ADAPTION AND IMPLEMENTATION OF THE NEW NORMAL EDUCATIONAL SYSTEM IN THE PHILIPPINE SETTING

ADAPTION AND IMPLEMENTATION OF THE NEW NORMAL
EDUCATIONAL SYSTEM IN THE PHILIPPINE SETTING
PAUL LORENZE B. DIZON
Master of Arts in Education Major in Science Education Student, Columban
College, Inc.
Secondary School Teacher I, Sta Cruz High Integrated School
August 2020
ABSTRACT.
The New Normal policy has made a tremendous effort on the Philippine educational
system since the inception of the COVID-19 Pandemics in early February 2020. The
Department of Education has made a tremendous effort in organizing the system for such
an unexpected event. Whereas, the whole institution planned on several readiness steps
to bring the teachers and the staffs to a level where they would be the one to provide the
learning modules for the students. Thus, the whole public school system has busied itself
in module making and has been part of various and endless webinars from various
institutions – both public and private. However, the problem and challenges encountered
by our educational system has been so because the country is not yet ready to provide
the technology that has been available beforehand to other countries especially in some
ASEAN countries. Thus, the adaption and the implementation of such system may be said
to be late. The effect of this late subscription of the Department of Education to various
alternative means of education, rather than the traditional, has gotten our country’s
readiness to a starting point. That while other countries effectively supplanted these
alternative forms of education to their learners, the Philippines has just started – and, to
this means, what other country has been doing before is said to be the country’s New
Normal. The research established the current status of the ICT integration in the South
East Asia and the world in general as compared to the Philippines as an overview of the
country’s ICT condition. The result shows that majority of the respondents believed that
there is good adaption and implementation of the New Normal policy in the various areas.
This study may be used to determine the areas that needs to be strengthened and may

be used to deliver readiness in the start of class come August 24, 2020. Keyword:
Technology, New Normal, Education, Learning Strategies, Alternative Forms of Education,
South East Asia Region, Philippines
INTRODUCTION
The adaption and implementation of the New Normal educational system in
the Philippine setting needs to be in an errand to be at par with other countries.
Backed up with the latest implementation of the K to 12 education system, having
been one of the last countries to implement the curriculum, made such a blow on
our society. Moreso, the adaption and the implementation of a digital education
(and other alternative form of education) were only available to some high-class
private institutions. While most of our South East Asian countries were becoming
“high-technology” or smart societies, we have been one of the last to take true
efforts in deeming light to what has already been implemented decades ago –
thus, our new normal in the education system. A survey of the present status,
level of adaption and implementation, and the problems and challenges posted by
the present New Normal condition is analyzed as follows:
The Present Status of ICT
The use of information and communication technologies in education can
play a crucial role in providing new and innovative forms of support to teachers,
students, and the learning process more broadly. In low- and middle-income
countries “learning poverty” stands at 53%, while for the poorest countries, this is
80% on average. With the spread of the Coronavirus disease (COVID-19), 180+
countries have mandated temporary school closures, leaving ~1.6 billion children
and youth out of school. Eighty-five (85) percent of children world-wide are
affected (World Bank, 2020).
Education however must not cease from its activities. Technology is
increasingly becoming a more important part of education (Loveless, 2020).

Today, technologies used to improve and facilitate learning can be found
everywhere (Waddell, 2015). In addition, the principal focus will be upon the most
modern computational and communication devices used in schools today
(Stateuniversity.com, 2018). Today, nine in ten children in low-income countries
are projected to reach adulthood without the skills they need. Technology is the
best hope for averting a crisis and ensuring that all learners can reach their
potential (Yiu, Laurie & Hutchinson, 2019).
In the Philippines, “the State shall protect and promsote the right of all
citizens to quality education at all levels and shall take appropriate steps to make
such education available to all” (Art. XIV, Sec. 1). In Thailand, however, tuition
fees for alternative schools are usually comparatively high (Promchertchoo, 2019).
Malaysia belief that education plays a vital role in achieving the country’s vision of
attaining the status of a fully developed nation in terms of economic development,
social justice and spiritual, moral and ethical strength, towards creating a society
that is united, democratic, liberal and dynamic. As the smallest country among
the Southeast Asian Countries in terms of population, Brunei Darussalam clearly
sets out its education policy aiming at quality education for all. Similar policy can
be found in Lao PDR where Ministry of Education clearly set out their education
development policy on providing quality education for all. In Indonesia the
national education system is carried out universally, open to every citizen,
regardless of their geographic location, race and ethnicity, religion, socio-economic
background, address the differing needs of people at various stages of societal
development (Adlong et al., 2003).
Cambodia, in its education policy and strategic framework 1995/2000 also
put quality improvement and equitable access as the main policy objectives.
Vietnam also has a policy that social equity in education and training must be
ensured. Everyone should be given the same education opportunities. Singapore,
as the most developed country in the region, has re-defined its mission and vision
of education.

Regardless all differences, these ASEAN countries share a similar emphasis
on human resource development as a key in developing the whole nation to enter
the knowledge-based economy and global environment (Environmental Protection
Agency, 2011; The ASEAN Post, 2020).
Problems of Inequality.
Thus, inequalities in the region exist not only between rural - urban areas
and public – private education institutions or among provinces within the countries.
These are as follows: (a) Lack of available school building and classroom with all
required facilities; (b) shortage of teachers, especially in remote areas; that is one
of the reason in countries like Thailand and Indonesia there are multi grade
teachers where one teacher teaches more than one grades of primary school; (c)
uneven spread of population, which also creates serious disparities in educational
opportunity; especially in a big country like Indonesia; (d) lack of good textbooks
and other learning materials. Due to financial and geographical reason this
problem can easily be found in remote schools; (e) Geographical location. There
are still many students living in remote areas where it is difficult to reach them or
ask them to go to the school due to lack of adequate transportation system or
schools. In some places, number of students is so small so that it will be very
expensive to build a school building to serve their needs. On the other hand
teacher: students ratio usually bigger in urban areas in compare to the remote
ones. It is not unusual to see 60 or even more students in a class with one teacher
in some of the countries; (f) student’s and parent’s low appreciation toward
education; (g) Level of socio-economic condition of the family; (h) lack of budget
for building more schools, classrooms, learning facilities.
Problems of Quality Education.
Quality in education cannot be seen from the output or student learning
achievement only, but from other components as well. A good quality education

requires: (a) Healthy, well nourished and motivated students; (b) well motivated
and professionally competent teacher; (c) active learning techniques; (d) relevant
curriculum; € adequate, environmentally friendly and easily accessible facilities; (f)
Healthy, safe and protective learning environments; (g) clear definition and
accurate assessment of learning outcomes, including knowledge, skills, attitude
and values; (h) articipatory governance and management; and (i) respect for and
engagement with local communities and cultures. (World Education Forum
Drafting Committee, 2000; Palloff & Pratt, 2013).
On the other hand, a paper intended to investigate the degree to which
interaction and other predictors contribute to student satisfaction in online learning
settings. Learner-content interaction explained the largest unique variance in
student satisfaction. Additionally, gender, class level, and time spent online per
week seemed to have influence on learner-learner interaction, Internet self-
efficacy, and self-regulation (Kuo et al, 2020; and Frt'ala & Zakova, 2014; Means
et al., 2009).
There is much current interest in the impact of early childhood education
programs on preschoolers and, in particular, on the magnitude of cognitive and
affective gains. (Camilli, Sadako, & Barnett, 2010). In terms of the parent’s
involvement, a major determinate of effective schools is the involvement of
parents in their children’s learning and schooling (Buroker, Messner & Leonard,
2020).
Thus, a study by McArdle (2004) addressed alternative education programs
and alternative education schools. The research was designed to (a) define the
term alternative; (b) determine the effectiveness of alternative education
programs, and (c) identify indicators of success that may be shared throughout
the alternative education system. The Internet is a major technological
advancement reshaping not only our society but also that of universities worldwide
(Volery & Lord, 2010; Garman, 2012; Hauser, 2013; Ko et al, 2000; Rivera, 2014).

A study charts the promissory notes and concerns related to college-level
online education as reflected in the educational literature. It is argued that, to
appreciate the potential and limitations of online education, we need to trace the
issues that bind online education with distance education (Jorge Larreamendy-
Joerns, Gaea Leinhardt, 2006; Boschmann, 2003; and Gould, 2014; Puzziferro,
2008; Schoenfeld-Tacher, McConnell & Graham, 2001; and Zacharia et al., 2011).
Face-to-face instruction includes courses in which zero to 29 percent of the
content is delivered online; this category includes both traditional and web
facilitated courses. Online education offers students an anytime/anywhere method
of receiving an advanced knowledge. Proponents point out the increased access
will level the playing field for all (Liu, 2018). Online and blended learning have
become common educational strategy in higher education (Baleni, 2015; Colorado
Department of Higher Education, 2012). According to Kemp et al. (2015),
technology is often touted as the savior of education. Educators in many
disciplines, including theology, have questioned the suitability of distance and
online education for preparing students for relational professions (Hockridge,
2013; Allen et al., 2004; Zacharia & Olympiou, 2008).
Role of ICT Integration in Education
There are countless reasons why technology is a key aspect of learning in
the schools. Whether we like it or not, technology is everywhere; and in order for
our students to survive in post-secondary education and the business world, they
must know technology. To narrow it down, we came up with 10 reasons for the
importance of technology in education: (a) Students demand it; (b) New teachers
are demanding it; (c) Kids are the digital native; (d) Kids can learn at their own
pace; (e) With technology, there are no limitations; (f) Technology has the ability
to enhance relationships between teachers and students; (g) Testing has gone
online; (h) Multitude of resources; (i) Technology keeps kids engaged; (j)

Technology is necessary to succeed outside of primary and secondary education
(Pinecc.com, 2020; Jaggars, Edgecombe & Stacey, 2013).
The importance of technology in education is undoubtedly the ability to
reach more students more efficiently. Thus, technology: (a) simplifies access to
educational resources; (b) improves the learning experience; (c) allows students
to learn at their own pace; (d) helps students prepare for their future careers; (e)
is demanded by students;
A systematic approach to the processes and resources of teaching,
educational technology, or EdTech, utilizes technology to improve the performance
of students. As teachers, a wide range of tools are used to enhance the classroom
experience and motivate the engagement of students, such as Kahoot!, Trello,
Nearpod, Prezi, and ClassDojo among others (Uopeople.edu, 2020). According to
Thrasyvoulo (2015), creating a curriculum that appreciates the power of
technology in education can serve to increase engagement in the classroom and
make learning easier and more efficient.
According to the United Nations Educational, Scientific and Cultural
Organisation’s (UNESCO) 2017-18 Global Education Monitoring Report, 264 million
children were denied access to education in 2017. In relation to this, the
Association of Southeast Nations (ASEAN) (2020) ICT Masterplan 2020 is focused
on propelling the region towards a digitally-enabled, integrated economy ( ADB,
2009, 2011; Ra, Chin & Lim, C.P, 2016 as cited by Head Foundation, 2017).
The recent Technology Salon Bangkok asking Can Technology Improve
Education in Asia? brought together more than 25 professionals in education and
technology to separate the hype from the promise in ICT4Edu: (1) Mobile
learning’s moment has arrived; (2) Easy online environments provide new potential
for communities of practice to gather and learn from each other; (3) Blended
learning is becoming a reality; (4) Adaptive technology gets students content that
responds to their skills and pace; (5) Simulations; and (6) Technology isn’t going

to replace the teacher. Education systems exist, and are full of teachers (Katz,
2015; DepEd, 2020e).
For the past few decades, many people around the world have almost
instinctively looked toward Asia to get glimpses and insight into what the next
wave of consumer technologies might look like and do, and how young people
might use them (Trucano, 2014). More than ever, the advent of the knowledge
economy and global economic competition compel governments to prioritize
educational quality, lifelong learning and the provision of educational
opportunities for all (UNESCO, 2020). As early as 1997, the United Nations General
Assembly declared access to communication in Geneva, Switzerland, and made a
commitment to build a “people-centered, inclusive, and development-oriented
Information Society” (Greater Mekong, 2010).
Technology in the Philippine Educational System
In the Asia Pacific, we also spend the most time on social media sites,
averaging 3.4 hours every day. Based on the UN’s State of Broadband report, in
2015, 39.7 percent of Filipinos are able to use the Internet (He, Shen & Zhu, 2014).
This is a slight increase from 2014 figures, although our global ranking remains
fixed at 106 out of 191 countries (Garcia, 2020). However, some 29 million
Filipinos are not yet connected to the internet, and there are ongoing issues in
terms of affordability, availability and speed of internet services in the country,
whether broadband or mobile data (Philippines ICT Economics, 2020). The
entrance of a third telecoms player has already had an impact, and the country
can expect more improvements to services as a result of the disruption (Oxford
Business Group, 2020a; 2020b; Patterson, 2000).
Public Educational Institutions

The Department of Education reacted that with two months to go before
schools open on August 24, only 40% of the country's public school teachers have
been trained for distance learning, a Department of Education (DepEd) official told
a Senate panel on Thursday, June 25 (Magsambol, 2020a; Reeves & Kimbrough,
2004). The Department of Education eventually made the decision that the
opening of the coming school year will be on August 24. Also, due to poverty in
the Philippines, not all families have the resources to get the required equipment
for online learning. In spite of the lack of readiness, DepEd is continuing to prepare
for the opening of classes on August 24, and possibly earlier in some areas (Kritz,
2020). Lawmakers in the House of Representatives on Friday expressed concern
over the supposed lack of readiness of the Department of Education (DepEd) for
the new school year in August with an overhauled educational system that adapts
to the “new normal” under a coronavirus pandemic. The House committee sought
updates from the DepEd on the “learning continuity plan” it has developed under
the “new normal,” wherein students would not be required to attend face-to-face
classes (Gascon, 2020; Deped, 2020a; 2020e; 2020f).
Following the numbers, of the 787,066 respondents, 87 percent of teachers
(or 687,911) say that they have an available computer at home. Thirteen (13)
percent (or 99,155) says that they lack this equipment. Of the 687,911
respondents with a computer at home, 49 percent (or 336,252) says that they
have an internet connection at home. Forty-one (41) percent (or 280, 531) says
that even though they have a computer, they have no internet connection. Ten
(10) percent (or 71, 128) says that in their area, the internet signal is not available
(Llego, 2020). The full details of the report is found on the Adoption of the Basic
Education Learning Continuity Plan for School Year 2020-2021 in the Light of the
COVID-19 Public Health Emergency, DO 012, s. 2020 (DepEd, 2020a).
Private Educational Institutions

Most governments around the world have temporarily closed educational
institutions in an attempt to contain the spread of the COVID-19 pandemic. These
nationwide closures are impacting over 60% of the world’s student population.
Several other countries have implemented localized closures impacting millions of
additional learners (UNESCO, 2020). In a news article, Magsambol (2020b)
reported that the private schools on Wednesday, June 24, urged the Department
of Education (DepEd) to review its "non-negotiable" requirements on distance
learning that, they said, were finalized without any public consultation. The
following are applied and implemented among good-standing private institutions:
Online distance learning; an educational platform or Learning Management
System, either subscription-based or locally developed; technical expertise to run
and support the educational system 24/7; email facility or domain name for
teachers and students; help desk personnel working; under the platform whose
task is to answer queries.; complete and appropriate content for the whole first
quarter; assessment tools for the students to be updated and reviewed regularly;
institutionalize the training and updating of teachers on the use of technology;
orient the teachers, parents, and students on the policies of distance learning;
technology knowledge enhancement; program where regular trainings are given
to teachers, students, and parents; teachers should be well-oriented on DepEd
policies relating to distance learning; teachers and students should have access to
the necessary resources to access the lessons; parents should have expressed
willingness for the option of online distance learning; parents should be willing to
co-supervise the learning of their children; modular distance learning; orient
teachers, parents, and students about the modular learning policies and directions;
complete learning modules for the first quarter in print and e-copy to be distributed
to students; complete references or supplementary materials for distribution to
students; parents should have expressed willingness for the option of modular
distance learning; parents should be willing to co-supervise the learning of their
children; and 'walk the talk' among others (Casanova & Civelli, 2006; DepEd,
2020b).

The Department of Education recently announced that classes for the next
school year would begin on Aug. 24, 2020. DepEd is offering schools a menu of
alternative learning methods that includes online learning and offline methods,
such as take-home readings and activities (Obana, 2020). According to Jorge
(2020), if last year’s enrollment figures are to be a basis, the Philippine education
system will be expecting around 27 million students to enroll in the Basic Education
System in the coming school year. With the early closure of the school year in
March, the enhanced community quarantine in effect, and the still unclear future
that the COVID-19 pandemic will bring, the Department of Education (DepEd) and
our millions of learners are facing enormous challenges. In a recent evaluation on
ALS (Alternative Learning System) interventions done in the Mindanao region
during the quarantine period, platforms such as ICT4ALS, FB Chat, Google
Classroom, the Aral Muna app, and DepEd Commons emerged as the most
common technological interventions used. Also popular are the use of radio-based
intervention — partnerships with local radio stations to announce questions or
lessons that can be replied to by phone. There are also the door-to-door delivery
of worksheets, take-home learning activity sheets, and take-home portfolio
completions. While home school and online learning are among the proposed
solutions, access to technology and the internet, especially in remote areas,
remains a challenge. In-classroom study and individual study/online classroom
work, or Blended Learning, will allow students to learn at their own pace under
guided modules. The DepEd has launched an online study platform called DepEd
Commons, accessible to both private and public schools, to help students continue
their lessons. It has also developed an ALS platform in partnership with Unicef
called ICT4ALS, a portal of learning resources, activity sheets, and online tutorials
for ALS teachers and learners (Ma & Nickerson, 2006).
While DepEd prepares Self-Learning Modules for education’s new normal
(DepEd, 2020b), reports that the institution is steadfast in its preparation for
School Year 2020-2021, the Department of Education (DepEd) will provide Self-

Learning Modules (SLMs) with the alternative learning delivery modalities to be
offered for various types of learners across the Philippines.
Zoom is giving K-12 schools free access to videoconferencing tools to
support virtual learning, in addition to tools to support teachers and students. No
Kid Hungry is offering emergency grants to support school districts and nonprofit
organizations in their efforts to ensure that kids get the nutritious food they need.
Google Arts and Culture is providing access to international museums for virtual
tours for students and families. U-Haul is offering 30 days of free storage for
college students whose terms have ended early and who may have to leave
campus housing (Abdel-Salam et al., 2007; Anderson, 2020; and de Jong &
Lazonder, 2014; and Zacharia, et al., 2015).
Problems and Challenges of the New Normal in Educational System
Now that many school and district buildings are closed, state leaders,
educators and in some cases, business leaders are looking at how best to provide
continuity of education and support services to their students and communities.
Relative to this, more than 1.5 billion students and young learners globally are
affected by school and university closures due to the coronavirus disease 2019
(Covid-19) pandemic. The disruption caused by Covid-19 has forced the adoption
of online learning in schools (Thornton, 2020 as cited by The Manila Times, 2020).
Magsambol (2020a; 2002b) discussed that parents and students pointed out that
the lockdown affected household finances. Many Filipinos don't even have access
to a computer or the internet.
In addition to this, the Department of Education emphasizes that the
conduct of limited face-to-face classes will only be allowed under strict regulation
starting January 2021 and distance learning will still be implemented when classes
resume on Aug. 24. The Teachers’ Dignity Coalition (TDC) said the decision to
allow limited face-to-face classes shows the lack of a clear plan on how the next
school year will be implemented (Mateo and Romero, 2020; Riggins, 2014). The

Alliance of Concerned Teachers (ACT), for its part, said “the ‘no vaccine, no school
opening’ call is understandable coming from parents and even from education
workers, as this is indicative of their lack of safety and security amid the
government’s unsuccessful attempts to combat COVID-19 (Reuter, 2009). The
National Union of Students of the Philippines (NUSP) said focusing on the main
problem, which is the pandemic, should precede discussions on the date of
opening and the mode of learning. (Mateo, 2020).
According to Reuters (2020), with schools in the Philippines only due to
reopen when a vaccine for COVID-19 has been found, educational authorities are
racing to devise a distance learning regime for 27 million children by August, when
the summer holidays end. That poses a huge challenge in a archipelago nation of
107 million, where many households have no access to the internet or a computer,
and teachers fear they will not be ready to roll out remote learning in two months.
Along with this, a teachers’ federation on Tuesday called the attention of the
Department of Education (DepEd) on various issues raised by public school
teachers in the field regarding the preparation for modular learning (Hernando-
Malipot, 2020; Brinson, 2015).
Magsambol (2020c) reported that there are reports from division offices and
schools that they are having a hard time reproducing modules due to printing cost.
With no SLMs on hand the teachers "have no choice but to make do with what
they have or else students will have no materials to use" when classes formally
start on August 24. Instead of setting an open-ended task and leaving them to it
— as can be the temptation when you aren’t in the same room — clearly specify:
(a) the time students should spend on the task; (b) a measurable or quantifiable
outcome; (c) a means of accountability (‘these need to be onto our share platform
so that everyone else can see’); and (d) a due date (3plearning.com).
As countries invest in remote learning as an emergency measure to reach
students the challenges there are addressing lay the foundation for re-imagining
education. Personalized, modular, and data enhanced digital content. Much more
attention must be directed on how technology will enhance teaching and learning

in a blended learning environment reaching students, both in school and at home
(World Bank, 2020b; DepEd, 2020b).
METHODOLOGY
The study which aims to assess the effect of the adaption and
implementation of the New Normal educational system in the Philippine setting
must provide a suitable and feasible way on how the above-stated dimensions are
realized today before its implementation this August 24, 2020. The assessment
will be done through survey-questionnaires to get the difference of responses from
the public and private school licensed professional teachers.
Participants. The study will be conducted among twenty-two (22) licensed
professional teachers as respondents who were currently teaching from the public
and private institutions. Equal number of respondents will be delivered within the
two sectors. As mentioned above, there are two sources of information – first,
the survey-questionnaire form will be used to answer Parts 1 to 4. In addition to
this, an unstructured interview will also be collected to get the difference between
the two sets.
Data Gathering Method. The survey-questionnaire is aligned with the
statement of the problem. The questions will be validated by an expert in the field
of education, preferably a professional with a doctoral degree in education and
background in statistics. Therefore, the survey-questionnaire is masterly aligned
to the Statement of the Problem (SOP) so the evaluation and assessment of
responses will be accordingly derived. Thus, in following the SOP alignment, the
respondents will be able to shorten the time of answering the questions with clear
picture of what the study is all about, rather emphasis on the lights of fact. In
that way, the respondents will have less time to analyze each question, and as
much as possible eliminate high-sounding words, scholarly adjectives, verbosity
and languidness so the very essence and picture of the research on the effect of
the adaption and implementation of the New Normal educational system in the
Philippine setting be well-understood and transmit its result efficiently. The

questions will be given to each teacher-respondents to critically analyze the
situations stated. The teacher-respondents will receive the questionnaire
individually and each questions will be answered with much honesty, credibility
and veracity as possible.
Method of Research. Quantitative Research Method is to be used in this
study. The quantitative part is demonstrated by the teachers’ responses with the
survey-questionnaire to be administered this School Year 2020-2021, preferably
on or before the Second Quarter so the problems may be analyzed in a timely
manner and whose perspectives are derived from the real-time experiences. The
researcher will collect the answered questionnaire to tally, get the frequency
distribution, percentage, rank and total weighted mean (TWM) per item. The data
will be interpreted sustained by a deep analysis from learned literature and
derivation of facts from the data presented. Lastly, the data gathered will be
tabulated, organized and processed through Microsoft Excel.
Frequency and Percentage Distribution will be used to categorize the
inquiries from Part 1 – 4. This will analyze how well the teacher-respondents
unpack the following dimensions: first, the level of implementation of New Normal
policies in terms of General educational system ; the forms of technological
advances; and the international allotment for technological advances for the
educational system. Secondly, the researcher will also get the level of adaption of
technology in the Philippines in terms of the educational system in public
educational system (DepEd) and the Private institutions; and the implementation
of New Normal educational system. In this, the researcher will also be able to
conduct exploration of a deeper and meaningful perspectives as an explanation
and eye-opener to the problems and challenges encountered by the teachers in
general.
Weighted Mean is used to describe and interpret study as it aims to assess
the effect of the adaption and implementation of the New Normal educational
system in the Philippine setting. The 5-point Likert’s Scale found on the next page

will be used on Part 1-4 of the Statement of the Problem to accept or deny the
hypothesis that there is some adaption and implementation of the New Normal
policy in the education system in terms of the dimensions stated.
RESULT AND DISCUSSION
Reiterated in various news and articles are the present condition that
challenges the Department of Education as its normal conduction of the
educational system in the Philippines is curtailed by the spread of the COVID-19
pandemic. However, the DepEd together with other agencies of the government
is continuing to fight the pandemic by, ultimately, not stopping the education of
the people. In fact some schools were already in their new normal schedule since
June. But most of these schools were private, alternative education conducting
distance learning and transnational academies. The general educational system
will be starting this August 24, 2020.
Demographic Profiles of the Respondents. Accounting to the limited
time due for the paper, there were only 22 licensed professional teachers who
participated on the study. There were 11 teachers from the public school and 11
from private schools. Other points of references like the age, educational
background, and number of years of teaching among others are not included since
it will not be used in this study.
Level of Adaption. Again, the research assessed the general consensus
of both the private and public institutions. By doing so, the assessment on the
condition of the representative schools will be generally understood. To get a clear
perspective of the study, the research determines all the faculties necessary to
conduct the New Normal system, but this time, those are not yet fully
implemented; or were just currently used. The institution works on developing
their technology structure via material, curricular, hardware and software
application, and other developmental program to promote New Normal system.

Digital collaboration tools, digital adoption platforms, and transparency across your
company are a few ways to ensure employees are trained to fluidly use company
apps and be productive (Gupta, 2020; Kuyatt & Baker, 2014; Lowe et al., 2009).
The institution continuously strive to develop the most effective and
efficient way and means for the learners to study – may it practically online or
other options. Thus the United Nations International Children’s Education Fund
(UNICEF) presents a broad concept of school readiness, describing in detail three
dimensions: children’s readiness for school; schools’ readiness for children; and
families’ and communities’ readiness for school. It then proceeds to provide a
rationale for the importance of school readiness, not just for individual children,
but also for societal and national development more generally. Finally, the paper
makes a strong case regarding the costs of inaction for children, families,
communities and countries, and addresses international strategies for action
(UNICEF, 2020).
Philippines is fast making its presence felt in the tech innovation ecosystem
in South East Asia. The Department of Science & Technology- Philippine Council
for Industry, Energy and Emerging Technology Research and Development (DOST-
PCIEERD), is playing a nodal role in encouraging, supporting and promoting such
innovations as a quick response to fight the pandemic (Roy, 2020). The
Philippines has made significant developments in its overall digital ecosystem
throughout the years. But in order to lead in the digital transformation (DX)
economy, organizations must become digital-native enterprises (DNEs) (FinTech
News, 2018). The teaching force has already developed and published their
lessons, content, materials, assessment, performance and examination among
others as part of the readiness assessment of the institution. Hence, the two
following documents deliver a guideline on how to approach the New Normal: (a)
Readiness Assessment Checklist for Learning Delivery Modalities in the Learning
Continuity Plan of Private Schools (DO No. 13, s. 2020); and (b) Adoption of the

Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the
COVID-19 Public Health Emergency.
In addition to this, teachers around the world have found themselves
managing virtual classrooms, communicating with their students over social media
platforms and learning by doing as they provide education from a distance to over
1.5 billion students affected by school closures due to the Covid-19 pandemic.
(Annetta, Klesath & Meyer, 2009). On March 27, 2020, UNESCO dedicated its
second Covid-19 education response webinar to those on the frontlines of ensuring
learning continuity: some 63 million affected teachers in 165 countries, along with
education personnel. Bringing together participants from all regions, the seminar
shed light on a wide range of issues, from the provision of training and support for
teachers to the challenge of distance teaching in remote or rural areas with weak
or no internet connectivity (UNESCO, 2020b). In the educational context, to
sustain and provide quality education despite lockdown and community
quarantine, the new normal should be taken into consideration in the planning and
implementation of the “new normal educational policy” (Tria, 2020). The
institution has a clear plan and programs before the School Year started, thus
splendidly demonstrated internal and external feedbacks, positively implemented
curriculum with its available technology, and is in a continuous process of
upgrading (Shmis, 2020). A little over two weeks later, 120 countries have closed
schools impacting almost a billion students across the globe that have seen their
schools close for varied lengths of time (Yaron, et al., 2010). Most recently the
Ebola outbreaks, the impact on education is likely to be most devastating in
countries with already low learning outcomes, high dropout rates, and low
resilience to shocks (World Bank, 2020b).
The institution is able to provide high accessibility to various learning
materials deposited in its physical or non-material contents, most essential learning
and teaching aids, and online resources. The Philippine government mounted a
multi-sectoral response to the COVID-19, through the Interagency Task Force

(IATF) on Emerging Infectious Diseases chaired by the Department of Health
(DOH). Through the National Action Plan (NAP) on COVID-19, the government
aims to contain the spread of COVID-19 and mitigate its socioeconomic impacts.
In the Philippines, WHO country office in the Philippines and its partners have been
working with the Department of Health and subnational authorities to respond to
the pandemic (WHO, 2020).
In addition to this, Magsambol (2020e) reported that the coronavirus
pandemic has turned the spotlight on one of the problems that has not been
resolved until now making education accessible to all, under any circumstances.
The COVID-19 pandemic has affected the lives of all learners in the Philippines
since March. There have been many enthralling stories of learners being distressed
by the spread of the deadly virus as schools across the country were closed.
Countries like South Korea and France have been forced to close their schools
shortly after they re-opened due to spikes in coronavirus cases. In the Philippines,
while the government and health officials are trying to flatten the epidemiological
curve of the deadly virus, the Department of Education (DepEd) is working hard
to transition the modality of teaching.
The intention of the DepEd is to continuously extend quality education to
learners in the country by employing “blended learning” despite the obvious threat
of COVID-19 is not only understandable but commendable. To note, internet
services in the Philippines are not only slow but quite expensive compared to other
countries in the region (Malindog-Uy, 2020).
The institution is able to monitor the progress of the students and the
teachers based on their DLL, Class Schedule, Learning Platform, and other means
of protecting the school from mediocrity and other disadvantageous elements. In
order to mitigate the potentially devastating consequences of the COVID-19
pandemic, governments and stakeholders are encouraged to pursue the following
policy responses: (1) suppress transmission of the virus and plan thoroughly for
school re-openings; (2) protect education financing and coordinate for impact; (3)

build resilient education systems for equitable and sustainable development; (4)
policy brief: education during covid-19 and beyond; and (5) reimagine education
and accelerate change in teaching and learning (United Nations, 2020). While
online learning is only one option for the blended approach, data shows that not
all households in the Philippines have access to the internet. Citing data from the
National Telecommunications Commission, DepEd said that as of December 2019,
67% of the Philippine population have access to the internet. But access to
technology is just part of a bigger problem (Magsambol, 2020d; Waldrop, 2013).
There institution has ensured the capability of the learning platform they
have been using/will be using, thus the system is backed up with a system come
troubles arise. In March 2020, the coronavirus disease 2019 (COVID-19)
pandemic forced medical schools in the Philippines to stop face-to-face learning
activities and abruptly shift to an online curriculum. Most frequently encountered
were difficulty adjusting learning styles, having to perform responsibilities at home,
and poor communication between educators and learners (Medrxiv, 2020). For,
elsewhere in the world, schools are starting to reopen for students with social
distancing regimes to keep infection rates down, and amid fears about children
missing out on weeks of their education (Reuters, 2020; Biel & Brame, 2016).
The institution has secured and safeguarded the identity and records of the
teachers, students, and other staff against identity theft, fraudulences, and
glitches as reiterated in the Data Privacy Act. The National Privacy Commission
(NPC) is working closely with various universities and colleges to create a Code of
Conduct that will guide and enable school management, teachers, students and
parents to cultivate a data privacy-conscious environment, especially as most
activities are done online amid the quarantine (National Privacy Commission,
2020A).
In addition to this, the NPC PHE Bulletin No. 15 (2020). wrote as reflected
in the Guidelines for Establishments on the Proper Handling of Customer and
Visitor Information for Contact Tracing. Pursuant to DTI Memorandum Circular

20-28, s. 2020 and DTI Memorandum Circular 20-37, s. 2020 establishments are
required to implement contact tracing measures as one of the mandatory minimum
requirements for operation. The National Privacy Commission (NPC) issues this
Bulletin to guide establishments on the proper handling and protection of personal
data collected from their customers and visitors (National Privacy Commission,
2020b).
In terms of the implementation of the New Normal in the educational
system, the respondents derived a weighted mean of 3.62 which is perceived that
there is a good implementation of the New Normal policy in all the areas described
(items 11 – 20). Once again, such ‘good’ implementation describe only the limited
items inquired in the questionnaire and not the totality of the system that will be
operate come the opening of the class.
Level of Implementation. The research assessed the general consensus
of both the private and public institutions. By doing so, the assessment on the
condition of the representative schools will be generally understood. To get a clear
perspective of the study, the research determines all the faculties necessary to
conduct the New Normal system – infrastructure, system, curriculum, readiness of
the stakeholders, and other matters.
The inquiry asks whether the institution offers a computer room with 1:1
ratio, credible internet provider and accessible services, and other peripherals. The
Department of Education (2018) posits that to enhance the knowledge, skills of
teachers and students, the Department of Education (DepEd) vowed to further
improve the information and communications technology (ICT) (Arayata, 2018).
These computer room (along with the institution and the academic
supports) are invested with SMART technology and up-to-date information and
learning system. Smart Communications (2013) posits that helping raise the
standard of education in the country remains to be one of the main advocacies of
leading wireless services provider Smart Communications, Inc. geared towards

complementing formal classroom learning, from elementary to college levels, to
help enhance the quality of Philippine education (Shachar & Neumann, 2003).
There is a swift processing of lesson, content, materials, assessment,
performance and examination in the New Normal (Online, Distance, computer-
based) platform. This is further explained by the content of the DepEd Order 012,
s. 2020. Over 21 million kinder to high school students have enrolled for the
coming school year. Authorities are considering proposals to allow limited face-
to-face classes in low risk areas (Nicholls, 2020; Corter et al., 2011). For, the
curriculum used by the institution is adept with the national curricular system and
international standards discussed that the implementation of the K to 12 Basic
Education Program is considered to be one of the most significant educational
reforms in the country. It will make the basic education system in the Philippines
at par with the international standards by ensuring that it is appropriate,
responsive, and relevant to the learners (DO 021, s. 2020).
The institution has splendidly demonstrated internal and external
feedbacks, positively implemented curriculum with its available technology, and is
in a continuous process of upgrade to better serve its learners. The Philippines
scored 31st for appeal, 61st for investment and development, and 26th for
readiness. Similarly, last year, the Philippines scored lowest for investment and
development (The ASAN Post, 2020). Furthermore, Education experts from the
World Bank (WB) have underscored the urgency to upgrade the country’s
Alternative Learning System (ALS) to transform the country’s basic education
system amid the coronavirus 2019 (Covid-19) pandemic (Ordinario, 2020).
However, by 2030, the United Nations has set an agenda to end poverty, protect
the planet, and ensure prosperity for all. Access to inclusive and quality education
is global concern (Garcia, 2016).
The teachers have Home School Offices that act as school extensions to
perform their duties and responsibilities as facilitators in the classes (DO 054, s.
2020; DM 173, s. 2020). Technology in education has various challenges.

However, limited empirical attention has been bestowed to determining whether
teachers, who are at the heart of innovation in classroom instruction, have a
favorable attitude towards technology (Nueva, 2019) which demands an extension
of schools among teachers’ residence so to protect everyone from the spread of
the disease.
There are wide variety of ways a student may learn where they can choose
from an array of format and platforms that are based on what they can work at
and attend in (Lorenzo & Lorenzo, 2020). Developed for public school learners,
the Department of Education (DepEd) has made its online learning delivery
platform DepEd Commons more inclusive as it expanded its features to cater to
private school students (PNA, 2020). The educational system has guaranteed
quality and high-performing graduates after they finished their education at their
institution (Flores, 2020). Also, Rappler follows up that to make sure that learning
remains unhampered as the country battles the pandemic, the Department of
Education (DepEd) will be implementing a distance learning approach when
classes start on August 24 (Magsambol, 2020d; Rappler, 2020).
there is a good implementation of the New Normal policy in all the areas described
(items 1 – 10). However, such ‘good’ implementation describe only the limited
items inquired in the questionnaire and not the totality of the system that will be
operate come the opening of the class.
Problems and Challenges. In dealing with the problems and challenges
encountered by the respondents, the following are inquired from them. In terms
of whether their institution has a continuity program for the Learning Outcomes in
the different subject areas and grade levels ensuring the spiral and alignment of
learning from K-12 curriculum plan, the respondents rendered positively. The Asia
Development Bank identifies key determinants of individual, school, and quality of

education outcomes and examines related policies, strategies, and project
interventions to recommend reforms or possible reorientation. Two sets of data
were used: (a) data on school resources and outputs from the administrative
reporting systems of the Department of Education; and (b) the 2002, 2004, and
2007 Annual Poverty Indicator Surveys. Analysis of individual, school, and quality
of education outcomes showed that although school resources such as pupil–
teacher ratio is a key determinant for both individual and school outcomes, and
that per capita miscellaneous operating and other expenses are significant factors
in determining quality of education outcome, socioeconomic characteristics are
stronger determinants (Maligalig et al., 2011).
The institution is able to develop and deem an alternative learning modules
(ALMSs) or Flexible Learning Options (FLOs) as the platform for learning and
teaching. A flexible learning options (FLO) enrolment supports young people who
have disengaged from school who may be experiencing anxiety and depression,
bullying, unstable accommodation, family difficulties, pregnancy or parenting. As
part of the FLO enrolment, young people will work with a qualified case manager
(youth worker); develop a flexible learning and transition portfolio; and access
learning and other programs (Education.sa.gov.au, 2020). However, while flexible
learning options (FLOs) are being eyed in response to the challenges brought
about by the COVID-19 crisis in education, teachers in both private and public
schools believe that they need help or assistance when it comes to using these
learning methods. Alternative Learning System (ALS) mobile teacher goes to 20
barangays in Calamba City to teach out of school children and adults ACT also
tagged DepEd’s insistence on opening the school year on August 24 as “misguided”
supposedly as it has not presented the “most important readiness indicators” for
this including: the national government’s funding allotment for school opening; the
percentage of all schools with sufficient preventive measures for the safe and
viable return of teachers to workplaces; the number of laptops acquired and
distributed to teachers; the number of teachers trained to deliver quality education
via the alternative modes of DepEd; the hours of airtime negotiated with TV and

radio stations; concrete figures on the nationwide progress of module printing and
its script adaptation for the broadcast modes of delivery; plans for those who will
not enroll or who will drop out midway considering the surging crises (Hernando-
Malipot, 2020b).
The institution is able to keep a positive track in terms of the enrolment
where it has direct consequences to the finance management. As of July 1, 16.6
million students in public and private schools have enrolled – just around 59% of
the 27.7 million enrollees in 2019. The Department of Education (DepEd) projects
an 80% enrollment turnout for public and private schools for school year 2020-
2021, the department announced in a press briefing on Wednesday, July 1 (Abad,
2020). Relative to this, as the extended enrollment period officially ends, the
Department of Education (DepEd) on Wednesday confirmed that there are over
20 million learners who registered in both public and private for School Year (SY)
2020-2021 to open this August (Hernando-Malipot, 2020d).
On the other hand, among private schools, only 27% have enrolled in
private schools. Barely a month before class opens on August 24, only 27 percent
of private school students who enrolled last year have so far registered in private
institutions again this year. According to Briones, the number of enrollees in both
private and public schools has so far reached 77 percent of DepEd’s enrollment
target of 27 million (Ramos, 2020; Hernando-Malipot, 2020d).
The institution is able to be at par with the New Normal situation by
following the Emergency Response and Planning system derived from IATF, DOH,
and LGU protocols. As a response to the current COVID-19 pandemic, the
Philippines has implemented several strategies recommended by the World Health
Organization (WHO), such as strong measures to detect disease early, isolate and
treat cases, trace contacts, and promote social distancing. The Department of
Health issued Department Memorandum (DM) No. 2020-0268 titled “Interim
Guidelines on Health Facilities in the New Normal,” which enumerates the health
protocols to be practiced as part ofthe New Normal. In line with this, the Health

Facilities and Services Regulatory Bureau highly recommends the adoption and
strict implementation of the guidelines provided in DM No. 2020-0268 (HFSRB,
2020).
On A positive note, however, schools gear up for education under the new
normal. Some of the country’s top schools are gearing up for the opening of
classes this August with varying strategies to cope with the new normal (Agoncillo,
2020). The institution has delivered capacity-building programs, interventions and
development strategies in terms of mental health of school community with
professional resources and speakers. The resolution authored by all members of
the city council has urged the Department of Education (DepEd), the Technical
Education and Skills Development Authority (TESDA), and the Commission on
Higher Education (CHED) to accelerate the integration of said possible subject into
the curriculum and to earnestly monitor its implementation (Lobien, 2020).
Another way of doing so, is when DepEd reinforces mental health and child
protection for elementary learners, launches DRRMS Booklatan (DepEd, 2020c).
The institution has a process of the elimination of health risks, hazards, and threats
from COVID-19 and other infectious diseases in the campus, classrooms, offices,
facilities, and environment. The discussion on this may be found on WHO
Philippines website. Furthermore, the Department of Education is committed to
ensure educational continuity as is reiterated in DO 007, s. 2020 (DepEd, 2020d;
2020e).
Lastly, the institution is able to develop and maintain a ready physical plant
and instructional support facilities that ensures that the stakeholders can work
swiftly and progressively. According to COVID-19 Response Plan, in its present
iteration, the Humanitarian Country Team (HCT) COVID-19 Response Plan is
primarily focusing on health system support interventions and will need regular
updating to match the unique and evolving nature of this crisis, one which is
expected to have a disproportionate impact on the poorest and most marginalized

communities and further exacerbate pre-COVID 19 social inequalities, such as the
occurrence of gender-based violence (Reliefweb, 2020).
Therefore, with this as assurance, however, it is especially crucial not to
delay learning (schooling) for very young children as this is the time when literacy
and numeracy is being developed. As the Philippines is preparing for school
opening in late August 2020. We know there will be a major disruption in the
education system. But in fact, we will need to prepare for 3 disruptions in basic
education (K-12) over 3 time periods. These disruptions may be considered thus:
(1) the postponement of the school opening, which has pushed back the start of
classes by two months. By so doing, the school closing will also be pushed back
and will end in late April 2021, around the start of the hottest months of the year;
(2) change from face-to-face learning to distance learning, whether online or
blended learning. This is anticipated to be for the first two quarters of the school
year but could extend indefinitely depending on how the country deals with this
pandemic; and (3) disruption at home as families deal with the home-schooling
part of distance learning. Home environments may not be as conducive to learning
for an estimated 6.5 million children (no adequate space at home, no private space
to do homework, or even an abusive home environment for children). Many
families will not be prepared to provide the necessary support for schooling at
home and parents may also not be able to afford not working to watch young
children at home doing home-schooling (COCOPEA, 2020; McKinsey, 2020 as cited
by Luz, 2020).
there is a good implementation and or adaption of the New Normal policy in all
the areas described (items 21 – 28).
CONCLUSION

The adaption and implementation of the New Normal educational system in
the country is fast approaching. The Department of Education has given their
effort and dedication in tracking the problems and adjusting to the situation – both
for the betterment of the school, the teachers, and the students. In the effort of
working out the problem, the research has found out that the level of
implementation in the following areas were all good. These were: (1) the
institution offers a computer room with 1:1 ratio, credible internet provider and
accessible services, and other peripherals; (2) these computer room (along with
the institution and the academic supports) are invested with SMART technology
and up-to-date information and learning system: (3) the school supports a
communication system platform that unifies all the stakeholders to a certain goal
– school, offices, households, and other essential people; (4) =there is a swift
processing of lesson, content, materials, assessment, performance and
examination in the New Normal (ie Online, Distance, computer-based) platform;
(5) the curriculum used by the institution is adept with the national curricular
system and international standards; (6) the institution has splendidly
demonstrated internal and external feedbacks, positively implemented curriculum
with its available technology, and is in a continuous process of upgrade to better
serve its learners; (7) the school provides access to various learning materials,
teaching aids, and online resources where teachers and students benefitted; (8)
the teachers have Home School Offices that act as school extensions to perform
their duties and responsibilities as facilitators in the classes; (9) here are wide
variety of ways a student may learn where they can choose from an array of format
and platforms that are based on what they can work at and attend in; and (10)
the educational system has guaranteed quality and high-performing graduates
after they finished their education at their institution. These shows that based on
the respondents’ perspective, there is a good implementation of the New Normal
policy on the areas mentioned above.

The next part shows that the level of adaption is found also to be at a
good level. These are: (11) the institution works on developing their technology
structure via material, curricular, hardware and software application, and other
developmental program to promote New Normal system; (12) the institution
continuously strive to develop the most effective and efficient way and means for
the learners to study – may it practically online or other options; (13) the institution
urge the exploration of various trending applications and software alongside
teaching force capacity and performance development; (14) the teaching force
has already developed and published their lessons, content, materials,
assessment, performance and examination among others as part of the readiness
assessment of the institution; (15) the institution also gives emphasis on the
curriculum and its outcomes to the learners that are above-minimum standards
corresponded by its international or national accrediting bodies; (16) he institution
has a clear plan and programs before the School Year started, thus splendidly
demonstrated internal and external feedbacks, positively implemented curriculum
with its available technology, and is in a continuous process of upgrade to better
serve its learners as deem necessary; (17) the institution is able to provide high
accessibility to various learning materials deposited in its physical or non-material
contents, most essential learning and teaching aids, and online resources; (18) the
institution is able to monitor the progress of the students and the teachers based
on their DLL, Class Schedule, Learning Platform, and other means of protecting
the school from mediocrity and other disadvantageous elements; (19) there
institution has ensured the capability of the learning platform they have been
using/will be using, thus the system is backed up with a system come troubles
arise; and (10) the institution has secured and safeguarded the identity and
records of the teachers, students, and other staff against identity theft,
fraudulences, and glitches as reiterated in the Data Privacy Act. These shows that
based on the respondents’ perspective, there is a good adaption of the New Normal
policy on the areas mentioned above.

Finally, in terms of the problems and challenges encountered, the
respondents also have a good response. Thus, the following are positively
answered: (21) The institution has a continuity program for the Learning Outcomes
in the different subject areas and grade levels ensuring the spiral and alignment
of learning from K-12 curriculum plan; (22) The institution is able to develop and
deem an alternative learning modules (ALMSs) or Flexible Learning Options (FLOs)
as the platform for learning and teaching; (23) the institution is bale to deliver
readiness among its teachers, staffs, students, and parents/guardians for the
Alternative Learning Modes (ALMs) or Flexible Learning Options (FLOs); (24) the
institution is able to keep a positive track in terms of the enrolment where it has
direct consequences to the finance management; (25) The institution is able to be
at par with the New Normal situation by following the Emergency Response and
Planning system derived from IATF, DOH, and LGU protocols; (26) the institution
has delivered capacity-building programs, interventions and development
strategies in terms of mental health of school community with professional
resources and speakers; (27) the institution has a process of the elimination of
health risks, hazards, and threats from COVID-19 and other infectious diseases in
the campus, classrooms, offices, facilities, and environment; and (28) the
institution is able to develop and maintain a ready physical plant and instructional
support facilities that ensures that the stakeholders can work swiftly and
progressively. These responses shows both the public and private school
respondents are in a good level of implementation and adaption to the New
Normal policy along with the problems and challenges of the technology
integration in this time of the pandemic.
Implication of the Study. The result of the research shows that majority
of the respondents believed that there is good adaption and implementation of the
New Normal policy in the various areas. This study may be used to determine the
areas that needs to be strengthened and may be used to deliver readiness in the
start of class come August 24, 2020. As we are under the threat of the pandemics,

the Department of Education with all the agencies of the government together
with all the public and private educational institution may not brag against each
other on their superiority or readiness when it comes to the learning process.
However, with all the available materials, get into the battle of continuing
education even in the midst of the pandemic. In this way, both the public and
private institutions will be able to surpass the problems and challenges that the
world is facing, more so in our country. This study therefore delivers useful
perspective on the level of adaption and implementation we have been. Though
there were news of unreadiness and fear that the SLM will not be effective, this is
the only way the public education can afford for the meantime. The responses
from the implementation, adaption, and problems and challenges encountered
show that the respondents are still at the good level of implementation and
adaption to the New Normal policy and the problems and challenges it brings is
looked forward to with positive hope. The cooperation of all the government
offices, agencies, and resources will greatly expand, develop, and enhance the
capacity of the Philippines in technology and education.

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Annex 1.
Questionnaire
Research Instrument
ADAPTION AND IMPLEMENTATION OF THE NEW NORMAL EDUCATIONAL
SYSTEM IN THE PHILIPPINE SETTING
Dear Respondents,
The researcher, Paul Lorenze Dizon, a Master of Arts in Education student at
Columban College Graduate Studies, Olongapo City, is conducting a small research study
entitled “ADAPTION AND IMPLEMENTATION OF THE NEW NORMAL EDUCATIONAL
SYSTEM IN THE PHILIPPINE SETTING”. The researcher asks for a little time to answer
the questionnaire that will be used for the writing a research study. Everything will be
held confidential.
Sincerely,
Paul Lorenze Dizon
Part 1. DEMOGRAPHIC PROFILE OF THE RESPONDENT
Email for Internal Validation ___________________________________
Institution PUBLIC PRIVATE
Please check appropriate box where the statements are properly exhibited.
Scale: 5 Always 4 Often 3 Sometimes 2 Rarely 1 Never
Part 2. LEVEL OF ADAPTION
Level of Adaption 5 4 3 2 1

1. The institution works on developing their technology
structure via material, curricular, hardware and software
application, and other developmental program to
promote New Normal system.
2. The institution continuously strive to develop the most
effective and efficient way and means for the learners
to study – may it practically online or other options.
3. The institution urge the exploration of various
trending applications and software alongside teaching
force capacity and performance development.
4. The teaching force has already developed and
published their lessons, content, materials, assessment,
performance and examination among others as part of
the readiness assessment of the institution.
5. The institution also gives emphasis on the curriculum
and its outcomes to the learners that are above-
minimum standards corresponded by its international or
national accrediting bodies.
6. The institution has a clear plan and programs before
the School Year started, thus splendidly demonstrated
internal and external feedbacks, positively implemented
curriculum with its available technology, and is in a
continuous process of upgrade to better serve its
learners as deem necessary.
7. The institution is able to provide high accessibility to
various learning materials deposited in its physical or
non-material contents, most essential learning and
teaching aids, and online resources.
8. The institution is able to monitor the progress of the
students and the teachers based on their DLL, Class
Schedule, Learning Platform, and other means of
protecting the school from mediocrity and other
disadvantageous elements.
9. There institution has ensured the capability of the
learning platform they have been using/will be using,
thus the system is backed up with a system come
troubles arise.
10. The institution has secured and safeguarded the
identity and records of the teachers, students, and other
staff against identity theft, fraudulences, and glitches as
reiterated in the Data Privacy Act.
Part 3. LEVEL OF IMPLEMENTATION

Level of Implementation 5 4 3 2 1
1. The institution offers a computer room with 1:1 ratio,
credible internet provider and accessible services, and
other peripherals.
2. These computer room (along with the institution and
the academic supports) are invested with SMART
technology and up-to-date information and learning
system.
3. The school supports a communication system
platform that unifies all the stakeholders to a certain
goal – school, offices, households, and other essential
people.
4. There is a swift processing of lesson, content,
materials, assessment, performance and examination in
the New Normal (ie Online, Distance, computer-based)
platform.
5. The curriculum used by the institution is adept with
the national curricular system and international
standards.
6. The institution has splendidly demonstrated internal
and external feedbacks, positively implemented
curriculum with its available technology, and is in a
continuous process of upgrade to better serve its
learners.
7. The school provides access to various learning
materials, teaching aids, and online resources where
teachers and students benefitted.
8. The teachers have Home School Offices that act as
school extensions to perform their duties and
responsibilities as facilitators in the classes.
9. There are wide variety of ways a student may learn
where they can choose from an array of format and
platforms that are based on what they can work at and
attend in.
10. The educational system has guaranteed quality and
high-performing graduates after they finished their
education at their institution.
Part 4. PROBLEMS AND CHALLENGES
Problems and Challenges 5 4 3 2 1
1. The institution has a continuity program for the
Learning Outcomes in the different subject areas and
grade levels ensuring the spiral and alignment of
learning from K-12 curriculum plan.

ADAPTION AND IMPLEMENTATION OF THE NEW NORMAL EDUCATIONAL SYSTEM IN THE PHILIPPINE SETTING

ADAPTION AND IMPLEMENTATION OF THE NEW NORMAL EDUCATIONAL SYSTEM IN THE PHILIPPINE SETTING

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