Philippines Higher Education Institutions in the time of COVID-19 Pandemic

Ginbert Cuaton

doi:10.18662/rrem/12.1sup2/247

Abstract

The year 2020 is plagued with unprecedented problems that challenged the current global and national socio-political, economic, and educational landscapes. In the time of COVID-19 pandemic, the global education system is in the process of transforming and adapting to new and challenging situations which test the conventional learning process of classroom human interaction and capitalize in virtual and online education. This paper tries to elucidate how the higher education system of the Philippines experienced and responded to the challenge of providing alternative education and learning services in the time of COVID-19 pandemic. This case study is divided into three parts. The first part provides an analysis on the policies and guidelines implemented by the country’s Commission on Higher Education. The second part interrogates and reflects on the responses, challenges, and best practices employed by universities in implementing these guidelines. The last part provides general recommendations and argues that Philippine higher education institutions should form an Education Continuity Plan that outlines the procedures and instructions that should be followed in the face of a pandemic.

Highlights

The year 2020 is plagued with unprecedented problems that challenged the current global and national socio-political, economic, and educational landscapes
Available data as of April 14, 2020 from the Center for Systems Science and Engineering (CSSE) of the Johns Hopkins University indicate that the virus has infected at least 1,935,646 people from 185 countries or territories, and has killed 120,914 individuals
Such information should only be sourced from the Department of Health (DOH) and World Health Organization (WHO) and suggested that website links of these information be made available to all faculty members, staff, and students via the respective websites of State Universities and Colleges (SUCs) in the Philippines

Summary

Introduction

The year 2020 is plagued with unprecedented problems that challenged the current global and national socio-political, economic, and educational landscapes. Available data as of April 14, 2020 from the Center for Systems Science and Engineering (CSSE) of the Johns Hopkins University indicate that the virus has infected at least 1,935,646 people from 185 countries or territories, and has killed 120,914 individuals. Of those who have contracted the virus since it started, 464,995 people have recovered. In the time of COVID-19 pandemic, the global education system is in the process of transforming and adapting to new and challenging situations which test the conventional learning process of human interaction inside a classroom, and capitalize in virtual and online education through the help of technology. This case study provides an analysis on the policies and guidelines implemented by the country’s Commission on Higher Education to manage the continuity of education in the time of a pandemic

The Philippine Commission on Higher Education

CHED Advisory No 1

CHED Advisory No 2

CHED Advisory No 3

CHED Advisory No 4

CHED Advisory No 5

CHED Advisory No 6

Conclusion & Recommendations