challenges in philippine education

The Current Education Issues in the Philippines — and How Childhope Rises to the Challenge

• August 25, 2021

Even before COVID-19 struck and caused problems for millions of families, the country’s financial status is one of the top factors that add to the growing education issues in the Philippines. Furthermore, more children, youth, and adults can’t get a leg up and are thus left behind due to unfair access to learning.

Moving forward, such issues can lead to worse long-term effects. Now, we’ll delve deep into the current status and how we can take part in social efforts to help fight these key concerns of our country.

Crisis in Philippine Education: How is It Really?

Filipinos from rich households or living in cities and developed towns have more access to private schools. In contrast, less favored groups are more bound to deal with lack of classrooms, teachers, and means to sustain topnotch learning.

A 2018 study found that a sample number of 15-year-old Filipino students ranked last in reading comprehension out of 79 countries . They also ranked 78 th in science and math. One key insight from this study is it implies those tested mostly came from public schools. Hence, the crisis also lies in the fact that a lot of Filipinos can’t read or do simple math.

Indeed, it’s clear that there is a class divide between rich and poor students in the country. Though this is the case, less developed states can focus on learning if it’s covered in their top concerns. However, the Philippines doesn’t invest on topnotch learning as compared to its neighbor countries. In fact, many public schools lack computers and other tools despite the digital age. Further, a shortfall in the number of public school teachers is also one of the top issues in the country due to their being among the lowest-paid state workers. Aside from that, more than 3 million children, youth, and adults remain unenrolled since the school shutdown.

It goes without saying that having this constant crisis has its long-term effects. These include mis- and disinformation, poor decision-making, and other social concerns.

The Education System in the Philippines

Due to COVID-19, education issues in the Philippines have increased and received new challenges that worsened the current state of the country. With the sudden events brought about by the health crisis, distance learning modes via the internet or TV broadcasts were ordered. Further, a blended learning program was launched in October 2020, which involves online classes, printouts, and lessons broadcast on TV and social platforms. Thus, the new learning pathways rely on students and teachers having access to the internet.

This yet brings another issue in the current system. Millions of Filipinos don’t have access to computers and other digital tools at home to make their blended learning worthwhile. Hence, the value of tech in learning affects many students. Parents’ and guardians’ top concerns with this are:

• Money for mobile load
• Lack of gadget
• Poor internet signal
• Students’ struggle to focus and learn online
• Parents’ lack of knowledge of their kids’ lessons

It’s key to note that equipped schools have more chances to use various ways to deal with the new concerns for remote learning. This further shows the contrasts in resources and training for both K-12 and tertiary level both for private and public schools.

One more thing that can happen is that schools may not be able to impart the most basic skills needed. To add, the current status can affect how tertiary education aims to impart the respect for and duty to knowledge and critical outlook. Before, teachers handled 40 to 60 students. With the current online setup, the quality of learning can be compromised if the class reaches 70 to 80 students.

Data on Students that Have Missed School due to COVID-19

Of the world’s student population, 89% or 1.52 billion are the children and youth out of school due to COVID-19 closures. In the Philippines, close to 4 million students were not able to enroll for this school year, as per the DepEd. With this, the number of out-of-school youth (OSY) continues to grow, making it a serious issue needing to be checked to avoid worse problems in the long run.

List of Issues When it Comes to the Philippines’ Education System

For a brief rundown, let’s list the top education issues in the Philippines:

• Quality – The results of the 2014 National Achievement Test (NAT) and the National Career Assessment Examination (NCAE) show that there had been a drop in the status of primary and secondary education.
• Budget – The country remains to have one of the lowest budget allotments to learning among ASEAN countries.
• Cost – There still is a big contrast in learning efforts across various social groups due to the issue of money—having education as a status symbol.
• OSY – The growing rate of OSY becomes daunting due to the adverse effects of COVID-19.
• Mismatch – There is a large sum of people who are jobless or underpaid due to a large mismatch between training and actual jobs.
• Social divide – There is no fair learning access in the country.
• Lack of resources – Large-scale shortfalls in classrooms, teachers, and other tools to sustain sound learning also make up a big issue.

All these add to the big picture of the current system’s growing concerns. Being informed with these is a great first step to know where we can come in and help in our own ways. Before we talk about how you can take part in various efforts to help address these issues, let’s first talk about what quality education is and how we can achieve it.

What Quality Education Means

Now, how do we really define this? For VVOB , it is one that provides all learners with what they need to become economically productive that help lead them to holistic development and sustainable lifestyles. Further, it leads to peaceful and democratic societies and strengthens one’s well-being.

VVOB also lists its 6 dimensions:

• Contextualization and Relevance
• Child-friendly Teaching and Learning
• Sustainability
• Balanced Approach
• Learning Outcomes

Aside from these, it’s also key to set our vision to reach such standards. Read on!

Vision for a Quality Education

Of course, any country would want to build and keep a standard vision for its learning system: one that promotes cultural diversity; is free from bias; offers a safe space and respect for human rights; and forms traits, skills, and talent among others.

With the country’s efforts to address the growing concerns, one key program that is set to come out is the free required education from TESDA with efforts to focus on honing skills, including technical and vocational ones. Also, OSY will be covered in the grants of the CHED.

Students must not take learning for granted. In times of crises and sudden changes, having access to education should be valued. Aside from the fact that it is a main human right, it also impacts the other human rights that we have. Besides, the UN says that when learning systems break, having a sustained state will be far from happening.

How Childhope KalyEskwela Program Deals with Changes

The country rolled out its efforts to help respond to new and sudden changes in learning due to the effects of COVID-19 measures. Here are some of the key ones we can note:

• Continuous learning – Since the future of a state lies on how good the learning system is, the country’s vision for the youth is to adopt new learning paths despite the ongoing threat of COVID-19.
• Action plans – These include boosting the use of special funds to help schools make modules, worksheets, and study guides approved by the DepEd. Also, LGUs and schools can acquire digital tools to help learners as needed.

Now, even with the global health crisis, Childhope Philippines remains true to its cause to help street children:

• Mobile learning – The program provides topnotch access to street children to new learning methods such as non-formal education .
• Access to tools – This is to give out sets of school supplies to help street kids attend and be ready for their remote learning.
• Online learning sessions – These are about Skills for Life, Life Skill Life Goal Planning, Gender Sensitivity, Teenage Pregnancy and Adolescent Reproductive Health.

You may also check out our other programs and projects to see how we help street children fulfill their right to education . You can be a part of these efforts! Read on to know how.

Shed a Light of Hope for Street Children to Reach Their Dreams

Building a system that empowers the youth means helping them reach their full potential. During these times, they need aid from those who can help uphold the rights of the less privileged. These include kids in the streets and their right to attain quality education.

You may hold the power to change lives, one child at a time. Donate or volunteer , and help us help street kids learn and reach their dreams and bring a sense of hope and change toward a bright future. You may also contact us for more details. We’d love to hear from you!

With our aim to reach more people who can help, we’re also in social media! Check out our Facebook page to see latest news on our projects in force.

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Philippine Education Today: Statistics, Challenges, Opportunities

Education isn’t solely about academic achievement; it’s a powerful catalyst for poverty reduction, social equality, and holistic national development. The Philippines’ commitment to enhancing its education landscape echoes its aspiration to unlock the potential of every citizen, regardless of their background.

Since time immemorial, education in the Philippines has played a vital role in building the backbone of society— its leaders. Through education, the country produces its top economists, researchers, politicians, lawyers, teachers, anthropologists, and artists. It’s a cornerstone of national development, contributing to growth, social progress, and stability.

In this article, we delve into important education statistics, enrollment trends, literacy rates, and both global and local challenges, underscoring the Philippines’ commitment to empowering its citizens.

The Philippine Educational Landscape: Trends and Statistics

For the first time in two years, enrollment dropped below the pre-pandemic levels, with only 26.6 million students registered for the 2023-2024 school year. ( philstar ).

The Department of Education (DepEd) noted a decline in registration for the 2023-2024 academic year, marking the end of a two-year growth trend since the onset of the pandemic.

Several factors may be attributed to this decline, including weather disturbances that disrupted the registration process and the ongoing effects of COVID-19. In 2020, the pandemic also led to a drop in enrollment, with the number of enrolled students decreasing from 27.03 million to 26.23 million.

These fluctuations raise concerns about potential learning loss and underscore the challenges in achieving educational stability amid ongoing disruptions.

The Commission on Higher Education (CHEd) has projected an attrition rate of 35.15% for universities and colleges in the 2023-2024 academic year. ( Inquirer )

The projections represent a slight decrease from the previous year’s rate of 40.98%.

The COVID-19 pandemic, along with the rising cost of living and an assistance gap, played significant roles in the increase in attrition rates over the past years, particularly affecting private schools where many students halted their studies due to financial constraints. 

The decrease to 35.15% indicates a positive trend post-COVID, but it calls for a review of the support students need in universities and colleges.

While 49% of the wealthiest segment attends higher education, this figure drops to only 17% for the least affluent. ( Philippine Business for Education )

Even before the COVID-19 pandemic, the Philippines struggled with educational issues, including having equitable access to quality education. This issue remained elusive, with low secondary and tertiary education completion rates.

The pandemic further exacerbated these problems, leading to school closures and a transition to blended learning and online classes, which required access to tablets and laptops. This left over a million students unable to enroll.

Despite the presence of scholarships and support programs, they often fall short of bridging the financial gap. These disparities are interconnected with broader societal inequalities, including healthcare, nutrition, and living conditions, further impeding access to higher education for the less affluent.

A recent statistic shows that the Philippines has reached an impressive 97% literacy rate. ( Esquire )

Recent statistics show that in 2020, the literacy rate was slightly higher among females (97.1%) than males (96.8%), with the National Capital Region (NCR) boasting the highest literacy rate at 98.9%.

Various factors have contributed to this rise, including government-supported free college tuition, benefitting 4.1 million student enrollees in 2022, as reported by ABS CBN News . 

Enrollment trends have shown a preference for courses in high-demand fields, including criminology, engineering, technology, IT-related disciplines, and social and behavioral sciences, indicating Filipinos’ strong desire for education. 

However, while enrollment has increased, graduation rates have remained stagnant, and dropout rates persist at about 34%. This underscores the need to address challenges beyond access, focusing on retention and graduation rates.

DepEd has set classroom-to-student ratios at 1:35 for primary school and 1:40 for junior and senior high school. ( Rappler )

The significant deficit of 91,000 classrooms for the 2023-2024 school year highlights the need for innovative solutions and investments in educational infrastructure. Government institutions can explore public-private partnerships and modern construction methods and utilize available spaces more efficiently to bridge this considerable gap.

Moreover, this situation emphasizes the importance of revisiting classroom-to-student ratios, potentially leading to more optimized and flexible teaching environments.

Challenges in the Philippine Educational System

Amid these opportunities, several persistent challenges continue to hinder the delivery of quality education. Here’s a list to remember:

Insufficient funding 

Insufficient funding has a far-reaching impact on school facilities and teachers’ salaries. Budget-strapped schools struggle to provide resources, scholarships, and tech access. This hampers their ability to implement essential reforms and effectively update curricula.

In the academic year of 2020–2021 , close to four million students could not enroll. Alarmingly, around 50% of out-of-school youths belonged to families within the bottom 30% of the income distribution.

Reduced per-pupil funding rates can lead to a shortage of educators, resulting in imbalanced teacher-to-student ratios, overcrowded classrooms, and decreased interactions between teachers and students.

Educational disparities

The lack of more uniform funding can cause educational disparities, highlighting a stark urban-rural divide and showcasing significant variances in academic quality. The educational gap can also be seen in the courses offered, as rural universities often can’t provide specialized programs like BS Tourism Management due to a lack of proper facilities and resources.

In universities in the Philippines, the lack of funding typically shows that urban areas enjoy better-funded and more technologically equipped schools, offering a broader range of educational opportunities and extracurricular activities. On the other hand, students and schools in rural regions face resource limitations, inadequate facilities, and a scarcity of qualified teachers.

The lack of funding means an inability to purchase more up-to-date equipment. Moreover, it deters the inflow of educators to these areas because they know they won’t be compensated well. This discrepancy perpetuates unequal opportunities for students, ultimately impacting their learning outcomes and prospects.

Curriculum and teaching issues

The Philippines grapples with an outdated curriculum that often fails to align with the job market’s and society’s evolving needs. This leaves students ill-prepared for the demands of the modern world.

Additionally, conventional teaching methods emphasize memorization and teacher-centered instruction when the system could explore many more teaching methods. Focusing on these teaching methods hinders critical thinking and creativity , impacting students’ ability to adapt to a rapidly changing world. 

Digital divide

The reliance on online learning during the peak of the COVID-19 pandemic exposed gaping disparities in digital access. Students in remote regions often lacked internet connectivity and devices, forcing educators to explore unconventional means to reach them.

This digital divide is detrimental to university students, especially those pursuing technology-related courses like BS Information Technology, as they require access to advanced technology and uninterrupted internet connectivity.

Teacher shortages

The Philippines faces a severe teacher shortage driven by high student-to-teacher ratios, budget constraints, and sluggish hiring procedures.

DepEd Undersecretary for Human Resource and Organization Development Gloria Jumamil-Mercado noted that they ideally aim for a student-to-teacher ratio of 30 students per teacher. However, she shares, “Our shortage right now is at 86,000 teachers, and for 2024, we have an allocation of 20,000. The ratio that we have currently is still 1:40.”

This scarcity of educators disproportionately impacts private schools, mainly due to the extended basic education program (K-12). Competent teachers are increasingly drawn to public schools, affecting teacher retention and limiting educational resources in remote areas.

Limited resources and low teacher salaries lead to issues in education, including increased dropout rates, more out-of-school youth, and bureaucratic inefficiencies impacting the overall quality of education.

Opportunities in the Philippine Educational System

Despite the challenges, the Philippine educational system presents a promising landscape with opportunities for transformation and progress. Here are some of these opportunities:

Investment prospects

The Philippine education system offers investment opportunities to improve facilities, create new teaching positions, develop human resources, and acquire learning tools.

These investments not only foster educational improvement but also offer financial returns. More investments mean more opportunities for students to attain quality education, including in-demand degrees like BS Business Administration, with reduced financial concerns.

Strengthening public-private partnerships

Joint initiatives that bring together the strengths of both the public and private sectors can significantly improve funding for education. By bridging the gap between these sectors, the government can ensure equal opportunities for students and teachers, regardless of their chosen sector.

By combining resources and expertise, public-private partnerships drive innovation and address critical challenges in the Philippine education system, improving accessibility and quality.

Exploration of varied teaching methods

Diversifying teaching approaches opens opportunities for a more inclusive and effective education system with meaningful learning experiences . These diverse teaching methods include peer learning, case-based learning, team-based learning, active learning, problem-based learning, and experiential learning.

Adapting instruction for diverse learning styles and student needs improves engagement, supports educators, and enhances the learning experience.

Comprehensive technology integration 

Though relatively new , technology integration is poised to steer the Philippine education system to a more long-term and effective road. Technology enables remote learning, making education accessible even in remote areas.

Furthermore, technology-driven innovations can enhance teaching methods, as discussed in the previous point, and engage students effectively—making education more adaptable, interactive, and practical.

Improvement of system-teacher relations

By fostering a stronger connection between the education system and teachers, schools can cultivate a more supportive environment. This, in turn, has the potential to elevate job satisfaction among teachers, with positive ripple effects on student learning outcomes. 

Such an approach enhances teachers’ well-being and job performance. It fosters harmony, empowering all sectors toward a more refined education system.

Walk the Path to Educational Excellence

Knowledge is the cornerstone of progress and the transformation of lives. In the Philippines, many universities offer diverse programs, including sought-after degrees like BS Biology, BS Medical Technology, and BS Accountancy, reflecting the commitment to accessible, high-quality education.

With how many universities are in the Philippines and the boundless opportunities that await, it’s only fitting to align yourself with a school that speaks the same advocacies of achieving feats and fostering multiple intelligences.

The Trinity University of Asia is committed to guiding your academic journey. Our extensive list of educational degrees and programs is designed to empower aspiring students to reach their academic achievement and help them make their mark on their own stories.

Join us in shaping a better tomorrow. Contact us today to take the first step toward your future!

Related Links

– Bachelor of Science in Tourism Management – Bachelor of Science in Biology – Bachelor of Science in Business Administration – Bachelor of Science in Information Technology

For research

– https://www.philstar.com/headlines/2023/09/12/2295783/deped-enrollmentdips-lower-pre-pandemic-levels-266-million-students – https://newsinfo.inquirer.net/1839954/dropout-rate-in-universities-colleges-at-35-15-in-sy-2023-2024-says-ched – https://www.pbed.ph/blogs/47/PBEd/State%20of%20Philippine%20Education%20Report%202023 – https://mb.com.ph/2023/7/11/education-an-instrument-of-progress – https://www.rappler.com/nation/deped-report-classroom-shortage-school-year-2023-2024/ – https://www.esquiremag.ph/culture/lifestyle/literacy-rate-philippines-a00289-20230710 – https://www.philstar.com/headlines/2021/06/19/2106653/isangkilosbayan-pursuing-inclusive-education-rural-areas – https://pids.gov.ph/details/the-philippine-education-system-in-crisis – https://pids.gov.ph/details/news/in-the-news/educational-challenges-in-the-philippines – https://edcom2.gov.ph/villanueva-flags-unfilled-positions-teacher-shortage-in-deped/ – https://oxfordbusinessgroup.com/reports/philippines/2017-report/economy/a-thorough-examination-substantial-reform-has-brought-with-it-a-variety-of-challenges – https://news.abs-cbn.com/news/11/29/22/how-can-the-philippines-improve-its-educational-system – https://arowanaimpactcapital.com/education-in-the-philippines/ – https://cei.umn.edu/teaching-resources/inclusive-teaching-predominantly-white-institution/pedagogy-diversifying-your-teaching-methods-learning-activities-and-assignments – https://documents1.worldbank.org/curated/en/796871601650398190/pdf/Philippines-Digital-Economy-Report-2020-A-Better-Normal-Under-COVID-19-Digitalizing-the-Philippine-Economy-Now.pdf

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The Philippines’ Basic Education Crisis

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Out of the country’s 327,000-odd school buildings, less than a third are in good condition, according to government figures.

Three Filipino schoolgirls walking home from school on a muddy road in Port Barton, Palawan, the Philippines.

Several recent studies have pointed out the alarming deterioration of the quality of learning in the Philippines, but this was officially confirmed in the basic education report delivered by Vice President Sara Duterte on January 30. Duterte is concurrently serving as secretary to the Department of Education.

Addressing stakeholders with President Ferdinand Marcos Jr. in attendance, Duterte highlighted the key issues that plague the country’s basic education system before announcing her department’s agenda for reform .

She echoed what previous surveys have indicated about the low academic proficiency of Filipino students. She also identified her department’s biggest concern. “The lack of school infrastructure and resources to support the ideal teaching process is the most pressing issue pounding the Philippine basic education,” she said.

She presented the latest government inventory which shows that out of 327,851 school buildings in the country, only 104,536 are in good condition. There are 100,072 school buildings that need minor repairs, 89,252 that require major repairs, and 21,727 that are set for condemnation.

She added that the procurement practices in the agency “had red flags that demanded immediate actions.” She shared initial findings in the ongoing review of the K-12 curriculum that underscored the failure of the 10-year-old program to deliver satisfactory results.

“The K-12 curriculum promised to produce graduates that are employable. That promise remains a promise,” she said.

Duterte criticized the heavy workload assigned to teachers as she pressed for an immediate review of the current setup in public schools. “This is a system that burdens them with backbreaking and time-consuming administrative tasks, a system that provides no adequate support and robs them of the opportunity to professionally grow and professionally teach, assist, and guide our learners,” she said.

She unveiled her education agenda themed “Matatag: Bansang Makabata, Batang Makabansa,” (Nation for children, children for the nation) and focused on curriculum reform, accelerated delivery of services, promoting the well-being of learners, and providing greater support to teachers.

Responding to the report, Marcos joined Duterte in acknowledging the government’s accountability to the nation’s young learners. “We have failed them,” he said. “We have to admit that. We have failed our children and let us not keep failing them anymore.” He promised to build better infrastructure by investing heavily in education.

He can cite as reference his government’s development plan , which was also released in January, about how the education crisis is linked to “decades of incapacity and suboptimal investment in education.”

Duterte’s admission about the dismal state of basic education was welcomed by some educators. Senators vowed to work with Marcos and Duterte in passing education reform measures. Opposition legislators urged Duterte to hear the views of school unions and student organizations whose appeals for better learning conditions are often dismissed by authorities as part of anti-government propaganda.

Meanwhile, the Alliance of Concerned Teachers (ACT) noted that the report “failed to present today’s real extent and gravity of the learning crisis due to the lack of an evidence-based learning assessment conducted after the pandemic-induced school lockdowns.” The group was referring to the prolonged closure of schools under the government of President Rodrigo Duterte.

“Her father was president for six years and had not done any significant move to improve the lot of our mentors and of the education system. It is the government who have failed the teachers and our learners,” the group insisted.

It was also under the Duterte government when around 54 Lumad schools for indigenous peoples in Mindanao Island were either suspended or forced to shut down by authorities based on accusations that they were teaching rebellion.

The report also didn’t mention that some of the major questionable procurement transactions in the education department took place under the previous government.

The ACT criticized Duterte’s reform agenda because it features “general promises that lack specific action plans and definite targets.”

“No specific targets and timelines were presented to convincingly show that the agency will cut down the classroom shortage significantly,” it added.

Duterte said the agency will build 6,000 classrooms this year, which is quite small compared to the backlog identified in the report. There’s also no deadline for the electrification of around 1,562 schools that still do not have access to power.

Despite her impassioned plea to uplift the working conditions of educators, Duterte was castigated for being silent about the pending proposals to raise the salary grades of public school teachers.

ACT reminded officials to prove their political will in reversing the decline of Philippine education. “The call to reforming education should not be a grandstanding cry but a sincere pledge to rectify the mistakes and shortcomings of the past and the present,” it said.

This can be measured in at least two ways this year. First, Duterte’s willingness to file appropriate charges against erring officials involved in anomalous transactions under the previous administration. And second, Marcos’ commitment to substantially increase the funding for education.

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Education factsheet, unicef philippines.

This factsheet provides an overview of education in the Philippines, highlighting enduring challenges. Despite progress with the K to 12 Program, issues persist in areas such as limited early childhood education participation, concerns about the quality and access to basic education, and the impact of natural disasters.

UNICEF Philippines is actively addressing these challenges in education, focusing on early childhood education, basic education, and adolescent learning. The collaborative efforts with the Philippine government aim to ensure quality education and uphold the rights of every child.

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UNESCO and DepEd launch the 2020 Global Education Monitoring Report in the Philippines

MANILA, 25 November 2020. Along with government officials, international aid agencies, education and humanitarian experts, policymakers, teachers and learners, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd) launched the 2020 Global Education Monitoring (GEM) Report on 25 November 2020 virtually.

With the theme “Inclusion and education: All means All,” the national launch was organized to increase awareness of the Report’s messages and recommendations on inclusion in education with a wider education community, with those working on humanitarian responses, and with government officials and policymakers. The event was broadcasted live on the official Facebook of UNESCO Jakarta and the Philippines’ Department of Education.

As part of its progress towards achieving the Sustainable Development Goal 4 (SDG 4)and its targets, the 2020 GEM Report ( https://unesdoc.unesco.org/ark:/48223/pf0000373721 ) provides an in-depth analysis of key factors in exclusion of learners in education systems worldwide, such as background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes).

One of the numerous examples highlighted in the report is the gender-responsive basic education policy created by DepEd. The policy calls for an end to discrimination based on gender, sexual orientation, and gender identity by defining ways for education administrators and school leaders such as improving curricula and teacher education programmes with the content on bullying, discrimination, gender, sexuality and human rights.

The Report also identifies the heightening of exclusion during the COVID-19 pandemic, where it has shown that about 40% of low and lower-middle income countries have not supported disadvantaged learners during temporary school shutdown. The event featured speeches and presentations from experts on inclusion from both government and non-governmental organizations, policy makers and practitioners, including a message from UNESCO’s Global Champion of Inclusive Education, Ms Brina Kei Maxino, and performances by the world-renowned and 2009 UNESCO Artist for Peace, the Philippine Madrigal Singers.

The highlight of the event was the live discussion between DepEd Secretary, Professor Emeritus Leonor Magtolis-Briones, and the Director of UNESCO Jakarta, Dr Shahbaz Khan, as they explored the findings of the report and deliberated on issues such as inclusion and education and its implementation; adjustment on the school policies during Covid-19; a horizontal collaboration between government and non-government stakeholders; education budget and spending; grants for students; and, social programs to support education.

Alongside today’s publication, UNESCO GEM Report team has also launched a new website called Profiles Enhancing Education Reviews (PEER) that contains information on laws and policies concerning inclusion in education for every country in the world. According to UNESCO, PEER shows that although many countries still practice education segregation, which reinforces stereotyping, discrimination and alienation, some countries like the Philippines have already crafted education policies strong on inclusiveness that target vulnerable groups.

The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen to foster more resilient and equal societies.

• Global Education Monitoring Report

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With Schools Closed, Covid-19 Deepens a Philippine Education Crisis

The country remains among the few that have not at least partially reopened, sparking worry in a place where many lack a computer or internet access.

By Jason Gutierrez and Dan Bilefsky

MANILA — As jubilant students across the globe trade in online learning for classrooms, millions of children in the Philippines are staying home for the second year in a row because of the pandemic, fanning concerns about a worsening education crisis in a country where access to the internet is uneven.

President Rodrigo Duterte has justified keeping elementary schools and high schools closed by arguing that students and their families need to be protected from the coronavirus. The Philippines has one of the lowest vaccination rates in Asia, with just 16 percent of its population fully inoculated, and Delta variant infections have surged in recent months.

That makes the Philippines, with its roughly 27 million students, one of only a handful of countries that has kept schools fully closed throughout the pandemic, joining Venezuela, according to UNICEF, the United Nations Agency for Children. Other countries that kept schools closed, like Bangladesh, Saudi Arabia and Kuwait, have moved to reopen them.

“I cannot gamble on the health of the children,” Mr. Duterte said in June, rejecting recommendations by the health department to reopen schools.

The move — which has kept nearly 2,000 schools closed — has spawned a backlash among parents and students in a sprawling nation with endemic poverty. Many people, particularly in remote and rural areas, do not have access to a computer or the internet at home for online learning.

Iljon Roxas, a high school student stuck at home in Bacoor City, south of Manila, said the monotony of staring at a computer screen over the past year made it difficult to concentrate, and he yearned to return to a real classroom. The fun and joy of learning, he added, had evaporated.

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Issues in PH education: A teacher’s perspective

The Philippine education system is riddled with challenges and issues, from the K-12 curriculum and teachers’ training, to the continuing battle for higher salaries for teachers, and the shortage of classrooms and learning materials for students. These issues have been reported in news media platforms and have been the subject of everyday conversation, proof that education is still top of mind in Philippine society.

These issues were also highlighted in the Second Congressional Commission on Education (EdCom II), which has begun consultations with stakeholders in the education sector, including teachers like me. The consultation, which was participated in by teachers from Metro Manila, revolved around our experiences, learning impediments, and challenges both in school governance, and with regards to the Department of Education. The consultation also welcomed discussions on success stories essential for the continued progress of programs for learners and teachers.

For all the discussions on educational reforms, curriculum revisions, and career progression, one question remained unanswered: Where does a public school teacher like me stand? What are the issues that are priorities for us teachers in government? Throughout a decade of teaching experience in public schools, I share the sentiments of my fellow teachers who identified crucial issues that may be a game changer if EdCom II successfully addresses them.

Topping the list is the salary increase for teachers. Not only would it boost morale, it would also help the rebranding of teaching as a profession, thus enticing competitive young minds to take up education as a career. Another issue highlighted is the weak preservice and in-service training of teachers, both of which are often not aligned with the demands and skills of the education sector. This includes mismatched teacher specialization and subjects taught in class, resulting in a lack of mastery among learners and failure to achieve target competencies in a given quarter.

The curriculum is congested, and several prerequisites of some learning competencies are missing and misplaced. The outcome is poor results in the academic performance of learners in international assessments, such as the Programme for International Student Assessment and the Trends in International Mathematics and Science Study. The failure to hit the target skills of learners is magnified by another culprit: the ineffective pedagogical skill of our teachers.

The K-12 curriculum demands a learner-centered approach which is barely seen in seasoned and experienced teachers in public schools. This is a skill that may be premised on underlying problems such as unfulfilled principles of inclusion, diversity, and individual differences among students. As Heraldo Richards, Ayanna Brown, and Timothy Forde (2007) put it, there are three levels essential to establish inclusivity: institutional, personal, and instructional.

Institutional commitment refers to the organization dimensions such as space, building and infrastructure, facilities, and conducive classrooms which remain a huge problem as the number of enrollees increase every year. The personal dimension refers to a teacher’s ability to reflect on diversity issues, challenging their own attitudes, beliefs, perception, and willingness to know their students as learners and individuals, a difficult task considering the teacher-learner ratio both in elementary and secondary public schools.

The third level, the instructional dimension refers to the pedagogy, instructional materials, and strategies to be used that align with the needs of diverse students. Neglecting these elements and diversity-related issues may lead to inequality and subsequently hinder the teaching and learning process within our classrooms.

EdCom II plays a crucial role in augmenting some pressing issues in the realm of teacher education and training. In a healthy ecosystem, we need birds and frogs. Birds that soar above see the overall picture, while frogs on the ground see the granular details on the frontline. We need both EdCom II and the voice of the teachers, which represent the knowledge and view of birds and frogs, respectively, to be able to craft sustainable solutions to ever-recurring issues and challenges in our basic education system.

—————-

David Yu is a Grade 12 teacher who participated in EdCom II’s consultations on teacher education and training. His personal views in this article do not represent those of any organization or institution.

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UN Philippines 2023 Annual Report

UN Philippines renews call for inclusive education at launch of new UNESCO report

"We commit to inclusive education because it enables every child, youth and adult to learn and fulfil their potential." -- Gustavo Gonzalez

MANILA, 25 November 2020 – United Nations (UN) Resident Coordinator Gustavo Gonzalez cited the major progress achieved by the Philippine Government towards inclusive education in recent decades, but warned that the COVID-19 pandemic threatens reversing these hard-won gains. Gonzalez issued this statement at the launch today of the 2020 Global Education Monitoring (GEM) Report.

"In the Philippines, and owing in large part to financial difficulties brought on by the COVID-19 pandemic, at least 2.3 million children have not enrolled for the current school year," said Gonzalez. "The rise in the school dropout rate is less a factor of the cost of tuition than by poor families’ lack of gadgets and access to internet connectivity that are required for online learning during the pandemic. Only 17.7% of Philippine households have their own internet access at home according to the 2019 National ICT Household Survey."

With its theme, “Inclusion and education: All means All,” the launch aimed to increase awareness of the Report’s messages and recommendations on inclusion in education with the wider education community, with those working on humanitarian responses, and with government officials and policy makers. The event was organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd), and was participated in by government officials, international aid agencies, education and humanitarian experts, policy makers, teachers and learners. 

The 2020 GEM Report provides an in-depth analysis of key factors excluding learners in education systems worldwide, such as background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes).

"We commit to inclusive education because it enables every child, youth and adult to learn and fulfill their potential." -- Gustavo Gonzalez

One of the numerous examples highlighted in the report is the gender-responsive basic education policy created by DepEd, where it has called for an end to discrimination based on gender, sexual orientation and gender identity by defining ways for education administrators and school leaders, including improving curricula and teacher education programmes with the content on bullying, discrimination, gender, sexuality and human rights.

The Report also notes the heightening of exclusion during the COVID-19 pandemic, where it has shown that about 40% of low and lower-middle income countries have not supported disadvantaged learners during temporary school shutdown.

Gonzalez noted that "the UN is planning to strengthen its focus on the education and training system as part of its support to the COVID-19 recovery in the Philippines. In our new roadmap for addressing the socioeconomic impact of COVID-19 in the Philippines, we aim to contribute to providing quality education in the ‘new normal’ context. We will do this by supporting the government and partners in promoting and implementing new educational norms such as early childhood learning, non-formal and vocational and technical education, life skills training, and maximizing the use of affordable, digital platforms and other distance education modalities for learning delivery." 

"We commit to inclusive education because it enables every child, youth and adult to learn and fulfill their potential," Gonzalez added.

The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen so as to foster more resilient and equal societies.

Watch Gustavo Gonzalez's video message

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Overview of Education in the Philippines

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• Lorraine Pe Symaco 3 &
• Marie Therese A. P. Bustos 4  

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The Philippines has embarked on significant education reforms for the past three decades to raise the quality of education at all levels and address inclusion and equity issues. The country’s AmBisyon Natin 2040 or the national vision for a prosperous and healthy society by 2040 is premised on education’s role in developing human capital through quality lifelong learning opportunities. Education governance is handled by three government agencies overseeing the broad education sector of the country. At the same time, regional initiatives relating to ASEAN commitments are also witnessed in the sector. However, despite the mentioned education reforms and initiatives, the education system remains beset by challenges. This chapter will give readers an overview of the education system of the Philippines through an account of its historical context and its main providers and programs. Key reforms and issues within the sector are also discussed.

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Symaco, L.P., Bustos, M.T.A.P. (2022). Overview of Education in the Philippines. In: Symaco, L.P., Hayden, M. (eds) International Handbook on Education in South East Asia. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8136-3_1-1

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Beyond the Classroom: Educational Challenges and Opportunities in the Philippines

• November 23, 2023
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Education stands as the cornerstone of progress and development in any nation, including citizenship and character components, serving as the catalyst for individual growth and societal advancements.

The educational landscape in the Philippines is characterized by a multitude of opportunities and challenges.

We examine the multifaceted nature of education in the Philippines, educational programs and other initiatives, new learning modalities including everything from gaps in access and many challenges to high-quality education to the creative steps being taken in response to these issues.

Access Disparities

One of the most pressing challenges in the Philippine education system is the uneven distribution of educational resources from teaching materials and school supplies to the bigger issues like digital technology, education programs, teacher education, and internationalization program.

Accessibility issues in rural locations are frequently severe and include poor transportation, inadequate infrastructure, and a shortage of qualified teachers.

This leads to a clear divide between urban and rural areas, with urban centers having more highly qualified teachers and better-equipped schools.

Infrastructure Deficiencies

Students’ educational experiences are hampered by the poor infrastructure in many Philippine schools. Insufficient classrooms, lack of libraries, and outdated facilities create an environment that is not conducive to effective teaching and learning.

Because they may not even have access to necessities like electricity and clean water, students in rural areas are particularly impacted.

Overcrowded Classrooms

Philippine schools frequently have overcrowded classrooms, particularly in metropolitan areas. Large class sizes affect the overall quality of education by making it difficult for teachers to give each student individualized attention.

While measures like distance learning, online teaching, and blended learning have been tried during the period of Covid 19 pandemic, the Department of Education (DepEd) has been working on addressing this issue, but progress is slow, and the problems persist.

Quality of Education

While the Philippines has made strides in expanding access to education, the quality of education in the Philippines remains a concern.

Outdated curriculum, insufficient teacher preparation, and a lack of emphasis on critical thinking skills contribute to a system that struggles to produce graduates who are well-prepared for the challenges of the contemporary world.

Language Barriers

Home to over 170 languages spoken, the Philippines proves its rich culture through its diverse linguistic landscape. However, the use of multiple languages in the learning process can pose a challenge for standardized education, as the medium of instruction varies across regions.

This creates a barrier for students who may not be fluent in the language used in their textbooks and classroom instruction. Moreover, similar educational strategies does not proffer inter cultural competence among students.

English as the Universal Language

Additionally, it is important to consider that English is the international universal language.

The 2018 research by the Program for International Student Assessment discovered that the Philippines ranked the lowest in terms of reading comprehension out of 79 participating countries in 600,000 students aged 15 years old.

While there are several reasons including poverty, this needs to be changed if we want to see a future where children are competitive and educated.

On the bright side, the Philippines has several educational opportunities. Despite challenges, the Philippines is witnessing a transformative phase in its education system, with a focus on inclusivity, innovation, and adaptability.

Education Reforms

To address the issues facing the education system, the Philippine government has launched several reforms in partnership with stakeholders in the field of education.

The K-12 Program

The K-12 program, for instance, was introduced as a law in the Philippines in 2013 to enhance the quality of education by adding two years to the basic education cycle, incorporating a senior high school curriculum or secondary education that aligns with the needs of industries and higher education. 

Technological Integration

The rapid advancement of technology also offers a unique opportunity to transform education in the Philippines.

The integration of digital tools, online resources, and e-learning platforms can help bridge the gap between urban and rural education, providing students with access to a broader range of educational materials.

Public-Private Partnerships

Collaborations between the public and private sectors have the potential to bring about positive changes in the education sector. Private organizations can contribute resources, expertise, and innovative solutions to complement government initiatives.

The Adopt-a-School program, for example, allows private companies to partner up with schools to provide much-needed support and address the resource needs of public schools in the Philippines.

Focus on Technical and Vocational Education

Recognizing the diverse needs of students, there is a growing emphasis on technical and vocational education.

By providing alternative pathways to success beyond traditional academic routes, students can develop practical skills that are directly applicable to the workforce, addressing the mismatch between education and industry demands.

Technical Education and Skills Development Authority (TESDA) plays a pivotal role in promoting technical and vocational education and training (TVET) programs.

TVET programs offer a viable alternative to traditional academic routes, providing students with hands-on skills that are directly applicable to the workforce.

With a focus on industries such as food and hospitality, information technology, tourism, healthcare, and agriculture, TVET programs are helping bridge the gap between education and industry demands, ensuring that graduates are well-prepared for the competitive job market.

Community Engagement and Empowerment

Engaging local communities in the educational process is crucial for addressing challenges at the local level.

Community-driven initiatives that are often practiced in Philippine schools, such as parent-teacher associations and local education boards, can be extremely effective in advocating for improved resources, ensuring a student’s attendance in classes, and creating a sense of shared responsibility for the education of children.

Inclusive Education

Efforts are being made to address the diverse learning needs of students. Special Education (SPED) programs cater to students with disabilities, making sure that they receive the necessary support and accommodations to thrive academically.

However, inclusive education goes beyond SPED programs, aiming to create an environment where all students, regardless of their background or abilities, can participate and thrive.

Strategies applied in SPED programs such as differentiated instruction, flexible assessment methods, and the promotion of a culture of diversity and acceptance contribute to creating an inclusive educational ecosystem.

Educational Challenges and Opportunities in the Philippines

As the Philippines navigates the path toward a more inclusive and quality education for all, it is crucial to recognize the interconnected nature of these challenges and the need for holistic, feasible solutions.

The concerted efforts of the government, educators, communities, and the private sector are evident in a range of initiatives aimed at transforming the educational system. 

The educational opportunities outlined in this article represent not only a response to challenges but a proactive stance toward creating a robust and adaptable education system that can thrust the nation toward sustained growth and development.

The horizon for Philippine education is bright, and the ongoing commitment to progress ensures that the learning opportunities will continue to expand for generations to come.

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Original research article, teaching and learning continuity amid and beyond the pandemic.

• Office of the University President, Palompon - Office of the Vice-President for Academic Affairs, Garcia-Center for Research and Development, Olvido - Office of the Board and University Secretary, Cebu, Philippines

The study explored the challenges and issues in teaching and learning continuity of public higher education in the Philippines as a result of the COVID-19 pandemic. The study employed the exploratory mixed-method triangulation design and analyzed the data gathered from 3, 989 respondents composed of students and faculty members. It was found out that during school lockdowns, the teachers made adjustments in teaching and learning designs guided by the policies implemented by the institution. Most of the students had difficulty complying with the learning activities and requirements due to limited or no internet connectivity. Emerging themes were identified from the qualitative responses to include the trajectory for flexible learning delivery, the role of technology, the teaching and learning environment, and the prioritization of safety and security. Scenario analysis provided the contextual basis for strategic actions amid and beyond the pandemic. To ensure teaching and learning continuity, it is concluded that higher education institutions have to migrate to flexible teaching and learning modality recalibrate the curriculum, capacitate the faculty, upgrade the infrastructure, implement a strategic plan and assess all aspects of the plan.

Introduction

The COVID-19 pandemic has created unprecedented challenges economically, socially, and politically across the globe. More than just a health crisis, it has resulted in an educational crisis. During lockdowns and quarantines, 87% of the world’s student population was affected and 1.52 billion learners were out of school and related educational institutions ( UNESCO Learning Portal, 2020 ). The suddenness, uncertainty, and volatility of COVID-19 left the education system in a rush of addressing the changing learning landscape.

The disruption of COVID-19 in the educational system is of great magnitude that universities have to cope with at the soonest possible time. The call is for higher education institutions to develop a resilient learning system using evidence-based and needs-based information so that responsive and proactive measures can be instituted. Coping with the effects of COVID-19 in higher education institutions demands a variety of perspectives among stakeholders. Consultation needs to include the administration who supports the teaching-learning processes, the students who are the core of the system, the faculty members or teachers who perform various academic roles, parents, and guardians who share the responsibility of learning continuity, the community, and the external partners who contribute to the completion of the educational requirements of the students. These complicated identities show that an institution of higher learning has a large number of stakeholders ( Illanes et al., 2020 ; Smalley, 2020 ). In the context of the pandemic, universities have to start understanding and identifying medium-term and long-term implications of this phenomenon on teaching, learning, student experience, infrastructure, operation, and staff. Scenario analysis and understanding of the context of each university are necessary to the current challenges they are confronted with (Frankki et al., 2020). Universities have to be resilient in times of crisis. Resiliency in the educational system is the ability to overcome challenges of all kinds–trauma, tragedy, crises, and bounce back stronger, wiser, and more personally powerful ( Henderson, 2012 ). The educational system must prepare to develop plans to move forward and address the new normal after the crisis. To be resilient, higher education needs to address teaching and learning continuity amid and beyond the pandemic.

Teaching and Learning in Times of Crisis

The teaching and learning process assumes a different shape in times of crisis. When disasters and crises (man-made and natural) occur, schools and colleges need to be resilient and find new ways to continue the teaching–learning activities ( Chang-Richards et al., 2013 ). One emerging reality as a result of the world health crisis is the migration to online learning modalities to mitigate the risk of face-to-face interaction. Universities are forced to migrate from face-to-face delivery to online modality as a result of the pandemic. In the Philippines, most universities including Cebu Normal University have resorted to online learning during school lockdowns. However, this sudden shift has resulted in problems especially for learners without access to technology. When online learning modality is used as a result of the pandemic, the gap between those who have connectivity and those without widened. The continuing academic engagement has been a challenge for teachers and students due to access and internet connectivity.

Considering the limitation on connectivity, the concept of flexible learning emerged as an option for online learning especially in higher institutions in the Philippines. Flexible learning focuses on giving students choice in the pace, place, and mode of students’ learning which can be promoted through appropriate pedagogical practice ( Gordon, 2014 ). The learners are provided with the option on how he/she will continue with his/her studies, where and when he/she can proceed, and in what ways can the learners comply with the requirements and show evidences of learning outcomes. Flexible learning and teaching span a multitude of approaches that can meet the varied needs of diverse learners. These include “independence in terms of time and location of learning, and the availability of some degree of choice in the curriculum (including content, learning strategies, and assessment) and the use of contemporary information and communication technologies to support a range of learning strategies” ( Alexander, 2010 ).

One key component in migrating to flexible modality is to consider how flexibility is integrated into the key dimensions of teaching and learning. One major consideration is leveraging flexibility in the curriculum. The curriculum encompasses the recommended, written, taught or implemented, assessed, and learned curriculum ( Glatthorn, 2000 ). Curriculum pertains to the curricular programs, the teaching, and learning design, learning resources as assessment, and teaching and learning environment. Adjustment on the types of assessment measures is a major factor amid the pandemic. There is a need to limit requirements and focus on the major essential projects that measure the enduring learning outcomes like case scenarios, problem-based activities, and capstone projects. Authentic assessments have to be intensified to ensure that competencies are acquired by the learners. In the process of modifying the curriculum amid the pandemic, it must be remembered that initiatives and evaluation tasks must be anchored on what the learners need including their safety and well-being.

Curriculum recalibration is not just about the content of what is to be learned and taught but how it is to be learned, taught, and assessed in the context of the challenges brought about by the pandemic. A flexible curriculum design should be learner-centered; take into account the demographic profile and circumstances of learners–such as access to technology, technological literacies, different learning styles and capabilities, different knowledge backgrounds and experiences - and ensure varied and flexible forms of assessment ( Ryan and Tilbury, 2013 ; Gachago et al., 2018 ). The challenge during the pandemic is how to create a balance between relevant basic competencies for the students to acquire and the teachers’ desire to achieve the intended outcomes of the curriculum.

The learners’ engagement in the teaching-learning process needs to be taken into consideration in the context of flexibility. This is about the design and development of productive learning experiences so that each learner is exposed to most of the learning opportunities. Considering that face-to-face modality is not feasible during the pandemic, teachers may consider flexible distant learning options like correspondence teaching, module-based learning, project-based, and television broadcast. For learners with internet connectivity, computer-assisted instruction, synchronous online learning, asynchronous online learning, collaborative e-learning may be considered.

The Role of Technology in Learning Continuity

Technology provides innovative and resilient solutions in times of crisis to combat disruption and helps people to communicate and even work virtually without the need for face-to-face interaction. This leads to many system changes in organizations as they adopt new technology for interacting and working ( Mark and Semaan, 2008 ). However, technological challenges like internet connectivity especially for places without signals can be the greatest obstacle in teaching and learning continuity especially for academic institutions who have opted for online learning as a teaching modality. Thus, the alternative models of learning during the pandemic should be supported by a well-designed technical and logistical implementation plan ( Edizon, 2020 ).

The nationwide closure of educational institutions in an attempt to contain the spread of the virus has impacted 90% of the world’s student population ( UNESCO, 2020 ). It is the intent of this study to look into the challenges in teaching and learning continuity amidst the pandemic. The need to mitigate the immediate impact of school closures on the continuity of learning among learners from their perspectives is an important consideration ( Edizon, 2020 ; Hijazi, 2020 ; UNESCO, 2020 ). Moreover, the teachers' perspectives are equally as important as the learners since they are the ones providing and sustaining the learning process. Teachers should effectively approach these current challenges to facilitate learning among learners, learner differentiation, and learner-centeredness and be ready to assume the role of facilitators on the remote learning platforms ( Chi-Kin Lee, 2020 ; Edizon, 2020 ; Hijazi, 2020 ).

Statement of Objective

This study explores the issues and challenges in teaching and learning amid the pandemic from the lenses of the faculty members and students of a public university in the Philippines as the basis for the development of strategic actions for teaching and learning continuity. Specifically, this study aimed to:

a.1. Preferred flexible learning activities.

a.2. Problems completing Requirements due to ICT Limitation

a.3. Provision of alternative/additional requirement.

a.4. Receipt of learning feedback.

a.5. Learning environment.

Objective 2: determine the profile of faculty and students in terms of online capacity as categorized into:

b.1. Access to Information Technology.

b.2. Access to Internet/Wi-fi.

b.3. Stability of internet connection.

Objective 3: develop emerging themes from the experiences and challenges of teaching and learning amidst the pandemic.

Methodology

The design used in the study is an exploratory mixed-method triangulation design. It was utilized to obtain different information but complementary data on a common topic or intent of the study, bringing together the differing strengths non-overlapping weaknesses of quantitative methods with those of qualitative methods ( Creswell, 2006 ). The use of the mixed method provided the data used as a basis for the analysis and planning perspective of the study.

This study was conducted in the context of a state university funded by the Philippine government whose location was once identified as having one of the highest COVID19 cases in the country. With this incidence, the sudden suspension of classes and the immediate need to shift the learning platform responsive to the needs of the learners lend a significant consideration in this study. This explored the perspectives of the learners in terms of their current capacity and its implications in the learning continuity using online learning. These were explored based on the availability of gadgets, internet connectivity, and their learning experiences with their teachers. These perspectives were also explored on the part of the teachers as they were the ones who provided learning inputs to the students. These are necessary information to identify strategic actions for the teaching and learning continuity plan of the university.

After getting the quantitative and qualitative findings, these data were reviewed to provide a clear understanding of teachers’ and learners’ context and their experiences. From this information, a scenario analysis through scenario building was conducted which led to the development of the strategic actions for teaching and learning continuity. Scenario analysis is a method used in predicting the possible occurrences of consequences of a situation assuming the phenomenon will be continued in the future ( Kishita et al., 2016 ). This approach is considered a useful way for exploring plausible events that may or may not happen in the future ( Bekessy and Selinske, 2017 ). This approach was used to analyze the behavior of both teachers and students as part of the whole system in response to an unexpected event such as the pandemic which creates a theoretical scenario of best -case (optimistic) or worse case (pessimistic) scenario to enable the university to develop a holistic strategic plan for the teaching and learning continuity ( Balaman, 2019 ).

Both quantitative and qualitative approaches were used simultaneously. In this study, objectives 1 and 2 require data on the profile of the teachers and learners which can best be acquired using a descriptive quantitative design. This was done through an online structured survey was conducted to identify the challenges in teaching and learning using google forms. Choices were provided in the Google form which the respondents can choose from. The surveys were done by the Cebu Normal University - Center for Research and Development and Federation of Supreme Student Council.

The qualitative approach was utilized to answer objective number 3 which looked into the experiences and challenges of the teachers and the learners. The narratives which the respondents submitted were done through online open-ended questions to allow them to share their experiences and challenges. These were analyzed using a thematic approach to best provide a clear description of the experiences and challenges.

After the analysis of the quantitative and qualitative data, the team of researchers developed the possible scenarios that will take place as the basis for the flexible strategic actions that the university will adapt depending on the classification of community quarantine and the health situation of the locale where the university is located. In the analysis of the current status of Cebu Normal University, parameters are reviewed and outcomes are utilized through scenario building. Scenario building provides the contextual basis for the development of the new normal in the university. Scenario building as explained by Wilkinson (1995) is a good strategy to use on how current observations play their role in future situations. Each scenario is constructed about the future, modeling a distinct, plausible world. Scenarios are plausible alternative futures of what might happen under particular assumptions by focusing on key drivers, complex interactions, and irreducible uncertainties ( Polcyznski, 2009 ).

The prospective scenarios created are the best, probable scenarios, and worse scenarios. Current or existing situations/conditions of CNU served as the probable scenario, while the ideal case situation served as the best scenario. From the scenario built, key problems and challenges are developed as a basis for the model developed ( Imperial, 2020 ). This provided the strategic long-term and short-term strategies for CNU’s academic operations. The best scenario is based on the perspective that the university allows limited face-to-face classes in the remaining months of the semester. The probable scenario is with the current enhanced community quarantine (ECQ) status of the city or province where the university is located, at least six (6) months, after, face-to-face interactions will be allowed with the opening of the new school year will. Worse Scenario happens when the locale is placed under sustained community quarantine and face-to-face classes will never be allowed at the start of the new school year. The strategic actions of the university are inclusive of the three (3) scenarios to allow flexibility of the responses of the university in this pandemic.

There were 3,646 student respondents (85% of the student population) and 252 (97% of the teaching personnel) teaching personnel who responded to the survey. To determine accessibility and reach of communication transmission related to the teaching-learning process, the location of the respondents was also identified. The majority of the student respondents (67%) are located in Cebu province; 17% in Cebu City, and 12% in other provinces. The 63% or 157 faculty members are residing in Cebu province while 32% or 81 of them reside in Cebu City; other provinces 5%. Qualitative feedback was also gathered to explore further the challenges experienced and clarify information about open-ended online messaging. Data was gathered from March-April 2020 in a state-funded university in the Philippines with the campus located in the center of the city. To comply with the ethical guidelines, strict adherence to data privacy protocols and data use restrictions were followed. The data were analyzed and were considered in identifying emerging themes scenarios in teaching and learning.

The data gathered were reviewed and analyzed by looking into the challenges that need to be addressed and the ideal perspectives that should have been implemented to generate different scenarios. Scenario building provides the contextual basis for the development of the new normal in the university. Scenario building as explained by Wilkinson (1995) is a good strategy to use on how current observations play their role in future situations. Each scenario is constructed about the future modeling a distinct, plausible world. Scenarios are plausible alternative futures of what might happen under particular assumptions by focusing on key drivers, complex interactions, and irreducible uncertainties ( Polcyznski, 2009 ). The prospective scenarios created are the best and probable scenarios. Current or existing situations/conditions of the university served as the probable scenario, while the ideal case situation served as the best scenario. From the scenario built, key problems and challenges are developed as a basis for the model developed ( Imperial, 2020 ). The model will provide the strategic long-term and short-term strategies for the university’s academic operations Figure 1 .

FIGURE 1 . Schematic diagram of the conceptual analysis.

Results and Discussion

Challenges on teaching and learning amid the pandemic.

In the quantitative data gathered through an online survey, the students reported their concerns related to their learning experiences during the suspension of physical classes. Most of the student respondents reported that adjustments were made by the teachers in terms of course outcomes and syllabi. However, most of them claimed that the learning activities were not flexible enough to be done either offline or online as they could not as shown in Table 1 comply with the requirements within the expected schedule.

TABLE 1 . The profile of flexibility of the learning activities for offline or online learning among students (n = 1,689).

Moreover, as shown in Table 2 , students reported that the majority of them were unable to accomplish the tasks assigned by the teachers due to their inability to access the internet or use suitable gadgets to finish the tasks.

TABLE 2 . Number of students who reported if they have problems. Completing requirements due to ICT limitation (n = 1952).

Part of the survey for students focused on how students reacted to home-based tasks assigned to them to complete the learning competencies of the course. Teachers provided alternative tasks online through electronic mails and an online portal Table 3 .

TABLE 3 . Provision of alternative/additional requirement (n=1952).

Students confirmed that some online classes and additional requirements were still provided to them by the faculty ( Table 4 ) The majority of the students responded that the alternative tasks were adequate. The nature and content of the alternative tasks provided were suited to the remaining concepts to be addressed in their coursework ( Table 4 ). Despite that, several students still reported that these alternative tasks are not sufficient to enable them to acquire the remaining competencies required of them at the end of the semester.

TABLE 4 . Adequacy of alternative tasks for learning attainment (n=74).

Students in one college were surveyed on the receipt of feedback from their respective teachers. A comparable response from students claimed they received and didn’t receive immediate feedback as to whether what they submitted to the professors is okay or what aspect they still need to improve more. As teaching continuity was made possible through online modality and other home-based tasks, they still had difficulty complying with the requirements of the course. The survey included the type of home environment the students have to assess factors that influence their difficulty. Students were asked whether their home learning environment is conducive to learning or not.

Data in Table 5 show that learners believed that their home environment is not conducive for learning when schools were closed and physical contact was discontinued as there were many disruptions including internet connectivity. On the part of the faculty, there were challenges met as evidenced by the feedbacks of the students. The teaching-learning process requires an active engagement of the faculty. They are the drivers of the learning process and the success of the learning outcomes would partially depend on their extent of active participation as facilitators, mentors, or coaches to the learners.

TABLE 5 . Students learning environment.

In the teaching-learning process, students need feedback on the progress of their outputs and whether they did well in their tasks. As shown in Table 6 , the majority of the students reported receiving no feedback from their teachers on the online module while a majority hope to get immediate feedback. Further exploration is required to determine why teachers are unable to provide immediate feedback for students.

TABLE 6 . Feedback from teachers (n = 154).

Faculty and Students’ Access to Technology

One of the modalities in teaching and learning that gained popularity amid COVID-19 was online learning. When classes were suspended, universities migrated from the face to face interaction to the online modality. Hence, this survey was conducted to determine the capability of the students and teachers in terms of available information technology gadgets and connections.

The profile of both the faculty and students’ access to internet-based information showed that the majority can access this information ( Table 7 ). Moreover, the majority of the students (82.61%) and faculty (94.4%) have internet access Table 8 . However, most of them reported unstable internet connections which makes their home environment less conducive to sustain learning facilitated by the online readings and activities given Table 9 . The majority of the students used mobile phones for online learning which is not capable of addressing online tasks and submission of requirements. On top of this, concerns for limited internet access of students and faculty emanate from external service providers most especially when using cellular data in areas where satellite signals are limited.

TABLE 7 . Faculty and students’ access to information technology (n = 4,072).

TABLE 8 . Faculty, staff and students’ access to internet/Wi-fi.

TABLE 9 . Stability of internet connection (n = 1952).

Emerging Themes in Teaching and Learning

A qualitative survey was also conducted to substantiate the quantitative data gathered. The narrative comments of the respondents in the survey were analyzed and were grouped into emerging themes and scenarios of teaching and learning.

The Trajectory Towards Flexibility in Teaching Design, Delivery, and Assessment

The sudden cancellation of classes in the middle of the semester placed both faculty and students unprepared. Questions on how to continue their classes, the learning modality, the appropriate assessment, and access to learning materials were foremost in the mind of both teachers and students. The narratives of the respondents became the basis for identifying the emerging scenarios in teaching and learning amid and beyond the pandemic.

For many years, students have been exposed to traditional, face-to-face classroom-based teaching. Outcomes-based education has been integrated into the curriculum and its implementation, but the learning delivery is still under the actual supervision of teachers. Due to ECQ students have to shift to independent learning through the home-based tasks assigned to them by their teachers. Ordinarily, many students have trouble making the transition to the more independent learning required at university compared with their secondary years .

“It’s very difficult for me to learn on my own in the confines of my home, but I don’t have a choice ,” narrated one student.

This shows that this pandemic has created a new platform in teaching and learning delivery that students are compelled to accept. In this situation, students have to take responsibility for their learning, be more self-directed, make decisions about what they will focus on how much time they will spend on learning outside the classroom ( The Higher Education Academy, 2014 ; Camacho and Legare, 2016 ). In the new setting, students are expected to read, understand and comply with the tasks without the guidance of the teachers. They are forced to assume self-directed independent learning.

The teachers on the other hand affirmed that the use of face-to-face delivery would not work anymore in the new learning environment.

“ One thing that I have learned is to adjust my materials to ensure that learners can still acquire the competencies without the face-to-face interaction with my students ” narrated one teacher.

With the concerns on access to online services, faculty members considered the use of a non-online approach and explored the necessary modifications that can be applied in the future. Hence, in the narrative, several faculty members said they have prepared modules as an option for pure online learning delivery.

Assessment of student learning outcomes is very important. A concern on how to assess learning outcomes and how to answer assessment tasks emerged as a major concern as reflected in the narratives of the teacher and student respondents. The assessment measures are essential as an assurance that learners have attained various knowledge and skills and that they are ready for employment or further study ( Coates, 2015 ). There is a need to address the teachers’ concern on how to conduct off-classroom performance evaluation and the bulk of submissions that they have to evaluate which are submitted online or offline. The design and planning are important factors to consider not only in the assessment per se but also in the parameters on how students will be graded ( Osborn, 2015 ). For the teachers, the following concerns emerged,

“Difficulty assessing performance-based tasks (RLE) , ” “Difficulty tracking, checking of students’ outputs” and “Concerns on failing due to non-submission of requirements online and low midterm Performance”

In the assessment of learning, the teacher respondents agreed that they have to think of innovative ways of assessing students in the context of their situation and home environment so the outcomes expected of the course will be manifested by the students.

One of the challenges of online or distance learning is the difficulty in participating in groupwork activities. The challenge is how the schedule or availability of group members be accommodated within the group ( Gillett-Swan, 2017 ; Kebritchi, Lipschuetz, and Santiague, 2017 ). More particularly when online assessments are done with certain deadlines or time limits.

“Difficulty complying group activities”

“Time-based online exams”

The challenges seen in this phase are to determine the flexible learning system most applicable for CNU learners, the readiness of the students and faculty to handle the tasks to assign and to be complied by the students, the appropriateness of the learning delivery vis-à-vis learning outcome, and the preparation of the learning materials fit for self-directed independent learning.

In times of disaster, the educational system takes on a different route for effective learning continuity. The learning curriculum requires it to be more responsive to the current needs of the learners and the teachers.

“ Concerns in completing OJT”

“Dissertation/Thesis defense scheduled”

“Concerns on when the academic year ends”

The flexibility that the curriculum has to adopt requires the offering of choices on the current reality of the educational environment and customizing a given course to meet the needs of the learners. It is therefore crucial in considering the provision of the possibility of making learning choices to learners. These learning choices can cover class times, course content, instructional ( Huang et al., n.d. ).

It is a challenge for the university to consider the restructuring of the curriculum to address the gaps in the learning outcomes left when classes were suspended and the re-scheduling of the mid-semester On-the-Job Training of some programs. Amidst this crisis, flexibility in the next academic calendar has to be considered while it is uncertain when the COVID-19 crisis will be contained.

The Role of Technology

In the overall narratives concerning teaching-learning delivery and assessment, the role of information technology particularly on internet connection has been repetitively mentioned by both teachers and students. In the crisis scenario, faculty and students could eventually bounce forward to the usual teaching-learning activities outside the classrooms had this concern been made available to all. Per survey results, most of the students and some faculty members are residing outside the city and are experiencing unstable if no internet connection at all.

“ No internet connectivity/unstable connectivity”

“Occasional power interruptions”

In designing for online or distance learning, there is a need to understand the role of technology to attain the success of the engagement ( Kerka, 2020 ). Internet is not the only factor to consider but also the equipment that is needed for the teachers and the learners to engage effectively. If these are not available, there is a need to evaluate the approach used in the teacher-learner interaction.

“Limited gadgets (one laptop shared with other siblings/no laptop or PC only phone)”

“No printer for completion of a requirement to be submitted”

With the current health crisis with the shifting of learning delivery, the challenge would be on how to provide an inclusive IT infrastructure to provide quality education for all learners ( Internet access and education: Key considerations for policy makers, 2017 ).

The Learner’s and the Teacher’s Learning Environment

In an attempt to address the disruption of classes and promote continuity of learning, teachers immediately resort to online learning as the most workable way of delivery of the lessons. In this new learning setup, students are forced to stay at home and transfer their classrooms to the same location. In most cases, it is often overlooked that learners come from different home settings and have different home arrangements.

“Not appropriate learning environment (congested home setting)”

“Lack of support from parents (assigning home tasks when a student is supposed to be work on learning tasks)”

“Overlapping of home activities and academic activities”

In most cases, families frequently engaged their children in learning activities, however, different patterns were observed across different social groups. Families in low socio-economic position households, and those living in disadvantaged neighborhoods provided fewer learning experiences. This may in part be due to the challenges that families living in socially and economically disadvantaged circumstances face in accessing the financial and social resources needed to provide a rich early home learning environment for learning. The findings reveal that education is still pursued in economically challenging settings but with more challenges. A home learning environment has a positive “direct association” with a child’s academic performance ( Australian Institute of Family Studies, 2015 ). The findings require a three-helix platform in education that is the partnership between academe, industry, and the stakeholders.

Maslow Before Bloom Orientation: Safety and Security

Prevailing sentiments among employees and students are their concern for their safety and security. The basic needs of humans according to Maslow’s Hierarchy of needs are foremost in the minds of the university’s clients and workers. As reported by the students and employees, their foremost concern is safety and the psychological manifestations of the anxiety of being infected.

“Foremost concern is safety and security even after ECQ is lifted”

“Fear of being infected with COVID”

“With PUI/PUM family members or the students themselves”

“Psychological and emotional reactions (anxiety, panic, fear, loneliness, a feeling of helplessness, mood swings, anger)”

The second category of concerns is on security and the possibility of sustaining their education due to loss of jobs, loss of family members, and the uncertainty of traveling to the university.

“Family financial crisis–no budget to buy loads, sustain needs”

“Unable to go home”

“Transportation concerns”

The concerns raised by the participants of the study require the university to provide access to considerable support to deal with the struggles, challenges, and even trauma because of the pandemic. There is a need to help manage mental health, self-esteem, and relationships after the quarantine which left some of the students isolated for quite a time ( Sweeney, 2020 ). Mental health programs have to be in place in formal learning settings. Because of the unprecedented challenges that students and teachers experienced in the pandemic, the ability to successfully hurdle through formal learning may be limited if the overall well-being is compromised.

Strategic Scenario Analysis

This section presents the analysis of the possible scenarios that might take place in the university based on the following components: the planned curriculum, instruction (teaching-learning process), assessment, student engagement, and technology and infrastructure. The probable scenario is the current enhanced community quarantine (ECQ) status of the City or province where the university is located. During ECQ, no face-to-face interaction is allowed and province-wide lockdowns are implemented. The best scenario allows the limited face-to-face class and the worse scenario happens when the locale is under ECQ and placed on a lockdown due to the increasing COVID-19 cases.

In the area of curriculum and instruction, the action points revolved around the identification of courses that can be flexibly offered, rescheduling offerings when health measures permit it and providing interventions for competencies that were not met. The additional action points would refer to the creation of materials that would meet the needs of the students in the different scenarios and the provision of access to all resources that aid learning. Lastly, plans for assessment delivery are laid out to ensure the validity of means and with consideration to quarantine measures. Laying down the scenarios provide options for the educational institution to be able to meet the demands of the changes enforced by the pandemic to the delivery of learning to students. Reviewing these options reveal that the differences in the plan of action for this area of concern are a matter of granting access to students for resources needed for learning continuity.

The next area of concern is student engagement which reveals the different levels of engagement of parents and guardians, the means of communication with students, and an investment in the capability-building of faculty members to facilitate the teaching-learning process amid the pandemic. The focus on the trainings for the faculty members in the area implies that flexible learning in this health crisis requires a particular skill set to heighten student engagement without diminishing the role of support systems in the students’ homes and the need for appropriate technology to facilitate the needed interactions. This leads to the last area of concern on technology and infrastructure. The University has to take into account and facilitate the provision of needed equipment, materials, systems, software, and physical structures to support flexible learning. The complete scenario matrix is reflected in Table 10 .

TABLE 10 . Scenario matrix.

Migrating to Flexible Teaching and Learning: The University’s Strategic Response for Academic Continuity

After exploring the perspectives of the respondents and the analysis of the emerging scenarios in teaching and learning, the University implemented the proactive response to ensure academic continuity in times of crisis. It is evident that for universities to thrive and lead, the flexible teaching-learning modality needs to be adopted taking into consideration the best and worst-case scenarios. Migrating to flexi learning means recalibrating the written curriculum, capacitating the faculty, and upgrading technological infrastructure to respond to the changing scenarios amid and beyond the pandemic. Outlined in the paragraphs that follow were the ways forward pursued by the university as a response for academic continuity.

Recalibrate the Curriculum

To address the competencies which were left at the time of the class suspension, discipline-based course mapping was conducted. A series of cluster meetings by faculty members teaching similar courses teaching load were done for the revision of the unified syllabus, integration of the outcomes-based teaching and learning strategies using flexible learning platforms such as distance and online learning options, and the learning assessment strategies suitable for individual student needs. A syllabi repurposing is conducted and the revisiting of the syllabi focusing on the essential course outcomes. This strategy enables the faculty to revise the activities/course work/tasks/experiences that can be delivered through blended learning. This also enabled them in designing the instructional strategies, activities, and assessments that will achieve the learning objectives. The modification of the syllabi incorporated the development of modules, assessment tasks that can be delivered using differentiated instruction/in class or off class.

A program-based curriculum review was also conducted to identify courses that would need to be re-scheduled in its offering due to its nature and requirement such as swimming courses. Moreover, On-the- Job (OJT) which was supposedly offered during summer or mid-year was transferred to a later semester as industry partners are limiting its personnel at the height of the pandemic.

Reconfiguring the OJT, practice teaching and Related Learning Experience based on simulation set-up with scenario-based activities with assigned equivalency hours was also developed. The Practice teaching using blended learning or online approach, Nursing used alternative Related learning simulation.

The strategic actions included short-term plans of possible limited physical classes and long-term plans of pure online classes. Embedded in the plans are the in-class and off-class mode, re-structuring and retrofitting requirement for limited face-to-face classes, and the upgrading of internet-based facilities for pure online classes. On top of this, they need to cater to learners who have no access to the internet includes the translation of online learning modules to printed modules.

Capacitate the Faculty

Flexible learning capacitation of faculty was also addressed as online learning was new to the university. The university conducted an upskilling and rewiring through series of online trainings on module development for flexible learning distance education and the use of an online learning management system for faculty members. Reskilling and reconfiguring of faculty through webinar series on laboratory teaching using simulation learning for teachers handling laboratory, RLE, OJT. And a cross-skilling and reimagining using series of online webinars on developing counseling skills of faculty members concerning the COVID crisis. The university initiated the Higher Education Connect webinar series by discipline which served as an avenue of sharing and exchanging best practices during the pandemic-induced suspension of physical classes. The series of online for and webinars provided the teachers’ professional development including information sharing platform, Online learning platform, Hands-on training platform, Repository of web tools, and Laboratory for data analytics.

Safe learning infrastructure for Reframing Teaching and Learning was addressed through Telecounseling Services with mobile hotline numbers to cater to the needs of the clients and Student Communication Center with hotline numbers accessible by phone or online to cater to the academic concerns of the students. The university also initiated the Adopt-a-Student program for stranded students during the Enhanced Community Quarantine and assisted in the process of going back to their provinces.

Upgrade the Infrastructure

The university’s priority is to ensure that technology is sustainable and feasible. The ICT focal persons of the university were mobilized to Determine basic computer configuration and minimum Operating System requirements and provide alternative solutions to learners with technological/location-related challenges. For example, provide small learning activity packages for learners with slow internet connections. Ensure changes to the learning activity that can be made with internal resources. Determine the characteristics, possibilities, and limitations of the learning management system (LMS) to be used and ensure consistency of access across platforms (if applicable).

An Organizational Structures as a support system was also created which was the Center for Innovative Flexible Learning to provide assistance and monitoring so that the existing Information Technology Office of the university will not be overwhelmed.

It is also strategic to develop collaboration with stakeholders (Local Government Units (LGU), Alumni, Partner agencies). The forging of partnerships with LGU provides avenues where students during off-class students will go to the learning hub in the LGU complete with internet connectivity for students to work on their tasks in case they don’t have connectivity at home, so students will not go to the internet café and pay. This will also provide opportunities for resource sharing for the benefit of the students.

ICT Infrastructure in teaching and learning and student services was also addressed through Online enrollment, full utilization of Google Classroom as the learning management system, and the fully online delivery of classes. The university also changed its internet subscription to higher bandwidth and subscription to zoom for online meetings and conferences. Internet Connectivity of faculty members has assisted a monthly internet allowance. Gadget on loan for students in coordination with Student Supreme Council. Library online services through Document Delivery Services (DDS) and Modern Information Assistant in the New Normal Innovative Education.

Implementation and On-Going Assessment of the Strategic Response

The implementation of the strategic response entails the collaborative engagement of all stakeholders in the university. The process requires the involvement of the administration, faculty, staff, students, parents, and other stakeholders that enables the institution to move forward, managing and mitigating risks successfully. Hence, the university is implementing the continuous process of consultation, feedbacking, and intensive monitoring as important ingredients for the plans to be successfully implemented. The regular conduct of dialogues and discussions among stakeholders, capacity building of students and faculty, open communication through hotline centers, and continuous quality assurance monitoring mechanisms enable the university to enhance and implement successfully the strategic programs and activities amid the pandemic.

Anchored on the initial success of the evidenced-based strategic plans, the university at present has institutionalized the flexible learning system with the establishment of the Center for Flexible Learning that manages, capacitates, and assists the students and the faculty members in the continuing implementation of the flexible learning modality. Technology support has been provided by increasing the internet bandwidth to ensure uninterrupted connectivity in the campus and providing internet allowance to the faculty. Students with limited or no connectivity are given printed modules as instructional resources. In anticipation of the limited face-to-face classes as safety and health protocols may allow, the curricular offerings, teaching-learning processes, and assessment tools have been enhanced by applying best practices that maximize quality teaching and learning. On-going trainings and webinars for the faculty, students, and stakeholders to thrive in the new educational landscape have been conducted. The university has also established professional learning communities which become avenues for the sharing of resources and practices that continuously support and enhance teaching and learning continuity amid and beyond the pandemic.

Teaching and learning continuity amid the pandemic requires an analysis of the parameters by which the university operates from the perspective of the stakeholders to include the students, faculty, curriculum, and external stakeholders. Grounded on data, higher education institutions have to conduct strategic scenario analysis for best, possible and worse scenarios in the areas of curriculum and instruction, student engagement, and technology and infrastructure. To ensure teaching and learning continuity amid and beyond the pandemic, higher education institutions need to migrate to flexible teaching and learning modality by recalibrating the curriculum, capacitating the faculty, and upgrading the infrastructure. These strategic actions have to be continuously assessed, modified, and enhanced to respond to the volatile, uncertain, and changing scenarios in times of crisis.

Data Availability Statement

The raw data supporting the conclusion of this article will be made available by the authors, without undue reservation.

Ethics Statement

Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.

Author Contributions

FD, DP, LG, and MO contributed to the conception and design of the study. DP and LG organized the data and facilitated the initial analysis. FD and DP wrote the first draft of the manuscript. All authors wrote sections of the manuscript and contributed to the manuscript revision. MO ran the final plagiarism test and grammar check prior to submission.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: teaching and learning continuity, flexible learning, pandemic, higher education, scenario–analysis

Citation: Dayagbil FT, Palompon DR, Garcia LL and Olvido MMJ (2021) Teaching and Learning Continuity Amid and Beyond the Pandemic. Front. Educ. 6:678692. doi: 10.3389/feduc.2021.678692

Received: 10 March 2021; Accepted: 06 July 2021; Published: 23 July 2021.

Reviewed by:

Copyright © 2021 Dayagbil, Palompon, Garcia and Olvido. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Michelle Mae J. Olvido, [email protected]

PH education in crisis

Pbed pushes for proactive measures to resolve factors behind the state of education the country is in, at a glance.

The Philippine Business for Education (PBEd) said the country's education system is in a "crisis."

In its 2023 State of Philippine Education Report, PBEd said the declining mental health among students and teachers; lack of support for teachers; culture of “mass promotion” of learners, and the lack of proper assessments are among the most pressing issues that must be addressed.

With the country's state of education in crisis, PBEd said that "we need to act faster than ever" because "every second counts."

(Photos courtesy of PBEd)

Following a series of consultations, an advocacy group on Monday, May 29, unveiled the current state of Philippine education and called on stakeholders to address the most pressing issues which contribute to the “crisis” that the country is currently in.

The Philippine Business for Education (PBEd) presented its 2023 State of Philippine Education report --- a result of the series of consultations with students, parents, teachers, school heads, industry experts, and government officials at the Shangri-La The Fort in Taguig City.

https://mb.com.ph/2023/5/27/advocacy-group-to-unveil-the-state-of-ph-education-on-may-29

During the presentation, PBEd identified the most pressing issues that hound the country’s education system: declining mental health among students and teachers; the lack of support for teachers; the culture of “mass promotion” of learners, and the “absence of accurate, timely and consistent assessments.”

In his opening remarks, PBEd Chairman Ramon del Rosario Jr.’s recognized the significant strides in reforms focusing on learning outcomes and employability through collaborative initiatives.

However, he pointed out the urgent need to discuss the state of the country's education system. “We cannot ignore the persistent challenges, particularly the learning crisis,” del Rosario said, noting that “these challenges urge us to redouble our efforts and push for a better education system.”

Noting that education is the “bedrock of progress, catalyst for individual growth, and cornerstone for national development,” del Rosario stressed that it is “imperative that we address the challenges hindering our education system from reaching its full potential.”

The presentation of the country’s current state of education was the highlight of this year’s Annual Membership Meeting.

As PBEd and its partners aim to formulate actionable strategies to address the issues that surfaced from these discussions, del Rosario also urged everyone to “continue with proactive measures in resolving factors that contribute greatly to the state of education that we are in.”

Identifying issues

In her presentation of the State of Philippine Education Report, PBEd Executive Director Justine Raagas said that PBEd held several consultations to “really hear the voices of students, parents, teachers, school heads, government officials, and industry partners and hear their shared experiences on the ground.”

Raagas noted that even before the Covid-19 pandemic struck, the Philippines was “suffering from a learning crisis where 9 out of 10 students aged 10 were unable to read simple texts.”

“When the pandemic hit, our education system was really caught off guard,” Raagas said, noting that “many learners were left behind.”

Addressing the crisis

During an interview on the sidelines, Raagas reiterated that the country’s “current state of education is really in crisis.”

Given this, she underscored the need to address the crisis through collaborative efforts between the public and private sectors and other key players.

“What we really need to address is that our learners are really learning, to teach them basic literacy, numeracy, focus on the basics and really make sure that they are able to read, they are able to write so that when they go to upper levels, they are able to comprehend and this would lead to better learning outcomes and employability outcomes in the future,” Raagas told reporters.

At this point, Raagas said focusing on the basics should be among the top priorities for intervention.

“Kailangan natin pagtuunan ng pansin yan (We have to focus on that) and we put efforts and resources there,” she said.

Moreover, Raagas pointed out that “we also need to assess because we don’t know where we are at and we don’t know where we can start in terms of remediation efforts.”

Furthermore, Raagas highlighted the need to ensure that teachers are equipped and empowered.

“There’s been a lot of clamor for support in terms of making sure that teachers are able to do their jobs which is to manage the classroom and deliver teaching and they can’t do that if they focus on other things like doing administrative tasks,” she added.

RELATED STORY:

https://mb.com.ph/2023/5/29/pb-ed-urges-local-gov-t-to-engage-parents-more-in-children-s-education

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‘Matatag’: DepEd launches ‘less congested’ K-10 curriculum

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

NEW CURRICULUM. Education Secretary/Vice President Sara Duterte presents new curriculum to public school teachers.

DepEd Facebook page

MANILA, Philippines – The Department of Education launched its ‘Matatag’ revised K-10 curriculum on Thursday, August 10, in Pasay City.

The revised curriculum reduces the number of learning areas for students to focus on foundational skills.

Previously, the K-10 curriculum focused on Filipino, English, Mathematics, Araling Panlipunan (social studies), Mapeh (music, arts, physical education, and health), and Edukasyon sa Pagpapakatao (humanities).

The current foundational subjects focus on five areas:

• Reading and literacy
• Mathematics
• Makabansa (patriotism)
• Good manners and right conduct

Curriculum Director Jocelyn Andaya said during her speech that they “decongested” the current curriculum by 70%.

Vice President and Education Secretary Sara Duterte said the revised curriculum comes after at least two years of review with local stakeholders, the academe, and international experts.

“One of the issues discovered was that the curriculum was overloaded with too many lessons or subjects. The curriculum required instructors to teach an excessive number of learning competencies—with very limited time available for instruction,” Duterte said.

“Both teachers and learners were overburdened with lessons and other school tasks and activities. The result was devastating for our learners. It compromised their mastery of fundamental skills such as reading and solving simple math problems,” she added.

A 2021 World Bank study revealed that over 90% of Filipino students at the age of 10 struggle to comprehend age-appropriate text.

Duterte said narrowing the focus of both teachers and students would help improve student learning outcomes.

What you need to know about EDCOM II that aims to fix learning crisis

Peace competencies?

Aside from the literacy and numeracy focus, Duterte said the new curriculum will integrate “peace competencies.”

“[The curriculum] highlights non-violent actions and the development of conflict-resolution skills in learners,” Duterte said.

“For after all, there is security, there is peace,” she added.

Earlier in August, Duterte defended the inclusion of a P150 million confidential and intelligence fund, citing similar reasoning, that education and national security are intertwined.

The rollout of the new curriculum will be in phases starting in the 2024-2025 school year.

Kinder, grades 1, 4, and 7 will be the first learners to have the new curriculum.

Followed by grades 2, 5, and 8 in 2025; then 3, 6 and 9 in 2026, and grade 10 by 2027.

By 2028, the DepEd expects full implementation of the new curriculum.

However, select schools will already be a part of the pilot implementation of the curriculum rollout before the 2023-2024 school year ends so that the DepEd would be able to spot issues and improve the actual rollout.

No more mother tongue, resource challenges

While the ‘mother tongue’ subject or a regional language aside from Filipino will be dropped as a subject, it would not be dropped as a medium of instruction, DepEd spokesperson said in a press conference after the curriculum launching.

DepEd Undersecretary Michael Poa clarified during a press conference that the language class, which would replace mother tongue, would focus on general communication skills and would be taught in the language spoken by a majority of students in their area.

DepEd’s Bureau of Alternative Education Director Marilee Alamayda said, however, that they anticipate challenges with training teachers and creating the learning materials.

“There will be initiatives the teaching strand will embark on, teacher training, resources etc… because we actually foresee that this will be some of the major challenges that our teachers in the field will face,” Almayda said.

The DepEd will convene textbook suppliers to create and review the materials that will be used in the new curriculum soon.

Poa said to spot any issues with these materials is also a reason why the DepEd will rollout a pilot implementation first.

“That’s always why curriculum strand will be a part of the pilot implementation,” he said.

The senior high curriculum is also under review, but will be unveiled sometime in 2024. The overall goal of the ‘Matatag’ curriculum is to create students who are employable and globally competitive by the time they graduate 12th grade. – Rappler.com

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Embassy Of India In Manila Issues Advisory For Indian Medical Students

The advisory reads, "the embassy wishes to highlight that, as of this date, no communication from the philippine government regarding any amendments to the medical act of 1959 has been made.".

The Embassy of India in Manila has issued an important advisory for Indian medical aspirants considering pursuing their medical education in the Philippines. This advisory is a response to multiple requests for information about possible changes to the 1959 Philippine Medical Act.

Advisory issued

"The Embassy has been receiving queries regarding the amendment of the Medical Act of 1959 in the Philippines," the embassy stated in an official notification, directly addressing these concerns. "The Embassy wishes to highlight that, as of this date, no communication from the Philippine government regarding any amendments to the Medical Act of 1959 has been made.”

Advisor issued by Embassy of India in Manila | IndianinPhilippine/Instagram

This clarification is crucial for Indian students and their families who are evaluating their educational options abroad. The embassy mentioned that there has been no official update or communication from the Philippine government.

The advisor further reads, “The Embassy wishes to highlight that as of this date, no communication from the Philippine government regarding any amendments to the Medical Act of 1959 has been made. The Embassy is aware of recent correspondence from private individuals, including the forwarding of articles regarding the amendment of the act. The Embassy wishes to further convey that it has not received any official communication from the Philippine Government/Authority in this regard.”

The embassy urged caution, advising students and parents to thoroughly verify the credibility of their sources. The advisor reads, “Consequently, Indian students and parents are once again urged to carefully assess their options before taking up medical programmes in the Philippines to avoid financial loss or professional uncertainty in the future.”

New Philippine Medical Act 1959

Earlier, there were reports going around that the Philippine Medical Act of 1959 had been revised to benefit Indian medical students, allowing them to register and practice medicine in the Philippines. According to these reports, the House of Representatives had approved amendments that would significantly impact Indian students pursuing MBBS degrees in the country.

The purported new provisions of the Medical Act would enable students who complete their Doctor of Medicine degree from a Philippine College of Medicine recognised by the Commission on Higher Education (CHED), along with a 12-month internship, to register and practice medicine in the Philippines. CHED would issue the necessary certification to facilitate this process, ensuring a smooth transition for Indian graduates.

The Philippines remains a popular destination for Indian students aspiring to become doctors, owing to its quality medical education and relatively lower tuition costs compared to Western nations.

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Global report reveals major gaps in menstrual health and hygiene in schools

NEW YORK, GENEVA , 28 May 2024 –  Around the world, menstrual health and hygiene needs are being overlooked due to limited access to information, education, products and services, as well as inadequate facilities and inequalities.

A new report, Progress on drinking water, sanitation, and hygiene in schools 2015–2023: special focus on menstrual health , launched by UNICEF and WHO on Menstrual Hygiene Day, analyses for the first time emerging national data on menstrual health and hygiene in schools globally.

Ten key facts from the report:

• Worldwide, only 2 out of 5 schools (39%) provide menstrual health education. This increases in secondary schools, with 84% of secondary schools in Central and Southern Asia, for example, providing menstrual education, compared to 34% in primary schools. 
• Less than 1 in 3 schools (31%) globally have bins for menstrual waste in girls’ toilets. This drops to 1 in 5 schools in Least Developed Countries (17%), and only 1 in 10 schools (or 11%) in sub-Saharan Africa. 
• Menstrual products are not always readily available, with many unable to afford them. In sub-Saharan Africa, for example, only 1 in 8 schools (12%) provide menstrual materials for free or for purchase. 
• In many countries, adolescent schoolgirls do not have access to a clean toilet or other dedicated private space to change menstrual products in school. 
• Unequal access to water and soap is an additional issue for millions of adolescent schoolgirls. Girls in urban areas, private schools and girls-only schools are more likely to have access to a private place with water and soap, highlighting inequalities even within the same country. 
• Millions around the world are unaware or unprepared for menstruation before having their first period. A study in Ethiopia, for example, reveals that less than half the surveyed girls knew about their periods before their first time. 
• Studies show that stigma related to menstruation remains widespread, with adolescents often feeling ashamed or unable to openly discuss the topic. This shame can affect their mental health and school attendance. 
• No national datasets were identified on how many teachers are trained to teach about menstrual hygiene, indicating a significant gap in educational support. Teachers play a crucial role in providing accurate information and creating a supportive environment, but without proper training they are ill-equipped to address students' needs. 
• Only 30 countries, over one-third in sub-Saharan Africa, have relevant data tracking at least one of the globally recommended priority indicators. This lack of data hampers efforts to understand and address the issues comprehensively. 
• While countries such as Zambia and the Philippines have shown marked improvements in making menstrual products and services available in schools, more needs to be done. Change is possible with targeted policies and investments. 

The report underscores the urgent need for global action to improve menstrual health and hygiene in schools. By addressing these issues, we can ensure that every schoolgirl can manage her menstruation with dignity, safety and confidence.

The new UNICEF-WHO report also includes progress on broader access to water, sanitation, and hygiene in schools. Today, 1 in 5 children (447 million) still lack basic drinking water services at their school, 1 in 5 lack basic sanitation services (427 million), and 1 in 3 children (646 million) don’t have access to basic hygiene services. Achieving the relevant Sustainable Development Goal by 2030 will require a two-fold increase in current rates of progress for basic drinking water, a two-fold increase for basic sanitation, and a four-fold increase for basic hygiene services.

Notes to Editors  

The WHO/UNICEF Joint Monitoring Programme (JMP) report - Progress on drinking water, sanitation, and hygiene in schools 2000-2023: special focus on menstrual health – compiles data on global progress towards achieving universal access to safe drinking water, sanitation, and hygiene (WASH), and for the first time includes a section on menstrual health. The emerging data measures global progress against several indicators which shed light on how many adolescent schoolgirls are not yet able to meet their menstrual needs across the world, and the efforts required until we are able to create a period-friendly world for all.

National data availability for menstrual health remains limited and indicator definitions vary making cross-country comparison difficult. Global and regional estimates are aggregates and should be treated as such.

Access the report and data here .

Dedicated to the well-being of all people and guided by science, the World Health Organization leads and champions global efforts to give everyone, everywhere an equal chance at a safe and healthy life. We are the UN agency for health that connects nations, partners, and people on the front lines in 150+ locations – leading the world’s response to health emergencies, preventing disease, addressing the root causes of health issues and expanding access to medicines and health care. Our mission is to promote health, keep the world safe and serve the vulnerable. www.who.int

About UNICEF

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.

For more information about UNICEF and its work for children visit  www.unicef.org

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The WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene is responsible for monitoring global progress towards the Sustainable Development Goals (SDG) targets and indicators related to drinking water, sanitation, and hygiene (WASH). The JMP produces national, regional, and global estimates of progress on WASH in households, schools, and healthcare facilities.

Progress on drinking water, sanitation, and hygiene in schools 2000–2023: special focus on menstrual health

Download the infographic: Highlights - WASH in schools in 2023

More information on WHO's work on water, sanitation and hygiene

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For further information:

WHO media contact: [email protected]

Iris Bano Romero, UNICEF New York, +19178048093, [email protected]

McKinsey Technology Trends Outlook 2023

After a tumultuous 2022 for technology investment and talent, the first half of 2023 has seen a resurgence of enthusiasm about technology’s potential to catalyze progress in business and society. Generative AI deserves much of the credit for ushering in this revival, but it stands as just one of many advances on the horizon that could drive sustainable, inclusive growth and solve complex global challenges.

To help executives track the latest developments, the McKinsey Technology Council  has once again identified and interpreted the most significant technology trends unfolding today. While many trends are in the early stages of adoption and scale, executives can use this research to plan ahead by developing an understanding of potential use cases and pinpointing the critical skills needed as they hire or upskill talent to bring these opportunities to fruition.

Our analysis examines quantitative measures of interest, innovation, and investment to gauge the momentum of each trend. Recognizing the long-term nature and interdependence of these trends, we also delve into underlying technologies, uncertainties, and questions surrounding each trend. This year, we added an important new dimension for analysis—talent. We provide data on talent supply-and-demand dynamics for the roles of most relevance to each trend. (For more, please see the sidebar, “Research methodology.”)

New and notable

All of last year’s 14 trends remain on our list, though some experienced accelerating momentum and investment, while others saw a downshift. One new trend, generative AI, made a loud entrance and has already shown potential for transformative business impact.

Research methodology

To assess the development of each technology trend, our team collected data on five tangible measures of activity: search engine queries, news publications, patents, research publications, and investment. For each measure, we used a defined set of data sources to find occurrences of keywords associated with each of the 15 trends, screened those occurrences for valid mentions of activity, and indexed the resulting numbers of mentions on a 0–1 scoring scale that is relative to the trends studied. The innovation score combines the patents and research scores; the interest score combines the news and search scores. (While we recognize that an interest score can be inflated by deliberate efforts to stimulate news and search activity, we believe that each score fairly reflects the extent of discussion and debate about a given trend.) Investment measures the flows of funding from the capital markets into companies linked with the trend. Data sources for the scores include the following:

• Patents. Data on patent filings are sourced from Google Patents.
• Research. Data on research publications are sourced from the Lens (www.lens.org).
• News. Data on news publications are sourced from Factiva.
• Searches. Data on search engine queries are sourced from Google Trends.
• Investment. Data on private-market and public-market capital raises are sourced from PitchBook.
• Talent demand. Number of job postings is sourced from McKinsey’s proprietary Organizational Data Platform, which stores licensed, de-identified data on professional profiles and job postings. Data is drawn primarily from English-speaking countries.

In addition, we updated the selection and definition of trends from last year’s study to reflect the evolution of technology trends:

• The generative-AI trend was added since last year’s study.
• We adjusted the definitions of electrification and renewables (previously called future of clean energy) and climate technologies beyond electrification and renewables (previously called future of sustainable consumption).
• Data sources were updated. This year, we included only closed deals in PitchBook data, which revised downward the investment numbers for 2018–22. For future of space technologies investments, we used research from McKinsey’s Aerospace & Defense Practice.

This new entrant represents the next frontier of AI. Building upon existing technologies such as applied AI and industrializing machine learning, generative AI has high potential and applicability across most industries. Interest in the topic (as gauged by news and internet searches) increased threefold from 2021 to 2022. As we recently wrote, generative AI and other foundational models  change the AI game by taking assistive technology to a new level, reducing application development time, and bringing powerful capabilities to nontechnical users. Generative AI is poised to add as much as $4.4 trillion in economic value from a combination of specific use cases and more diffuse uses—such as assisting with email drafts—that increase productivity. Still, while generative AI can unlock significant value, firms should not underestimate the economic significance and the growth potential that underlying AI technologies and industrializing machine learning can bring to various industries.

Investment in most tech trends tightened year over year, but the potential for future growth remains high, as further indicated by the recent rebound in tech valuations. Indeed, absolute investments remained strong in 2022, at more than $1 trillion combined, indicating great faith in the value potential of these trends. Trust architectures and digital identity grew the most out of last year’s 14 trends, increasing by nearly 50 percent as security, privacy, and resilience become increasingly critical across industries. Investment in other trends—such as applied AI, advanced connectivity, and cloud and edge computing—declined, but that is likely due, at least in part, to their maturity. More mature technologies can be more sensitive to short-term budget dynamics than more nascent technologies with longer investment time horizons, such as climate and mobility technologies. Also, as some technologies become more profitable, they can often scale further with lower marginal investment. Given that these technologies have applications in most industries, we have little doubt that mainstream adoption will continue to grow.

Organizations shouldn’t focus too heavily on the trends that are garnering the most attention. By focusing on only the most hyped trends, they may miss out on the significant value potential of other technologies and hinder the chance for purposeful capability building. Instead, companies seeking longer-term growth should focus on a portfolio-oriented investment across the tech trends most important to their business. Technologies such as cloud and edge computing and the future of bioengineering have shown steady increases in innovation and continue to have expanded use cases across industries. In fact, more than 400 edge use cases across various industries have been identified, and edge computing is projected to win double-digit growth globally over the next five years. Additionally, nascent technologies, such as quantum, continue to evolve and show significant potential for value creation. Our updated analysis for 2023 shows that the four industries likely to see the earliest economic impact from quantum computing—automotive, chemicals, financial services, and life sciences—stand to potentially gain up to $1.3 trillion in value by 2035. By carefully assessing the evolving landscape and considering a balanced approach, businesses can capitalize on both established and emerging technologies to propel innovation and achieve sustainable growth.

Tech talent dynamics

We can’t overstate the importance of talent as a key source in developing a competitive edge. A lack of talent is a top issue constraining growth. There’s a wide gap between the demand for people with the skills needed to capture value from the tech trends and available talent: our survey of 3.5 million job postings in these tech trends found that many of the skills in greatest demand have less than half as many qualified practitioners per posting as the global average. Companies should be on top of the talent market, ready to respond to notable shifts and to deliver a strong value proposition to the technologists they hope to hire and retain. For instance, recent layoffs in the tech sector may present a silver lining for other industries that have struggled to win the attention of attractive candidates and retain senior tech talent. In addition, some of these technologies will accelerate the pace of workforce transformation. In the coming decade, 20 to 30 percent of the time that workers spend on the job could be transformed by automation technologies, leading to significant shifts in the skills required to be successful. And companies should continue to look at how they can adjust roles or upskill individuals to meet their tailored job requirements. Job postings in fields related to tech trends grew at a very healthy 15 percent between 2021 and 2022, even though global job postings overall decreased by 13 percent. Applied AI and next-generation software development together posted nearly one million jobs between 2018 and 2022. Next-generation software development saw the most significant growth in number of jobs (exhibit).

Image description:

Small multiples of 15 slope charts show the number of job postings in different fields related to tech trends from 2021 to 2022. Overall growth of all fields combined was about 400,000 jobs, with applied AI having the most job postings in 2022 and experiencing a 6% increase from 2021. Next-generation software development had the second-highest number of job postings in 2022 and had 29% growth from 2021. Other categories shown, from most job postings to least in 2022, are as follows: cloud and edge computing, trust architecture and digital identity, future of mobility, electrification and renewables, climate tech beyond electrification and renewables, advanced connectivity, immersive-reality technologies, industrializing machine learning, Web3, future of bioengineering, future of space technologies, generative AI, and quantum technologies.

End of image description.

This bright outlook for practitioners in most fields highlights the challenge facing employers who are struggling to find enough talent to keep up with their demands. The shortage of qualified talent has been a persistent limiting factor in the growth of many high-tech fields, including AI, quantum technologies, space technologies, and electrification and renewables. The talent crunch is particularly pronounced for trends such as cloud computing and industrializing machine learning, which are required across most industries. It’s also a major challenge in areas that employ highly specialized professionals, such as the future of mobility and quantum computing (see interactive).

Michael Chui is a McKinsey Global Institute partner in McKinsey’s Bay Area office, where Mena Issler is an associate partner, Roger Roberts  is a partner, and Lareina Yee  is a senior partner.

The authors wish to thank the following McKinsey colleagues for their contributions to this research: Bharat Bahl, Soumya Banerjee, Arjita Bhan, Tanmay Bhatnagar, Jim Boehm, Andreas Breiter, Tom Brennan, Ryan Brukardt, Kevin Buehler, Zina Cole, Santiago Comella-Dorda, Brian Constantine, Daniela Cuneo, Wendy Cyffka, Chris Daehnick, Ian De Bode, Andrea Del Miglio, Jonathan DePrizio, Ivan Dyakonov, Torgyn Erland, Robin Giesbrecht, Carlo Giovine, Liz Grennan, Ferry Grijpink, Harsh Gupta, Martin Harrysson, David Harvey, Kersten Heineke, Matt Higginson, Alharith Hussin, Tore Johnston, Philipp Kampshoff, Hamza Khan, Nayur Khan, Naomi Kim, Jesse Klempner, Kelly Kochanski, Matej Macak, Stephanie Madner, Aishwarya Mohapatra, Timo Möller, Matt Mrozek, Evan Nazareth, Peter Noteboom, Anna Orthofer, Katherine Ottenbreit, Eric Parsonnet, Mark Patel, Bruce Philp, Fabian Queder, Robin Riedel, Tanya Rodchenko, Lucy Shenton, Henning Soller, Naveen Srikakulam, Shivam Srivastava, Bhargs Srivathsan, Erika Stanzl, Brooke Stokes, Malin Strandell-Jansson, Daniel Wallance, Allen Weinberg, Olivia White, Martin Wrulich, Perez Yeptho, Matija Zesko, Felix Ziegler, and Delphine Zurkiya.

They also wish to thank the external members of the McKinsey Technology Council.

This interactive was designed, developed, and edited by McKinsey Global Publishing’s Nayomi Chibana, Victor Cuevas, Richard Johnson, Stephanie Jones, Stephen Landau, LaShon Malone, Kanika Punwani, Katie Shearer, Rick Tetzeli, Sneha Vats, and Jessica Wang.

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