© 2020 by the authors; licensee IJPDLL by Bastas, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0/).
International Journal of Pedagogical Development and Lifelong Learning
2020, 1(1), ep2001
ISSN 2732-4699 (Online)
https://www.ijpdll.com/ Review
The COVID-19 Pandemic through the Lens of Education in the
Philippines: The New Normal
Jose Z. Tria 1*
1 Faculty, College of Education, Catanduanes State University, PHILIPPINES
*Corresponding Author: jose.tria@bicol-u.edu.ph
Citation: Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International
Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/ijpdll/8311
ABSTRACT
The present COVID-19 pandemic has brought extraordinary challenges and has affected the educational sectors,
and no one knows when it will end. Every country is presently implementing plans and procedures on how to
contain the virus, and the infections are still continually rising. In the educational context, to sustain and provide
quality education despite lockdown and community quarantine, the new normal should be taken into consideration
in the planning and implementation of the “new normal educational policy”. This article presents opportunities for
responding issues, problems and trends that are currently arising and will arise in the future due to COVID-19
pandemic through the lens of education in the Philippines - the new educational norm.
Keywords: new normal, education, COVID-19, global pandemic
Received: 22 Apr. 2020 Accepted: 25 May 2020
INTRODUCTION
One of the most recent public health emergencies of global concern
is the recent COVID-19 pandemic, which started in China and almost
infected every country in the whole world. This disease is caused by a
novel coronavirus (SARS-CoV-2, previously known as 2019-nCoV)
and has received global attention from growing infections and on how
to eradicate the disease and flatten the curve of infections (Guo et al.,
2020). Symptoms include cough, fever and shortness of breath which
can be transferred through close contact with an infected person by
coughing, sneezing, respiratory droplets or aerosols (Shereen et al.,
2020). Though it affects people of all ages, it is most vulnerable to adults,
children and people with underlying medical conditions (WHO,
2020b). As of this time, the number of infections and deaths is still
increasing worldwide. In order to avoid the infection, containment,
mitigation, contact tracing, self-isolation, social distancing, wearing of
face masks, improved health care systems, hand-washing and surface
cleaning is recommended by the World Health Organization (WHO,
2020b).
The fight against the threats to COVID-19 pandemic suffered
profound effects and impacts on almost all sectors in the human race.
These have resulted in the widespread disruption such as travel
restrictions (Chinazzi et al., 2020), closure of schools (Viner et al.,
2020), global economic recession (Fernandes, 2020), political conflicts
(Barrios & Hochberg, 2020), racism (Habibi et al., 2020), and
misinformation and controversies (Enitan et al., 2020), to name a few.
One of the most affected is the educational sectors. The COVID-19
pandemic is still existent today, and there are no specific vaccines or
medicines to eradicate this disease. We need to live to the new normal;
if not contained, we need to live with the disease as viruses are
constantly evolving (Denworth, 2020). However, scientists are still on
their way in studying and developing vaccines and presently in clinical
trials (Cortegiani et al., 2020; Dong et al., 2020; Gautret et al., 2020).
For almost two pandemic months, most countries around the world
have temporarily closed educational institutions to contain the spread
of the COVID-19 pandemic and reduce infections (UNESCO, 2020).
This closure has affected more than 1.2 billion learners worldwide with
more than 28 million learners in the Philippines (UNESCO, 2020).
Responses like community lockdown and community quarantine of
several countries have led students and teachers to study and work from
home which led to the delivery of online learning platforms (Crawford
et al., 2020). However, the implementation of online learning posed
different risks, problems and challenges to both the teachers and
students, especially in the higher education institutions (HEIs) (Bao,
2020). In the Philippines, there are 10,794 cases as of May 11, 2020 and
is still increasing (DOH, 2020) with more than four million cases
worldwide (Worldometer, 2020). In response to these situations,
educational leaders decided to adopt the new normal in education. At
the basic education, the Department of Education (DepEd) will be
implementing the Learning Continuity Plan (LCP), which will be in
effect School Year 2020-2021 and classes will open on August 24, 2020
instead of June 2020 (DepEd, 2020). In the higher education sector, the
Commission on Higher Education, HEIs were given academic freedom
and should implement available distance learning, e-learning, and other
alternative modes of delivery to students (CHED, 2020). Several
universities have opted to implement their own policies regarding
OPEN ACCESS
2 / 4 Tria / International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001
instruction and opening of classes starting August 2020. It will be the
new normal in education and strengthening educational planning and
health is a concern to provide quality, inclusive and accessible education
for every student. Hence, this review paper has been developed in order
to provide a clear lens of the new normal in education.
THE NEW NORMAL: POST-COVID
EDUCATIONAL PLANS
Within the new normal, the situation presents a unique challenge
to every educational leader’s decision-making process. Hence, to sustain
the delivery of quality of instruction to every school, this article presents
opportunities for responding issues, problems and trends that are
arising and will arise in the future due to COVID-19 pandemic. The
author has a keen interest in the current and future trends in the new
normal education. According to Karalis (2020), what is worth studying
after returning to normality, are the implications that have arisen for
the day after, that is, what adjustments need to be made, the extent of
the situation and to define the basic dimensions of education and
learning in formal education systems and organizations amid
educational disruptions.
Wearing of Face Masks and Physical Distancing
Along with the current spread of COVID-19 pandemic, physical
distancing and face masks wearing to public and private schools are
compulsory once classes are resumed or started. Governments around
the world have issued policies and guidelines to implement physical
distancing in order to flatten the pandemic curve (Greenstone & Nigam,
2020; Thunstrom et al., 2020). In addition, wearing of face masks or
even personal protective equipment (PPE) as a public health
intervention would probably intercept the transmission link and
prevent communicable diseases (Huang, 2020). Thus, students, faculty
members and non-teaching staff should be required to wear face masks
and maintain physical distancing with each other when going to
schools. In addition, they will be required to strictly follow hygienic
practices, health protocols and other precautionary measures such as
contact tracing, foot baths, sanitation and frequent handwashing. One
of the challenges of schools is to reduce student-teacher ratio which will
lead to problems like lack of classrooms and other physical plants and
facilities, lack of teachers and lack of learning materials. Nonetheless,
public health is a concern. Thereby, this recommends every learning
institution to plan such measures and policies on physical distancing
and wearing of face masks.
Strengthening Online Learning Platforms
Nowadays, we all are staying in our homes due to the lockdown
policy implemented by the government. However, learning should not
halt. Different countries worldwide have introduced various answers
during the pandemic to continue the education process - the
introduction of distance learning. These are online learning platforms
such as google, TV broadcasts, guidelines, resources, video lectures and
online channels were introduced (UNESCO, 2020). With schools to re-
open its doors the following school year, it’s vital to plan how schools
will be able to pursue their mission of implementing quality education
to every student. As school is a public place where crowd is unavoidable
and children are vulnerable, there is a need to strengthen policy in terms
of the delivery of instruction - to provide opportunities for online
learning platforms. Numerous innovative programs have been
proposed by the different learning sectors in the Philippines. The
Department of Education emphasized that it would not necessarily
mean that teachers and learners will go to schools and learn inside the
classrooms and devised various modalities to ensure that online
learning a choice among all others in this new learning environment
(DepEd, 2020). Similarly, in the higher education institutions, new
normal would be virtual classrooms. The Commission on Higher
Education suggested to strengthen online platforms and blended
learning such as but not limited to google classroom, messenger, zoom,
edmodo, Facebook and YouTube (CHED, 2020). In addition, both will
adopt numerous learning delivery options such as but not limited to
face-to-face, blended learnings, distance learnings, and home-schooling
and other modes of delivery (CHED, 2020; DepEd, 2020). However, the
implementation would pose such problems on students who have
limited internet access, no gadgets and the poor. According to the
report of Akamai (2017), the Philippines has the lowest internet
connectivity in Asia. Besides, such challenges would be equity gaps,
students security and safety, quality of learning compromised and poor
assessment results (Winthrop, 2020). Changes on the grading system,
assessment and evaluation of student’s performance will also be a
challenge to every administrator. In addition, laboratory activities in
sciences and other subjects that require performance such as Physical
Education and culture and arts would be limited to paper and pen test,
unless schools will require students to be physically present to be
assessed through performance tests. In addition, extra-curricular
activities in school such as scouting, proms, sports intramurals, contests
and foundation day will be reduced and discontinued. In terms of
teaching, teacher training to online instruction, blended learning and
distance learning is also recommended in order to adjust to the new
instructional format (Toquero, 2020). Teacher competencies in both
pedagogy and technology should be reinforced. This transition to the
new normal, from the four corners of the classroom to the borders of
virtual reality, every learning institution needs to study how successful
online learning is in providing quality education and outcomes-based
education to students (Basilaia & Kvavadze, 2020).
Strengthening Research and Development in Health
Schools need to strengthen research and development in terms of
health. One of the functions of every higher education institution is to
contribute to the generation of knowledge and its application through
research and development endeavors. Higher education needs to
demonstrate competitiveness, effectiveness and efficiency by
strengthening research activities in the field of health and pandemic
(Toquero, 2020). Aligned with the plans of the WHO, every institution
should accelerate innovative research and development programs to
help contain the spread of the pandemic and facilitate care for those
affected. Next is to support research priorities that contribute to
worldwide research platforms in hopes of learning from the present
pandemic response to better prepare for the next unforeseen epidemic
(WHO, 2020a). Within these global changes, it has affected the overall
education institutions and there is a great need to study on how each
sector in the government will evaluate the scenario, plan, adapt and
implement such policies and programs in responding to this crisis.
Program Creation and Health Integration
The creation of new program offerings related to health, medicine
and research is also a need in higher education. As the demand increases
for doctors, nurses and medical technologies at present, HEIs should
increase and scout students opportunities to study programs related to
Tria / International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001 3 / 4
the pandemic’s eradication. In addition, health education should be
integrated into courses and subjects in both basic and higher education,
strengthen school medical services, hygienic practices and mental
health (Toquero, 2020). Integrating health literacy to education is more
needed than in these days when COVID-19 crisis is still evident today
(Abel & McQueen, 2020). This educational approach would lead
everyone to address future health issues such as global pandemic.
IMPLICATIONS FOR FUTURE STUDIES
This review paper highlights policy implications, strategies and
issues that will arise in the new normal education, particularly in the
Philippines. Several implications have been discussed when the new
normal comes, namely: wearing of face masks and physical distancing,
strengthening online platforms, research and development and
program creation and health integration. This article will serve as a
reference for future studies related to responding COVID-19 crisis in
the educational sector, particularly in the Philippine context. Future
studies are recommended such as planning and implementation
strategy, assessing online learning systems to schools, a survey on
online platforms, project proposals and capstone projects, program
creation, community assessment, revision of curricula, development of
instructional materials and many more.
CONCLUSION
The education sector is one of the highly affected by the COVID-
19 pandemic. In the Philippines, where there are still a growing
COVID-19 infections as of now, this study presented some of the new
normal situation in the school setting. However, there were some posed
challenges and issues presented while recommending several
approaches on the new normal. Schools at all levels, therefore, need to
address these concerns and carefully evaluate plans and procedures on
the implementation of the new normal. Collaboration is the most
important at these difficult times. We should help form the post
COVID-19 education, stepping to the new normal. The author,
therefore recommends that the opportunity and challenges presented
should be grasped and taken a serious concern. The challenge herewith
is on how to provide and deliver quality education amidst exceptional
times, like the COVID-19 pandemic, and on what extent are we going
to become prepared when another crisis comes in the future.
ACKNOWLEDGEMENT
The author would like to thank Dr. Minerva I. Morales, President
of Catanduanes State University and professor in graduate studies for
her support and encouragement in writing the review article.
REFERENCES
Abel, T., & McQueen, D. (2020). Critical health literacy and the
COVID-19 crisis. Health Promotion International.
Akamai. (2017). Akamai’s State of the Internet. Akamai, 10(1). Retrieved
from https://www.akamai.com/us/en/multimedia/documents/
state-of-the-internet/q1-2017-state-of-the-internet-connectivity-
report.pdf
Bao, W. (2020). COVID‐19 and online teaching in higher education: A
case study of Peking University. Human Behavior and Emerging
Technologies. https://doi.org/10.1002/hbe2.191
Barrios, J. M., & Hochberg, Y. (2020). Risk Perception Through the
Lens of Politics in the Time of the COVID-19 Pandemic. National
Bureau of Economic Research. https://doi.org/10.3386/w27008
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in
Schools during a SARS-CoV-2 Coronavirus (COVID-19)
Pandemic in Georgia. Pedagogical Research, 5(4).
CHED. (2020). CHED COVID-19 ADVISORY NO. 3. Retrieved from
https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019-
Advisory-No.-3.pdf
Chinazzi, M., Davis, J. T., Ajelli, M., Gioannini, C., Litvinova, M.,
Merler, S., … Vespignani, A. (2020). The effect of travel restrictions
on the spread of the 2019 novel coronavirus (COVID-19) outbreak.
Science, 368(6489), 395. https://doi.org/10.1126/science.aba9757
Cortegiani, A., Ingoglia, G., Ippolito, M., Giarratano, A., & Einav, S.
(2020). A systematic review on the efficacy and safety of
chloroquine for the treatment of COVID-19. Journal of Critical Care.
https://doi.org/10.1016/j.jcrc.2020.03.005
Crawford, J., Butler-Henderson, K., Jurgen, R., Malkawi, B. H.,
Glowatz, M., Burton, R., Magni, P., & Lam, S. (2020). COVID-19:
20 countries’ higher education intra-period digital pedagogy
responses. Journal of Applied Learning & Teaching, 3.
https://doi.org/10.37074/jalt.2020.3.1.7
Denworth, L. (2020). How the COVID-19 Pandemic Could End. Scientific
American. https://doi.org/10.1038/scientificamerican0620-44
DepEd. (2020). Official Statement Department of Education. Retrieved
from https://www.deped.gov.ph/2020/05/06/official-statement-2
DOH. (2020). Department of Health Philippines. Retrieved from
http://www.doh.gov.ph/2019-nCoV
Dong, L., Hu, S., & Gao, J. (2020). Discovering drugs to treat
coronavirus disease 2019 (COVID-19). Drug Discoveries &
Therapeutics, 14(1), 58-60. https://doi.org/10.5582/ddt.2020.01012
Enitan, S., Adeolu, O., Olayanju, A., & Eleojo, I. (2020). The 2019 Novel
Coronavirus Outbreak: Current Crises, Controversies and Global
Strategies to Prevent a Pandemic. International Journal Fo Pathogen
Research, 4(1), 1-16. https://doi.org/10.9734/IJPR/2020/
v4i130099
Fernandes, N. (2020). Economic Effects of Coronavirus Outbreak (COVID-
19) on the World Economy. https://doi.org/10.2139/ssrn.3557504
Gautret, P., Lagier, J.-C., Parola, P., Hoang, V. T., Meddeb, L., Mailhe,
M., … Raoult, D. (2020). Hydroxychloroquine and azithromycin as
a treatment of COVID-19: Results of an open-label non-
randomized clinical trial. International Journal of Antimicrobial
Agents, 105949. https://doi.org/10.1016/j.ijantimicag.2020.105949
Greenstone, M., & Nigam, V. (2020). Does Social Distancing Matter?
https://doi.org/10.2139/ssrn.3561244
Guo, Y.-R., Cao, Q.-D., Hong, Z.-S., Tan, Y.-Y., Chen, S.-D., Jin, H.-J.,
… Yan, Y. (2020). The origin, transmission and clinical therapies on
coronavirus disease 2019 (COVID-19) outbreak - an update on the
status. Military Medical Research, 7.
https://doi.org/10.1186/s40779-020-00240-0
4 / 4 Tria / International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001
Habibi, R., Burci, G. L., de Campos, T. C., Chirwa, D., Cina, M.,
Dagron, S., … Hoffman, S. (2020). Do not violate the International
Health Regulations during the COVID-19 outbreak. The Lancet,
395(10225). https://doi.org/10.1016/S0140-6736(20)30373-1
Huang, C. (2020). Mass masking in the COVID-19 epidemic: People
need guidance. The Correspondence, 395.
https://doi.org/10.1016/S0140-6736(20)30520-1
Karalis, T. (2020). Planning and Evaluation during Educational
Disruption: Lessons Learned from COVID 19 Pandemic for
Treatment and Emergencies in Education. European Journal of
Education Studies, 7(4). https://doi.org/10.5281/zenodo.3789022
Shereen, M. A., Khan, S., Kazmi, A., Bashir, N., & Siddique, R. (2020).
COVID-19 infection: Origin, transmission, and characteristics of
human coronaviruses. Journal of Advanced Research, 24, 91-98.
https://doi.org/10.1016/j.jare.2020.03.005
Thunstrom, L., Newbold, S., Finnoff, D., Ashworth, M., & Shogren, J.
(2020). The Benefits and Costs of Using Social Distancing to Flatten the
Curve for COVID-19. https://doi.org/10.2139/ssrn.3561934
Toquero, C. M. (2020). Challenges and Opportunities for Higher
Education amid the COVID-19 Pandemic: The Philippine Context.
Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947
UNESCO. (2020). COVID-19 Educational Disruption and Response.
Retrieved from https://en.unesco.org/covid19/educationresponse
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield,
C., … Booy, R. (2020). School closure and management practices
during coronavirus outbreaks including COVID-19: A rapid
systematic review. The Lancet Child & Adolescent Health, 4(5), 397-
404. https://doi.org/10.1016/S2352-4642(20)30095-X
WHO. (2020a). R&D Blueprint and COVID-19. Retrieved from
https://www.who.int/teams/blueprint/covid-19
WHO. (2020b). Coronavirus disease 2019 (COVID-19) Situation Report - 51.
World Health Organization. Retrieved from https://www.who.
int/docs/default-source/coronaviruse/situation-reports/20200311
-sitrep-51-covid-19.pdf?sfvrsn=1ba62e57_10
Winthrop, R. (2020, April 10). Top 10 risks and opportunities for
education in the face of COVID-19. Brookings. Retrieved from
https://www.brookings.edu/blog/education-plus-development/
2020/04/10/top-10-risks-and-opportunities-for-education-in-
the-face-of-covid-19/
Worldometer. (2020). Coronavirus Update (Live): 4,254,131 Cases and
287,257 Deaths from COVID-19 Virus Pandemic - Worldometer.
Retrieved from https://www.worldometers.info/coronavirus/
