Abstract
In 2019 Corona Virus Pandemic created a massive impact in the Philippines most especially in Education. All face-to-face classes from kindergarten to tertiary level were suspended because, many provinces, municipalities, and cities in the country were in lockdown. Private and Public School Teachers, Administrators, and Students were incarcerated inside their houses. And to respond to this educational crisis, the Department of Education and Commission on Higher Education implemented a flexible learning policy. However, grounded on the estimated figures of the Department of Education, enrollment in kindergarten to senior high school for the school year 2020-2021 was decreased by more than 25% from the previous year (DepEd). According to UNICEF (2020), Many of the world's children, especially in the poorest households, do not have access to the Internet, personal computers, television, or even radio, which amplifies the impact of existing learning inequalities. As a result, many students may not go back to school. Therefore, the purpose of this paper is to critically evaluate the existing policy for flexible education, to narrate the different strategies of the public-school teachers for them to ensure the learning of their students, to describe the experiences of the students in dealing with the modular learning approach and lastly to determine the support provided by the government to teachers and students.
Author Information
Ester B. Onag, Adamson University, Philippines
April M. Suan, Adamson University, Philippines
Paper Information
Conference: ACEID2022
Stream: Educational policy
This paper is part of the ACEID2022 Conference Proceedings (View)
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To cite this article:
Onag E., & Suan A. (2022) Ready or Not? A Critical Policy Analysis on the Implementation of Flexible Learning Policy and Its Effect on High School Learners ISSN: 2189-101X – The Asian Conference on Education & International Development 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2022.2
To link to this article: https://doi.org/10.22492/issn.2189-101X.2022.2
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