The Department of Education is continually adapting the changes in the delivery of teaching to all learners, as it was thrust into a new era of remote work and instructions. All teachers and school leaders have experienced challenges in transforming the modes of instruction and how the lessons are structured. There have been a lot of changes and learning since the pandemic started. The use of different learning platforms, interventions, innovation and other strategies and resources are brought out to support educators from the modifications in a way they are capacitated. Indeed, it is a challenging task to prepare all schools in a different set-up to make education available and thriving, even in the most difficult time.

 To fully engage the DepEd in reedifying the operations, all schools are required to update policies, realign finances, and collaborate with different partners. These goals are based on the Basic Education-Learning Continuity Operational Plan (BE-LCOP) so that a quality of education while protecting the safety and health of citizens will be achieved.

In line with this, concrete plans of actions were spelled out to properly solve the issues and challenges in the new normal of education. Here are some issues and challenges faced by the schools during the implementation of each Key Result Area (KRA) particularly in the application of the Basic Education Learning Continuity Operational Plan (BE-LCOP) and how these problems under the new normal set up are mitigated.

A. Key Result Area: INSTRUCTIONAL LEADERSHIP

A.1. Objective No. 1: Managed and supervised the implementation of Modular/Online/ Blended Distance Learning

A. 1.1. Issues and Challenges:

• Social growth of learners and teachers made through face-to-face interaction are sacrificed. Extracurricular activities mandated by DepEd are limited or favored to no implementation for the rest of the incoming school year.
• Economic status of parents with no stable source of income brought about by ECQ and GCQ may not be able to provide the sufficient materials, ICT gadgets etc. of their child.

A.1.2. Solutions:

• Presence of different alternative learning delivery which may give flexible scheduling of classes and closer monitoring of learners by teachers.
• Ensure efficient implementation of the MELCs across grade levels and learning areas.

B. Key Result Area: INSTRUCTIONAL LEADERSHIP

B.1. Objective No. 2: Attained at least 75% GPA

B.1.1. Issues and Challenges:

• Not all learners and parents will be updated with new practices that DepEd is adopting.

B.1.2. Solutions:

• Widening the scope of the communication channel can be considered.
• Set feasible mechanisms that would provide guidance in bridging access to education through multiple means of teaching and learning.

C. Key Result Area: LEARNING ENVIRONMENT

C.1. Objective No. 1: Provided safe, child friendly, and inclusive school learning environment

C.1.1. Issues and Challenges:

• The provision of safe, child friendly and inclusive learning environments have become challenging and critical issues due to the COVID-19 pandemic situation.

C.1.2. Solutions:

• Stay at home policy is still the best if face to face is not possible and with alternative modality at home like home study. Provision of home schooling in exploring potential skills, talents of learners such as painting, cooking and others may be encouraged, and their outputs be recognized
• Orientation of parents, teachers, learners about data consumption, utilization of distance learning materials that require data, safety precautions, child protection policies, data privacy and others.
• Setting of parameters, guidelines, safety nets, precautionary measures to safeguard children against the threat of cyberbullying, cybercrime, mental health.
• Institutionalize an inclusive, safe, motivating learning environment appropriate to the needs and types of all learners.

D. Key Result Area: LEARNING ENVIRONMENT

D.1. Objective No. 2: Implemented intervention program for learner’s development.

D.1.1. Issues and Challenges:

• For alternative learning delivery the school MOOE may not be enough to cover the cost of reproduction of printed modules and data load or internet connection for teachers.
• Only few students who may want to experience online learning may be able to utilize gadgets and participate well in computer-mediated learning/ online classes.

D.1.2. Solutions:

• Encourage all teachers to engage in the development and implementation of intervention programs to learners that are appropriate to the different modalities.
• The school should take urgent measure to mitigate potential risks by providing appropriate strategies and innovations such as making transactions virtually, giving supports through a provision of school reporting mechanisms, developing a detailed school projects and activities, enhancing school safety, and safeguarding measures, ensuring that all learners and parents will have continued access to school-based learning programs.

E. Key Result Area: HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT

E.1. Objective No. 1: Ensured the provision of training for teachers-based TNA/E-SAT results at the end of the school year.

E.1.1. Issues and Challenges:

• School personnel are not ready for the changes in the teaching and delivery mode.
• The readiness level of teachers denotes a challenge.
• The school personnel are tasked to Work from Home.
• The school may need to properly assess the strength and weaknesses of the teachers because there is a possibility that limiting options for mode of teaching will apply.

E.1.2. Solutions:

• Guarantee the delivery of an integrated and needs-based capability building intervention accessible to all teachers, school heads, and stakeholders.
• Capacitate teachers with the appropriate learners’ assessment and evaluation tool to address learning deficiencies.  
• Proper communication media may have to be utilized or Division issuances contextualizing reward and recognition to encourage teachers to attend webinars, be informed through self-help or use social media responsibly. This may also be applied to SDO personnel.
• Mentoring of basic level teachers by the advance and experts. Advance and experts shall be tapped to help develop interactive assessment tools.

F. Key Result Area: PARENTS’ INVOLVEMENT AND COMMUNITY PARTNERSHIP

F.1. Objective No. 1: Managed and organized school organizations by applying relevant policies and to support the attainment of institutional goals.

F.1.1. Issues and Challenges:

• Communication gaps or problems may occur due to dependence with telecommunication gadgets or equipment especially to those learners and parents who are not inclined with the use of such.
• The program design for school-community partnerships has become challenging and critical issues due to the increased number of stakeholders that are affected by the COVID-19 pandemic.

F.1.2. Solutions:

• Institutionalize responsive engagement for education
• There is a need to profile the parents who prefer online/modular/RBI mode for them to be given the proper orientation or training.

G.  Key Result Area: SCHOOL LEADERSHIP, MANAGEMENT AND OPERATIONS

G.1.  Objective No. 1: Ensured the implementation of PPAs in the school’s AIP to certify quality and accessible education and learning centers.

G.1.1. Issues and Challenges:

• Lack of access to school resources, partners etc., these contribute to parents’ loss of interest in enrolling their child to school, learners’ non-accessibility to schoolwork, or even poor relationships with peers or teachers.

G.1.2. Solutions:

• Institutionalize quality standards and processes through accreditation
• Adjustment of PPAs to prioritize module development and to comply with the ECQ protocols, tapped the expertise of trained resource persons in the preparation of modules, preparation of rubrics for the selection of best modules through
• Prioritizing research and innovation to guide teachers and school heads even the management in contextualizing issues and to guide schools in documenting, assessing, and evaluating effectiveness of the alternative learning delivery modalities.

By: Jennifer A. Quiroz | Master Teacher I | Cataning Elementary School