education Act of 2001”, there are three types of education in the Philippines. These are the following:

1. Formal Education:  Systematic and deliberate process of hierarchically structured and sequential learning corresponding to the general concept of elementary and secondary level of schooling. 
2. Non-Formal Education: Any organized, systematic educational activity carried outside the framework of the formal system to provide a selected type of learning to a segment of the population e.g. ALS. 

Informal Education:  Lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences at home, at play, and from life itself e.g. Zumba/fitness class, sports, etc.

Self-Evaluation Form (Part 2)

Answer the following questions.

1. In what ways do you think education can influence your life?

Lesson Objectives

At the end of the lesson, the student is expected to be able to:

• Explain why education is a fundamental human right
• Appreciate the different education reforms that support the right to education in the country

Lesson Overview

Education is a fundamental human right. In this lesson, students continue their exploration of education and civic awareness by analyzing how education is recognized as a universal human right. Students also get to read, analyze, and discuss recent education reforms in the Philippines that support the right to education.

Key Concepts

• Basic Education is the education intended to meet basic learning needs which lays the foundation on which subsequent learning can be based. It encompasses early childhood, elementary and high school education as well as alternative learning systems for out-of-school youth and adult learners and includes education for those with special needs.
• Higher Education refers to tertiary level education (colleges, universities). 
• Quality Education is the appropriateness, relevance and excellence of the education given to meet the needs and aspirations of an individual and society.

Technical and Vocational Education and Training (TVET)  refer to the education process designed at post-secondary and lower tertiary levels, officially recognized as non-degree programs aimed at preparing technicians, para-professionals and other categories of middle-level workers by providing them with a broad range of general education, theoretical, scientific and technological studies, and related job skills training.

Self-Evaluation Form (Part 1)

1. In your own understanding, should basic education be free for all? Why or why not? 

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Education as  Basic Human Right

International and National Policies 

• Article 26 of the Universal Declaration of Human Rights  states that everyone has the right to education. In particular:
  • Article 26.1: “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.”
  • Article 26.2: “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.”
  • Article 26. 3: “Parents have a prior right to choose the kind of education that shall be given to their children.”
• In the Philippines, the 1987 Philippine Constitution, under Article XIV, says that the state “shall protect and promote the right of all citizens to quality education at all levels…”

“Why is education a fundamental human right?”

The United Nations Educational, Scientific and Cultural Organization (UNESCO) explains that education is a fundamental human right because it is “indispensable for the exercise of other human rights.”

• Quality education aims to ensure the development of a fully-rounded human being.
• It is one of the most powerful tools in lifting socially excluded children and adults out of poverty and into society. UNESCO data shows that if all adults completed secondary education, globally the number of poor people could be reduced by more than half.
• It narrows the gender gap for girls and women. A UN study showed that each year of schooling reduces the probability of infant mortality by 5 to 10 per cent.
• For this human right to work there must be equality of opportunity, universal access, and enforceable and monitored quality standards.

“What does the right to education entail?”

From: UNESCO 

• “Primary education that is free, compulsory and universal”
• “Secondary education, including technical and vocational, that is generally available, accessible to all and progressively free
• “Higher education, accessible to all on the basis of individual capacity and progressively free”
• “Fundamental education for individuals who have not completed education”
• “Professional training opportunities”
• “Equal quality of education through minimum standards”
• “Quality teaching and supplies for teachers”
• “Adequate fellowship system and material condition for teaching staff”
• “Freedom of choice”

Structure of the Education Sector in the Philippines

• Basic Education is the education intended to meet basic learning needs which lays the foundation on which subsequent learning can be based. It encompasses early childhood, elementary and high school education as well as alternative learning systems for out-of-school youth and adult learners and includes education for those with special needs. Basic Education is under the Department of Education (DepEd).  https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_024.pdf 
• Technical and Vocational Education and Training (TVET)  refer to the education process designed at post-secondary and lower tertiary levels, officially recognized as non-degree programs aimed at preparing technicians, para-professionals and other categories of middle-level workers by providing them with a broad range of general education, theoretical, scientific and technological studies, and related job skills training. TVET is under the Technical Education and Skills Development Authority (TESDA); https://pcw.gov.ph/republic-act-7796-tesda-act-of-1994/ 
• Higher Education refers to tertiary level education. It is under the Commission on Higher Education (CHED).

Challenges and Issues to Basic Education in the Philippines 

Reports from DepEd

Based on the Department of Education’s  Basic Education Development Plan (BEDP 2030), there are three major challenges to basic education in the Philippines: 

• Challenges to Access and Efficiency: “Incremental increase in participation that is yet to reach universal access, the prevalence of out-of-school children and youth, and the lack of data on the universe of groups in situations of disadvantage.” 
• Challenges to Quality: “Issues that involve the quality of education are highlighted by the tests conducted at various stages of K to 12, particularly on the results on reading and numeracy, the inadequate coverage of 21st century skills in teaching affecting test performance results, and girls outperforming boys in attendance and learning proficiency. Both access to education and quality of education are also affected by the learning environment and the learners’ experience of joy in this environment.”
• Challenges to Governance: In the governance aspect, vertical and horizontal integration in program management at the different levels of DepEd (Central Office, Regional Office, Schools Division Office, Schools) need to be strengthened, including the need to build the capacity of DepEd field units on contextualization of program implementation and strategy execution involving quality assurance, technical assistance provision, education planning, monitoring and evaluation, and program management. There is also a need to strengthen the complementarity between public and private schools and strengthen support to the private sector.

Reports from International Organizations 

In 2021, the World Bank Report (2021) released a report entitled,  “Improving student learning outcomes and well-being in the Philippines: What are international assessments telling us?” This report analyzed the country’s performance to the three cross-national large-scale assessments: Programme for International Student Assessment (PISA) in 2018, the Trends in International Mathematics and Science Study (TIMSS) in 2019 and the first cycle of the Southeast Asia Primary Learning Metrics (SEA-PLM) in 2019. The following are the nine (9) key findings from the World Bank Report: 

• Finding 1: Most students in the Philippines are unable to reach minimum standards of proficiency in reading, mathematics, and science expected for their respective grades. 
• Finding 2: Overall poor performance across grades and subjects are deeply rooted in students’ limited proficiency in the languages of instruction. 
• Finding 3: Poor classroom discipline, a weak sense of student belonging, and student bullying consistently emerge as key issues in Philippine schools, but teachers and principals may not be fully aware of these problems.
• Finding 4: Early childhood education and development makes a difference.
• Finding 5: Parents’ emotional support and engagement in learning at home, which are positively associated with performance, is more limited in the Philippines than on average across countries in the three assessments.
• Finding 6: There are persistent inequities in Philippine education, which appear to widen as students get older. Yet, even students from advantaged groups perform poorly.
• Finding 7: The teaching profession does not seem to attract high performers. Majoring in primary education and attending in-service training seem to make little difference to student achievement.
• Finding 8: Philippines’ intended instructional time is relatively long and curriculum coverage is relatively high compared to most countries, but they may not be helping to improve student performance.
• Finding 9: The availability of school resources, which is often positively related with performance, appeared to be relatively limited in the Philippines, compared to most other participating countries in the three assessments.

Education Reform in the Philippines 

RA 10157:  Kindergarten Education Act 

This law was enacted in 2012, by the Fifteenth (15th) Congress, under the administration of the late former President Benigno S. Aquino III. This law contains the following key features: 

• Kindergarten will now be an integral part of the basic education system of the country.
• Kindergarten education is vital to the academic and technical development of the Filipino child for it is the period when the young mind’s absorptive capacity for learning is at its sharpest. It is also the policy of the State to make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning.
• Intended impact to education: Strengthen early childhood education in the country by mandating kindergarten. 

RA 10533:  Enhanced Basic Education Act of 2013 (K to 12 Law)

This law was enacted in 2013, also by the Fifteenth (15th) Congress, under the administration of the late former President Benigno S. Aquino III. This law contains the following key features: 

Key Features

• Enhanced Basic Education Program: The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.
• Use of Mother Tongue: For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. Mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place.
• Intended Impact on education: Expanding the options for basic education graduates to (a) higher education (b) employment (c) business and entrepreneurship. 

RA 10931:  Universal Access to Quality Tertiary Education Act

This law was enacted in 2017, by the Seventeenth (17th) Congress, under the administration of former President Rodirgo Roa Duterte. This law contains the following key features: 

Key Features:

• Free higher education in SUCs and LUCs: All Filipino students who are pursuing a bachelor’s degree, certificate egress, or any comparable undergraduate degree in any State University and Colleges (SUCs) and Local Universities and Colleges (LUCs) are exempted from paying tuition and other school fees for units enrolled in. 
• Free TVET in Post-Secondary TIVs. All Filipino students who are enrolled in any post-secondary TVET leading to non-degree certificate or diploma programs offered by any stat run TVI under the TESDA shall be exempt from paying tuition and other school fees. 
• Intended impact on education: Increase access to quality tertiary education in the country.

Self-Evaluation Form (Part 2)

Answer the following questions.

1. Do you think the right to primary basic education is upheld in the Philippines? Explain your answer. 

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Lesson Objectives

At the end of the lesson, the student is expected to be able to:

• Reflect on the current challenges to basic education amidst the pandemic 
• Understand the context of the education challenges experienced by education stakeholders amidst the pandemic
• Ideate possible solutions to address the education challenges experienced by education stakeholders amidst the pandemic 

Lesson Overview

In 2020, the world experienced an unprecedented healthy crisis that has impacted all aspects of human life. The COVID-19 pandemic has definitely affected the education sector. Globally, schools for around 168 million children were affected for being closed for almost an entire year due to COVID-19 lockdowns  (UNICEF, 2021). 

In the Philippines, which imposed the world’s longest lockdown  (Balagtas, 2021), schools were closed for face-to-face classes for more than 20 months Cruz, Lema & Petty, 2021). Schools had to drastically shift to alternative delivery methods in response to the physical distancing measures and policies. 

This sudden shift to  alternative delivery methods, predominantly online distance learning, has amplified existing education challenges in the country as well as introduced a new set of challenges. What can students do to proactively address challenges to education in the new normal in their respective communities? 

Key Concepts

• Face-to-face.This refers to a learning delivery modality where the students and the teacher are both physically present in the classroom, and there are opportunities for active engagement, immediate feedback, and socio-emotional development of learners.
• Distance learning. This refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction.
  • Modular Distance Learning involves individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format, whichever is applicable in the context of the learner, and other learning resources like learner’s materials, textbooks, activity sheets, study guides, and other study materials. 
  • Online Distance Learning features the teacher as facilitator, engaging learners’ active participation through the use of various technologies accessed through the internet while they are geographically remote from each other during instruction. The internet is used to facilitate learner-teacher and peer-to-peer communication. Online learning allows live synchronous instruction. It requires participants to have a good and stable internet connection. It is more interactive than the other types of distance learning and the responses are in real-time.
  • TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-Based Instruction and SLMs converted to radio scripts for Radio-Based Instruction.
• Blended Learning. This refers to a learning delivery that combines face-to-face with any or a mix of online distance learning, modular distance learning, and TV/ Radio-based Instruction. Blended learning will enable the schools to limit face-to-face learning, ensure social distancing, and decrease the volume of people outside the home at any given time. 
• Homeschooling. This is an Alternative Delivery Model (ADM)  that aims to provide learners with quality basic education that is facilitated by qualified parents, guardians, or tutors who have undergone relevant training in a home-based environment. It allows families to educate according to their personal faith, philosophy, and values, and to adjust learning schedules around family schedules and circumstances.

Self-Evaluation Form (Part 1)

1. Survey: What is the learning delivery modality have you experienced during the pandemic? You may check all that apply. 

• Face-to-face
• Modular Distance Learning
• Online Distance Learning
• TV/Radio-Based Instruction 
• Blended Learning
• Homeschool

2. Based on your answer in the previous question, reflect on your current experiences with education in the time of the pandemic. Use the Roses and Thorns as a guide to your reflection.  

Rosessuccesses, wins, strengths	Thornschallenges, difficulties, weaknesses
Guide questions:What are the strengths of the basic education sector in the Philippines during the pandemic?What’s working in the basic education sector during the pandemic?	Guide question: What are the challenges and difficulties in the basic education sector in the Philippines during the pandemic?What’s NOT working in the basic education sector during the pandemic?
Answer…	Answer…

Education Stakeholders

A “stakeholder” is defined as an individual or group that has an interest in any decision or activity of an organization (ISO, n.d.). In the Philippine basic education sector, the Department of Education sees the following as its stakeholders: students, teachers, administrators and staff, family, community, and other stakeholders. From DepEd’s Mission Statement, the aspirations for these stakeholders are as follows:

• Students who learn in a child-friendly, gender-sensitive, safe, and motivating environment; 
• Teachers who facilitate learning and constantly nurture every learner; 
• Administrators and staff, who serve as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen; and 
• Family, community, and other stakeholders who are actively engaged and share responsibility for developing life-long learners.

All these stakeholders play a unique role in protecting and promoting the right of every Filipino to quality, equitable, culture-based, and complete basic education (DepEd Order 24, series of 2022). 

Challenges of Education Stakeholders During the Pandemic 

During the pandemic, education stakeholders have experienced different challenges in the education sector. Students, teachers, administrators and staff, and families alike were all adversely affected by the shift to a different learning delivery modality. 

Here are some of the challenges experienced by these stakeholders.

Students’ online learning challenges during the pandemic

• Students have a hard time regulating themselves for online learning. Self-regulation challenges (SRC) refers to a set of behaviors by which students exercise control over their emotions, actions, and thoughts to achieve learning objectives. Students experienced difficulties with participating in online learning as well as staying engaged and motivated to study.  (Barrot et. al, 2021). 
• Students feel isolated from their learning community. Student Isolation Challenges (SIC) relates to the emotional discomfort that students experience as a result of being lonely and secluded from their peers. Students have experienced feeling disconnected and/or isolated with their teachers and classmates during the pandemic (Barrot et. al, 2021). 
• Students do not have access to technology necessary for online learning. Technological Sufficiency Challenges (TSC) refers to a set of challenges that students experience when accessing available online technologies for learning. A lot of students have insufficient access to learning technology such as poor internet access, lack of gadgets, low bandwidth and slow processing speeds, etc. (Barrot et. al, 2021). 
• Students do not have access to learning resources. Learning Resource Challenges (LRC) refers to a set of challenges that students face relating to their use of library resources and instructional material. Students have insufficient access to library and learning resources such as textbooks, worksheets,  laboratory equipment and other instructional materials.  (Barrot et. al, 2021). 
• Students have poor home learning environments. Learning Environment Challenges  (LEC) is a set of challenges that students experience related to the condition of their learning space that shapes their learning experiences, beliefs, and attitudes. Students have difficulties in finding a conducive home learning environment during the pandemic. (Barrot et. al, 2021). 

Teachers’ online learning challenges during the pandemic

• Teachers also lack access to technology and learning resources. Just like students, teachers also experienced challenges when it comes to accessing technology and learning resources during the pandemic. A number of teachers do not have access to stable internet, computers, printers, and other equipment that are necessary to support the different learning delivery modalities (Robosa et. al, 2021).  
• Teachers are struggling with handling students. Given the shift to distance learning, teachers experienced challenges in handling students, from motivating them to ensuring that students participate in their lessons and create their outputs. (Robosa et. al, 2021).  
• Teachers carry a lot of administrative workload on top of teaching load. Other than their tasks of preparing lessons and delivering them to their students, teachers also need to accomplish a number of administrative workloads such as grades and school records (Robosa et. al, 2021).  
• Teachers’ mental health were also adversely affected. From the fear of getting the virus, to managing anxiety, to navigating the blurred boundaries of work and home, teachers’ mental health and overall all wellbeing were also affected by the pandemic. (Rabacal et. al, 2021)  

Parents and Guardians’ online learning challenges during the pandemic

• Parents and guardians also experienced a lot of stress. Parents and guardians experienced emotional instability in learning as they also experienced a lot of stress with the shift to different learning modalities. They also struggled with keeping their children motivated and engaged with their classes during the pandemic (Agaton & Cueto, 2021). 
• Parents and guardians had to learn a lot of skills to support distance learning. Parents and guardians had a more active role in ensuring that students study at home. They had to learn the online tools and learning management systems as well as refresh their knowledge on different academic subjects to help students with their modules (Agaton & Cueto, 2021). 

Parents and guardians had to spend a bit more to finance distance learning. Online distance learning is expensive as it requires gadgets and access to a stable internet connection. (Agaton & Cueto, 2021).

Challenges of Education Sector During the Pandemic 

According to the Basic Education Development Plan of 2022, Access and Quality are two of DepEd’s pillars to ensure that “All Filipinos are able to realize their full potential and contribute meaningfully to a cohesive nation.” Let’s see how these two pillars were affected during the pandemic. 

• Access: Access means that “All school-age children, out-of-school youth and adults accessed relevant basic learning opportunities.” This is the intermediate outcome of DepEd when it comes to “Access.” During the pandemic, the goal to reach universal access to basic education was further aggravated, Most schools were forced to move to distance learning modalities and this has affected enrolment and participation of students. Further, there is still a prevalence of out-of-school children and youth (BEDP, 2022). The table below: “Gross Enrollment Rate (GER) and Net Enrollment Rate (NER) by Education Level, SY 2017-2020”

Possible guide questions: 

• What are your observations about the trends in the GER and NER through the years?
• How do you think the pandemic has affected the enrollment rate of students in basic education? Did it increase/decrease? Explain your answer.

• Quality: Quality means that “Learners complete K-12 basic education, having successfully attained all learning standards that equip them with the necessary skills and attributes to pursue their chosen paths.” This is the intermediate outcome of DepEd when it comes to “Quality.” During the pandemic, affected by the changes in the learning environment, the basic education sector experienced more challenges in ensuring reading and numeracy of learners as well as challenges in developing 21st century skills in an online or blended learning environment (BEDP, 2022). 

Possible guide questions: 

• In your own experience and observations, how do you think the pandemic has affected the quality of education you are experiencing? Was it enriched? Diminished? Changed? In what aspect?

Self-Evaluation Form (Part 2)

1. After this module, describe what a “better normal” for education looks like for you. 

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