concept paper topics about education in the philippines

International Handbook on Education in South East Asia pp 1–27 Cite as

Overview of Education in the Philippines

• Lorraine Pe Symaco 3 &
• Marie Therese A. P. Bustos 4  
• Later version available View entry history
• First Online: 24 December 2021

239 Accesses

Part of the book series: Springer International Handbooks of Education ((SIHE))

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.

• Philippines
• Early childhood education
• Basic education
• Higher education
• Technical vocational education and training

This is a preview of subscription content, log in via an institution .

Batalla EVC, Thompson MR (2018) Introduction. In: Thompson MR, Batalla EVC (eds) Routledge handbook of the contemporary Philippines. Routledge, New York, pp 1–13

Google Scholar  

Bautista MB, Bernardo AB, Ocampo D (2008) When reforms don’t transform: reflections on institutional reforms in the Department of Education. Available at: https://pssc.org.ph/wp-content/pssc-archives/Works/Maria%20Cynthia%20Rose%20Bautista/When_Reforms_Don_t_Transform.pdf . Accessed 29 Jan 2021

Behlert B, Diekjobst R, Felgentreff C, Manandhar T, Mucke P, Pries L, et al (2019) World Risk Report 2020. Available at: https://reliefweb.int/sites/reliefweb.int/files/resources/WorldRiskReport-2020.pdf . Accessed 29 Jan 2021

Bustos MT (2019) Special educational needs and disabilities in Secondary Education (Philippines). Bloomsbury Education and Childhood Studies. https://doi.org/10.5040/9781350995932.0023

CHED (2005) CHED memorandum order 1: revised policies and guidelines on voluntary accreditation in aid of quality and excellence in higher education. CHED, Pasig

CHED (2008) Manual of regulations for private higher education. CHED, Pasig

CHED (2013) CHED Memoradum Order 20: General Education Curriculum: Holistic Understandings, Intellectual and Civic Cometencies. CHED, Pasig

CHED (2019a) AQRF referencing report of the Philippines 2019. CHED, Quezon City

CHED (2019b) CHED Memorandum Order 3 Extension of the Validity Period of Designated Centres of Excellence (COEs) and Centres of Developments (CODs) for Various Disciplines

CHED (2019c) Professional regulation commission national passing average 2014–2018. Retrieved from https://ched.gov.ph/wp-content/uploads/2004_2018-PRC-natl-pass-rate-from-2393-heis-as-of-18June2019.pdf

CHED (n.d.-a). Statistics. Available at: https://ched.gov.ph/statistics/ . Accessed 30 Jan 2021

CHED (n.d.-b) About CHED. Available at: http://ched.gov.ph . Accessed 10 Aug 2020

CHED (n.d.-c) Expanded Tertiary Education Equivalency and Accreditation (ETEEAP). Available at: https://ched.gov.ph/expanded-tertiary-education-equivalency-accreditationeteeap/ . Accessed 11 Sept 2020

CHED (n.d.-d) Higher education data and indicators: AY 2009–10 to AY 2019–20. Available at: https://ched.gov.ph/wp-content/uploads/Higher-Education-Data-and-Indicators-AY-2009-10-to-AY-2019-20.pdf . Accessed 29 Jan 2021

CHED (n.d.-e) CHED K to 12 transition program. Retrieved from https://ched.gov.ph/k-12-project-management-unit/ . Accessed 1 Mar 2021

Cohen C, Werker E (2008) The political economy of “natural” disasters. J Confl Resolut 52(6):795–819

Article   Google Scholar  

Department of Budget (DBM) (2020) PRRD signs the P4.506 Trillion National Budget for FY 2021. Available at: https://www.dbm.gov.ph/index.php/secretary-s-corner/press-releases/list-of-press-releases/1778-prrd-signs-the-p4-506-trillion-national-budget-for-fy-2021#:~:text=President%20Rodrigo%20Roa%20Duterte%20today,to%20the%20COVID%2D19%20pandemic . Accessed 11 Feb 2021

Department of Interior and Local Government (DILG) (2020) Regional summary number of Provinces, Cities, Municipalities and Barangays, by region as of September 30, 2020. Retrieved from https://www.dilg.gov.ph/PDF_File/factsfigures/dilg-facts-figures-2020124_c3876744b4.pdf . Accessed 1 Mar 2021

DepEd (2005) Basic Education Sector Reform Agenda (2006–2010). Available at: http://www.fnf.org.ph/downloadables/Basic%20Education%20Sector%20Reform%20Agenda.pdf . Accessed 29 Jan 2021

DepEd (2010) Implementation of the basic Education Madrasah Programs for Muslim Out-of School Youth and Adults, Department Order 57, s. 2010

DepEd (2012) Adoption of the unique learner reference number, Department Order 22, S. 2012

DepEd (2017) Policy guidelines on Madrasah Education in the K to 12 Basic Education Program, Department Order 41, s. 2017

DepEd (2019) Policy guidelines on the K to 12 Basic Education Program, Department Order 21, s. 2019

DepEd (2020) Major projects, programs & activities status of implementation. Available at: https://www.deped.gov.ph/wp-content/uploads/2020/02/List-of-Programs-and-Project-Implementation-Status.Final_.TS_.pdf . Accessed 29 Jan 2021

Department of Education (DepEd) (n.d.-a) Historical perspective of the Philippines Educational System. Available at: https://www.deped.gov.ph/about-deped/history/ . Accessed 11 Sept 2020

DepEd (n.d.-b) Entollment Statistics. DepEd, Pasig.

Early Childhood Care and Development (ECCD) (n.d.) The National Child Development Centre. Available at: https://eccdcouncil.gov.ph/ncdc.html . Accessed 9 Jan 2021

ECCD Council (n.d.) Early Childhood Care 2018 Annual Report. Pasig, ECCD Council, Metro Manila

ECCD Council/UNICEF (n.d.) The National Early Learning Framework of the Philippines . Available at: https://eccdcouncil.gov.ph/downloadables/NELF.pdf . Accessed 28 June 2020

GoP (1990) Barangay-Level Total Development and Protection of Children Act. Republic Act 6972

GoP (1994a) Higher Education Act. Republic Act 7722

GoP (1994b) TESDA Act. Republic Act 7796

GoP (1998) Expanded Government Assistance to Students and Teachers in Private Education Act, Republic Act 8545

GoP (2000) Institutionalizing the System of National Coordination, Assessment, Planning and Monitoring of the Entire Educational System, Executive Order 273, s. 2000

GoP (2001) Governance of Basic Education Act of 2001, Republic Act 9155. Available at: https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/ . Accessed 29 Jan 2021

GoP (2002) Early Childhood Care and Development Act. Republic Act 8980

GoP (2007) Amending Executive Order No. 273 (Series of 2000) and Mandating a Presidential Assistant to Assess, Plan and Monitor the Entire Educational System, Executive Order 632, S. 2007

GoP (2013) Enhanced Basic Education Act. Republic Act 10533

GoP (2014) Ladderized Education Act. Republic Act 10647

GoP (2016) Executive Order No. 5, s. 2016. Approving and Adopting the Twenty-five-year long term vision entitled Ambisyon Natin 2040 as guide for development planning

GoP (2018a) PQF Act. Republic Act 10986

GoP (2018b) Organic Law for the Bangsamoro Autonomous Region in Muslim Mindanao Act. Republic Act 11054

GoP (2018c) Safe Spaces Act. Republic Act 11313

GoP (2019a) Transnational Higher Education Act. Republic Act 11448

GoP (2019b) Executive Order No. 100, s. 2019. Institutionalising the Diversity and Inclusion Program, Creating an Inter-Agency Committee on Diversity and Inclusion, and for Other Purposes

GoP (2020) Alternative Learning Systems Act . Republic Act 11510

Government of the Philippines (1987) 1987 Constitution of the Republic of the Philippines

GOVPH (n.d.) About the Philippines. Available at: https://www.gov.ph/about-the-philippines . Accessed 29 Jan 2021

Malipot (2019) DepEd in 2019: the quest for quality education continues. Available at: https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for-quality-education-continues/ (Manila Bulletin). Accessed 9 Jan 2021

Mendoza DJ, Thompson MR (2018) Congress: separate but not equal. In: Thompson MR, Batalla EVC (eds) Routledge handbook of the contemporary Philippines. Routledge, New York, pp 107–117

Chapter   Google Scholar  

National Economic and Development Authority (NEDA) (2017) Philippine Development Plan 2017–2022. Available at: http://pdp.neda.gov.ph/wp-content/uploads/2017/01/PDP-2017-2022-10-03-2017.pdf . Accessed 29 Jan 2021

OECD (2019) Programme for International Student Assessment (PISA) Result from PISA 2018 (Philippines). Available at: https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf . Accessed 11 Sept 2020

Paqueo V, Orbeta A Jr (2019) Gender equity in education: helping the boys catch up. Philippine Institute for Development Studies, Quezon City

Philippine Statistics Authority (PSA) (2020) SGD watch Philippines. Available at: https://psa.gov.ph/sites/default/files/phdsd/PH_SDGWatch_Goal04.pdf . Accessed 9 Jan 2021

Philippines Qualifications Framework (PQF) (n.d.-a) The Philippine Education and Training System. Available at: https://pqf.gov.ph/Home/Details/16 . Accessed 9 Jan 2021

PQF (n.d.-b) Philippine Qualifications Framework. Available at: https://pqf.gov.ph/Home/Details/7 . Accessed 9 Jan 2021

Professional Regulations Commission (PRC) (2019) March 2019 LET teachers board exam list of passers. Available at: https://www.prcboardnews.com/2019/04/official-results-march-2019-let-teachers-board-exam-list-of-passers.html . Accessed 11 Sept 2020

PSA (2019a) 2019 Philippines statistical yearbook. PSA, Quezon City

PSA (2019b) Proportion of Poor Filipinos in ARMM registered at 63.0 percent in the First Semester of 2018. Available at: http://rssoarmm.psa.gov.ph/sites/default/files/001%20Proportion%20of%20Poor%20Filipinos%20in%20ARMM%20registered%20at%2063.0%20percent%20in%20the%20First%20Semester%20of%202018.pdf . Accessed 11 Sept 2020

PSA (n.d.) List of Institutions with Ladderized Program under EO 358, July 2006 – December 31, 2007. Available at: https://psa.gov.ph/classification/psced/downloads/ladderizedprograms.pdf . Accessed 29 Jan 2021

Schwab K (2019) The global competitiveness report 2020. Available at: http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf . Accessed 29 Jan 2021

Senate of the Philippines (SoP) (2007) Senate P.S. Resolution No.96 Resolution directing the committee on education, arts and culture and committee on constitutional amendments, revisions of codes and laws to conduct a joint inquiry, in aid of legislation, into the implementation of executive order no. 632 abolishing the national coordinating council for education (NCCE) and mandating a presidential assistant to exercise its functions

Syjuco A (n.d.) The Philippine Technical Vocational Education and Training (TVET) System . Available at: https://www.tesda.gov.ph/uploads/file/Phil%20TVET%20system%20-%20syjuco.pdf . Accessed 11 Sept 2020

Symaco LP (2013) Geographies of social exclusion: education access in the Philippines. Comp Educ 49(3):361–373. https://doi.org/10.1080/03050068.2013.803784

Symaco, TLP (2019) Special educational needs and disabilities in primary education (Philippines). Bloomsbury Education and Childhood Studies. https://doi.org/10.5040/9781474209472.0025

Technical Education and Skills Development Authority (TESDA) (2007) TESDA circular 2007. Available at: https://tesda.gov.ph/uploads/file/issuances/omnibus_guide_2007.pdf . Accessed 10 Aug 2020

TESDA (2012) Philippines qualification framework. Available at: http://www.tesda.gov.ph/uploads/File/policybrief2013/PB%20Philippine%20Qualification%20Framework.pdf . Accessed 11 Sept 2020

TESDA (2020a) Philippine TVET statistics 2017–2019 report. Available at: https://www.tesda.gov.ph/Uploads/File/Planning2020/TVETStats/20.12.03_BLUE_TVET-Statistics_2017-2019_Final-min.pdf . Accessed 29 Jan 2021

TESDA (2020b) TVET statistics 2020 4th quarter report. TESDA, Taguig

TESDA (2020c) 2020 TVET statistics annual report. TESDA, Taguig

TESDA (n.d.-a) TVET programmes. Available at: https://www.tesda.gov.ph/About/TESDA/24 . Accessed 9 Jan 2021

TESDA (n.d.-b) National Technical Education and Skills Development Plan 2018–2022. Available at: https://www.tesda.gov.ph/About/TESDA/47 . Accessed 9 Jan 2021

TESDA (n.d.-c) Competency standards development. Available at: https://www.tesda.gov.ph/About/TESDA/85 . Accessed 9 Jan 2021

TESDA (n.d.-d) Assessment and certification. Available at: https://www.tesda.gov.ph/About/TESDA/25 . Accessed 9 Jan 2021

Timberman G (2018) Persistent poverty and elite-dominated policymaking. In: Thompson MR, Batalla EVC (eds) Routledge handbook of the contemporary Philippines. Routledge, New York, pp 293–306

TIMSS & PIRLS International Study Center (n.d.) TIMSS 2019 international results in Mathematics and Science. Available at: https://timss2019.org/reports/ . Accessed 9 Jan 2021

UNESCO Institute of Statistics (2020) COVID-19 A global crisis for teaching and learning. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000373233 . Accessed 11 Sept 2020

UNESCO Institute for Statistics (UNESCO UIS) (2021) Philippines education and literacy. http://uis.unesco.org/en/country/ph?theme=education-and-literacy . Accessed 18 Feb 2021

Valencia C (2019) Companies still hesitant to hire K12 graduates. Available at: https://www.philstar.com/business/business-as-usual/2019/09/30/1955967/companies-still-hesitant-hire-k-12-graduates . Accessed 28 June 2020

Worldometer (n.d.) Philippines demographics. https://www.worldometers.info/demographics/philippines-demographics/ . Accessed 27 Sept 2021

Useful Websites

Ambisyon Natin 2040 . http://2040.neda.gov.ph/

Commission on Higher Education (CHED) https://ched.gov.ph/

Department of Education (DepED). https://www.deped.gov.ph/

ECCD Council of the Philippines (ECCD Council). https://eccdcouncil.gov.ph/

National Council on Disability Affairs (NCDA). https://www.ncda.gov.ph/

Technical Education and Skills Development Authority (TESDA) https://www.tesda.gov.ph/

UNESCO Institute for Statistics Philippines profile. http://uis.unesco.org/en/country/ph?theme=education-and-literacy

Download references

Author information

Authors and affiliations.

College of Education, Zhejiang University, Hangzhou, Zhejiang, China

Lorraine Pe Symaco

College of Education, University of the Philippines, Quezon City, Philippines

Marie Therese A. P. Bustos

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Lorraine Pe Symaco .

Editor information

Editors and affiliations.

School of education, Southern Cross University, Lismore, NSW, Australia

Martin Hayden

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter.

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

Download citation

DOI : https://doi.org/10.1007/978-981-16-8136-3_1-1

Received : 02 November 2021

Accepted : 02 November 2021

Published : 24 December 2021

Publisher Name : Springer, Singapore

Print ISBN : 978-981-16-8135-6

Online ISBN : 978-981-16-8136-3

eBook Packages : Education Reference Module Humanities and Social Sciences Reference Module Education

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

Chapter history

DOI: https://doi.org/10.1007/978-981-16-8136-3_1-3

DOI: https://doi.org/10.1007/978-981-16-8136-3_1-2

DOI: https://doi.org/10.1007/978-981-16-8136-3_1-1

• Find a journal
• Track your research

• Reference Manager
• Simple TEXT file

People also looked at

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.

Alexander, S. (2010). Flexible Learning in Higher Education . Sydney, NSW: International Encyclopedia of Education , 441–447. doi:10.1016/b978-0-08-044894-7.00868-x

CrossRef Full Text

Australian Institute of Family Studies (2015). How Does the home Environment Influence Children’s Learning?

Balaman, S. Y. (2019). Decision-Making for Biomass-Based Production Chains: The Basic Concepts and Methodologies . New York: Academic Press .

Bekessy, S., and Selinske, M. J. (2017). Social-Ecological Analyses for Better Water Resources Decisions. doi:10.1016/B978-0-12-810523-8.00010-0

CrossRef Full Text | Google Scholar

Camacho, D. J., and Legare, J. M. (2016). Shifting Gears in the Classroom-Movement toward Personalized Learning and Competency-Based Education. Competency-based Educ. 1, 151–156. doi:10.1002/cbe2.1032

Chang-Richards, A., Vargo, J., and Seville, E. (2013). Organisational Resilience to Natural Disasters: New Zealand’s Experience (English Translation). China Pol. Rev. 10, 117–119.

Google Scholar

Chi-Kin Lee, J. (2020). “Managing and Leading university Response to Support Psychosocial Health during COVID-19 Pandemic,” in Webinar Series 2 in SEAMEO's Response to Pandemic COVID-19 ( SEAMWO ).

Coates, H. (2015). “Assessment of Learning Outcomes,” in The European Higher Education Area (Cham: Springer ), 399–413. doi:10.1007/978-3-319-20877-0_26

Creswell, J. W., and Plano, C. V. L. (2006). Designing and Conducting Mixed Methods Research . Thousand Oaks: Calif: SAGE Publication .

Edizon, F. (2020). Rewiring Higher Education in the Time of COVID-19 and beyond .

Gachago, D., Jones, B., and Edwards, S. (2018). “Towards Flexible Learning through Distance Learning: ND Real Estate Learners’ Experiences,” in ICEL 2018 13th International Conference on E-Learning (Capetown: Academic Conferences and publishing limited ), 93.

Gillett-Swan, J. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Jld 10, 20–30. doi:10.5204/jld.v9i3.293

Glatthorn, A. (2000). The Principal as Curriculum Leader . 2nd edition. Thousand Oaks, CA: Corwin Press. Goodland .

Gordon, N. (2014). Flexible Pedagogies: Technology-Enhanced Learning . Hull, England: The Higher Education Academy , 1–24.

Henderson, N. (2012). What Is Resiliency and Why Is it So Important? | Resiliency in Action . Available at: https://www.resiliency.com/what-is-resiliency/ .

Hijazi, S. (2020). International Outreach for university post-crisis . Quezon City, Philippines: QS Intelligence Unit .

Huang, R., Liu, D., Tlili, A., Yang, J., and Wang, H. (n.d.). Handbook on Facilitating Flexible Learning during Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak . Beijing: Smart Learning Institute of Beijing Normal University .

Illanes, P., Law, J., Sarakatsannis, J., Sanghvi, S., and Mendy, A. (2020). Coronavirus and the Campus: How Can US Higher Education Organize to Respond? . Chicago, Illinois: McKinsey and Company .

Imperial, J. (2020). ‘Yorme, Yorme’: Modeling Themes from COVID-19 Concerns and Public Reports Aired through Manila City Government Twitter Accounts . Retrieved from De La Salle University COVID-19 Research Portal: https://www.dlsu.edu.ph/research/covid-19-research-portal/ .

Internet access and education: Key considerations for policy makers (2017). Internet Society. https://www.internetsociety.org/resources/doc/2017/internet-access-and-education/ (Accessed November 20, 2017).

Kebritchi, M., Lipschuetz, A., and Santiague, L. (2017). Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review. J. Educ. Technol. Syst. 46 (1), 4–29. doi:10.1177/0047239516661713

Kerka, S. (2020). Distance Learning, the Internet, and the World Wide Web . Retrieved from ericdigest: https://www.ericdigests.org/1997-1/distance.html .

Kishita, Y., Hara, K., Uwasu, M., and Umeda, Y. (2016). Research Needs and Challenges Faced in Supporting Scenario Design in Sustainability Science: A Literature Review. Sustainability Sci. 11 (2), 331–347. doi:10.1007/s11625-015-0340-6

Mark, G., and Semaan, B. (2008). Resilience in Collaboration: Technology as a Resource for New Patterns of Action,” in Proceedings of the 2008 ACM conference on computer supported cooperative work , San Diego, CA , November 8–12, 2008 ( CSCW08: Computer Supported Cooperative Work ), pp. 137–146. https://doi.org/10.1145/1460563.1460585

Osborn, L. (2015). Performance Assessment in Online Learning. In 19th Annual Conference on Distance Teaching and Learning , Madison, Wisconsin , August 14–16, 2002 ( University of Wisconsin System ). Available at: https://files.eric.ed.gov/fulltext/ED471207.pdf

Polcyznski, M. (2009). Scenario Planning . Retrieved from https://www.flca.net/images/ScenarioPlanning.pdf .

Ryan, A., and Tilbury, D. (2013). Flexible Pedagogies: New Pedagogical Ideas . London: Higher Education Academy .

Smalley, A. (2020). “Higher Education Responses to Coronavirus (COVID-19),” in National Conference of State Legislatures . Available at: https://www.ncsl.org/research/education/higher-education-responses-to-coronavirus-covid-19.aspx .

Sweeney, N. (2020). When the Covid-19 Crisis Finally Ends, Schools Must Never Return to normal . United Kingdom: The Guardian . Available at: https://www.theguardian.com/education/2020/apr/07/when-the-covid-19-crisis-finally-ends-uk-schools-must-never-return-to-normal .doi:10.1158/1557-3265.covid-19-po-009

The Higher Education Academy. (2014). Independent Learning Heslington .

UNESCO (2020). COVID-19 Educational Disruption and Response Beirut, Lebanon .

UNESCO Learning Portal (2020). Brief 3: Learning and Teaching Materials Paris .

Wilkinson, L. (1995). How to Build Scenarios San Francisco . Available at: http://www.wired.com/1995/11/how-to-build-scenarios/ (Retrieved from February 29, 2016).

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]

How To Write a Concept Paper for Academic Research: An Ultimate Guide

A concept paper is one of the first steps in helping you fully realize your research project. Because of this, some schools opt to teach students how to write concept papers as early as high school. In college, professors sometimes require their students to submit concept papers before suggesting their research projects to serve as the foundations for their theses.

If you’re reading this right now, you’ve probably been assigned by your teacher or professor to write a concept paper. To help you get started, we’ve prepared a comprehensive guide on how to write a proper concept paper.

Related: How to Write Significance of the Study (with Examples)

Table of Contents

What is the concept paper, 1. academic research concept papers, 2. advertising concept papers, 3. research grant concept papers, concept paper vs. research proposal, tips for finding your research topic, 2. think of research questions that you want to answer in your project, 3. formulate your research hypothesis, 4. plan out how you will achieve, analyze, and present your data, 2. introduction, 3. purpose of the study, 4. preliminary literature review, 5. objectives of the study, 6. research questions and hypotheses, 7. proposed methodology, 8. proposed research timeline, 9. references, sample concept paper for research proposal (pdf), tips for writing your concept paper.

Generally, a concept paper is a summary of everything related to your proposed project or topic. A concept paper indicates what the project is all about, why it’s important, and how and when you plan to conduct your project.

Different Types of the Concept Paper and Their Uses

This type of concept paper is the most common type and the one most people are familiar with. Concept papers for academic research are used by students to provide an outline for their prospective research topics.

These concept papers are used to help students flesh out all the information and ideas related to their topic so that they may arrive at a more specific research hypothesis.

Since this is the most common type of concept paper, it will be the main focus of this article.

Advertising concept papers are usually written by the creative and concept teams in advertising and marketing agencies.

Through a concept paper, the foundation or theme for an advertising campaign or strategy is formed. The concept paper can also serve as a bulletin board for ideas that the creative and concept teams can add to or develop. 

This type of concept paper usually discusses who the target audience of the campaign is, what approach of the campaign will be, how the campaign will be implemented, and the projected benefits and impact of the campaign to the company’s sales, consumer base, and other aspects of the company.

This type of concept paper is most common in the academe and business world. Alongside proving why your research project should be conducted, a research grant concept paper must also appeal to the company or funding agency on why they should be granted funds.

The paper should indicate a proposed timeline and budget for the entire project. It should also be able to persuade the company or funding agency on the benefits of your research project– whether it be an increase in sales or productivity or for the benefit of the general public.

It’s important to discuss the differences between the two because a lot of people often use these terms interchangeably.

A concept paper is one of the first steps in conducting a research project. It is during this process that ideas and relevant information to the research topic are gathered to produce the research hypothesis. Thus, a concept paper should always precede the research proposal. 

A research proposal is a more in-depth outline of a more fleshed-out research project. This is the final step before a researcher can conduct their research project. Although both have similar elements and structures, a research proposal is more specific when it comes to how the entire research project will be conducted.

Getting Started on Your Concept Paper

1. find a research topic you are interested in.

When choosing a research topic, make sure that it is something you are passionate about or want to learn more about. If you are writing one for school, make sure it is still relevant to the subject of your class. Choosing a topic you aren’t invested in may cause you to lose interest in your project later on, which may lower the quality of the research you’ll produce.

A research project may last for months and even years, so it’s important that you will never lose interest in your topic.

• Look for inspiration everywhere. Take a walk outside, read books, or go on your computer. Look around you and try to brainstorm ideas about everything you see. Try to remember any questions you might have asked yourself before like why something is the way it is or why can’t this be done instead of that . 
• Think big. If you’re having trouble thinking up a specific topic to base your research project on, choosing a broad topic and then working your way down should help.
• Is it achievable? A lot of students make the mistake of choosing a topic that is hard to achieve in terms of materials, data, and/or funding available. Before you decide on a research topic, make sure you consider these aspects. Doing so will save you time, money, and effort later on.
• Be as specific as can be. Another common mistake that students make is that they sometimes choose a research topic that is too broad. This results in extra effort and wasted time while conducting their research project. For example: Instead of “The Effects of Bananas on Hungry Monkeys” , you could specify it to “The Effects of Cavendish Bananas on Potassium-deficiency in Hungry Philippine Long-tailed Macaques in Palawan, Philippines”.

Now that you have a general idea of the topic of your research project, you now need to formulate research questions based on your project. These questions will serve as the basis for what your project aims to answer. Like your research topic, make sure these are specific and answerable.

Following the earlier example, possible research questions could be:

• Do Cavendish bananas produce more visible effects on K-deficiency than other bananas?
• How susceptible are Philippine long-tailed macaques to K-deficiency?
• What are the effects of K-deficiency in Philippine long-tailed macaques?

After formulating the research questions, you should also provide your hypothesis for each question. A research hypothesis is a tentative answer to the research problem. You must provide educated answers to the questions based on your existing knowledge of the topic before you conduct your research project.

After conducting research and collecting all of the data into the final research paper, you will then have to approve or disprove these hypotheses based on the outcome of the project.

Prepare a plan on how to acquire the data you will need for your research project. Take note of the different types of analysis you will need to perform on your data to get the desired results. Determine the nature of the relationship between different variables in your research.

Also, make sure that you are able to present your data in a clear and readable manner for those who will read your concept paper. You can achieve this by using tables, charts, graphs, and other visual aids.

Related: How to Make Conceptual Framework (with Examples and Templates)

Generalized Structure of a Concept Paper

Since concept papers are just summaries of your research project, they are usually short and  no longer than 5 pages. However, for big research projects, concept papers can reach up to more than 20 pages.

Your teacher or professor may give you a certain format for your concept papers. Generally, most concept papers are double-spaced and are less than 500 words in length. 

Even though there are different types of concept papers, we’ve provided you with a generalized structure that contains elements that can be found in any type of concept paper.

The title for your paper must be able to effectively summarize what your research is all about. Use simple words so that people who read the title of your research will know what it’s all about even without reading the entire paper. 

The introduction should give the reader a brief background of the research topic and state the main objective that your project aims to achieve. This section should also include a short overview of the benefits of the research project to persuade the reader to acknowledge the need for the project.

The Purpose of the Study should be written in a way that convinces the reader of the need to address the existing problem or gap in knowledge that the research project aims to resolve. In this section, you have to go into more detail about the benefits and value of your project for the target audience/s. 

This section features related studies and papers that will support your research topic. Use this section to analyze the results and methodologies of previous studies and address any gaps in knowledge or questions that your research project aims to answer. You may also use the data to assert the importance of conducting your research.

When choosing which papers and studies you should include in the Preliminary Literature Review, make sure to choose relevant and reliable sources. Reliable sources include academic journals, credible news outlets, government websites, and others. Also, take note of the authors for the papers as you will need to cite them in the References section.

Simply state the main objectives that your research is trying to achieve. The objectives should be able to indicate the direction of the study for both the reader and the researcher. As with other elements in the paper, the objectives should be specific and clearly defined.

Gather the research questions and equivalent research hypotheses you formulated in the earlier step and list them down in this section.

In this section, you should be able to guide the reader through the process of how you will conduct the research project. Make sure to state the purpose for each step of the process, as well as the type of data to be collected and the target population.

Depending on the nature of your research project, the length of the entire process can vary significantly. What’s important is that you are able to provide a reasonable and achievable timeline for your project.

Make sure the time you will allot for each component of your research won’t be too excessive or too insufficient so that the quality of your research won’t suffer.

Ensure that you will give credit to all the authors of the sources you used in your paper. Depending on your area of study or the instructions of your professor, you may need to use a certain style of citation.

There are three main citation styles: the American Psychological Association (APA), Modern Language Association (MLA), and the Chicago style.

The APA style is mostly used for papers related to education, psychology, and the sciences. The APA citation style usually follows this format:

The MLA citation style is the format used by papers and manuscripts in disciplines related to the arts and humanities. The MLA citation style follows this format:

The Chicago citation style is usually used for papers related to business, history, and the fine arts. It follows this citation format:

This is a concept paper sample provided by Dr. Bernard Lango from the Jomo Kenyatta University of Agriculture and Technology (modified for use in this article). Simply click the link above the download the PDF file.

• Use simple, concise language. Minimize the use of flowery language and always try to use simple and easy-to-understand language. Too many technical or difficult words in your paper may alienate your readers and make your paper hard to read. 
• Choose your sources wisely. When scouring the Internet for sources to use, you should always be wary and double-check the authenticity of your source. Doing this will increase the authenticity of your research project’s claims and ensure better data gathered during the process.
• Follow the specified format, if any. Make sure to follow any specified format when writing your concept paper. This is very important, especially if you’re writing your concept paper for class. Failure to follow the format will usually result in point deductions and delays because of multiple revisions needed.
• Proofread often. Make it a point to reread different sections of your concept paper after you write them. Another way you can do this is by taking a break for a few days and then coming back to proofread your writing. You may notice certain areas you’d like to revise or mistakes you’d like to fix. Make proofreading a habit to increase the quality of your paper.

Written by Ruth Raganit

in Career and Education , Juander How

Last Updated May 30, 2022 04:34 PM

Ruth Raganit

Ruth Raganit obtained her Bachelor of Science degree in Geology from the University of the Philippines – Diliman. Her love affair with Earth sciences began when she saw a pretty rock and wondered how it came to be. She also likes playing video games, doing digital art, and reading manga.

Browse all articles written by Ruth Raganit

Copyright Notice

All materials contained on this site are protected by the Republic of the Philippines copyright law and may not be reproduced, distributed, transmitted, displayed, published, or broadcast without the prior written permission of filipiknow.net or in the case of third party materials, the owner of that content. You may not alter or remove any trademark, copyright, or other notice from copies of the content. Be warned that we have already reported and helped terminate several websites and YouTube channels for blatantly stealing our content. If you wish to use filipiknow.net content for commercial purposes, such as for content syndication, etc., please contact us at legal(at)filipiknow(dot)net

Custom Essay, Term Paper & Research paper writing services

• testimonials

Toll Free: +1 (888) 354-4744

Email: [email protected]

Writing custom essays & research papers since 2008

40 catchy concept papers topics to amuse your prof.

It’s not easy to come around topics for concept papers that you can confidently present to your professor. However, we understand this great and urgent need, so we came up with this useful post.

What is a Concept Paper?

It is an academic paper briefly written to provide a clear summary of the research project. In short, it acts as a prelude to the primary research paper that will be presented.

Why do you need a concept paper?

Your lecturer will know what your thesis, project, or research paper is all about through your concept paper. Need I explain how long such projects are and how busy the professors are too?

In a concept paper, you develop an idea and bring it out for others to understand. Since it is short, you should master the art of using words conservatively while communicating effectively.

For example, if you are a Mass Communication student, you might want to study why fake news spreads faster than factual news. Or perhaps, you would explore why most media stations are privately owned. The list goes on to infinity.

Principles of Writing A Concept Analysis Paper

As with every type of academic paper , this, too, has its standards. Looking at a sample concept paper alone may not give you an accurate outline or writing format. That is why we have compiled these writing guidelines for you!

• The number of pages: Concept papers are typically short documents of 2-3 pages.
• Spacing: A double spacing to make the paper easy to read through
• Font size: Use a 12-point size, which is standard and readable.
• Margins: 1 inch all around is better

On top of the formatting aspects discussed above, there is also language use. Ensure that you use action-oriented language to communicate your ideas in your paper. Instead of using the statement, “could potentially help” opt for “will curtail, will certainly improve productivity, etc.”

When writing your concept paper, the following areas should be of significant focus: Arguments that address the main idea Bring out areas of controversy Point out areas of incomplete knowledge Historical and germinal works supporting your paper The composition of the concept paper should be as follows: The topic should be in the form of a question Conduct a brief overview of the research topic Briefly state the research questions that the project seeks to find answers to Why is the research necessary? A brief description of your research methodology

Let us look at a list of topic ideas for a concept paper:

Concept Paper Topic Ideas in Environment

• Are acid rains solely connected to industries and diesel vehicles alone?
• Is global warming a natural cycle of the earth?
• Can humanity benefit from forests without having to cut down trees?
• Has the coronavirus helped in reclaiming Mother Nature due to the lockdowns?
• Is humanity doing the best it can to protect endangered animal and plant species?
• Is deep-sea oil mining well for the aquatic life in the sea?

Concept Paper Topics in Health

• Have we done enough to prevent the occurrence and spread of another pandemic like COVID-19?
• Is what was considered healthy in the ancient past still considered healthy now?
• Why have there been more psychological causes of depression and anxiety during coronavirus?
• Why have African countries experienced low numbers of COVID-19 infections and death compared to Western countries?
• Why is cancer still the most dangerous disease in the 21st century?
• Is plastic surgery right for the health of the patients? Are there any side effects?

Concept Papers Ideas in Education

• Why is it a challenge to implement online learning for middle and high school students?
• What is the role of technology in enhancing research and innovations?
• Should all countries adopt the same learning curriculum for schools?
• Are long holidays proving to be detrimental to students rather than helpful?
• How much homework should a student have?
• Who is to blame for bullying cases in schools?

Concept Paper Ideas in Technology

• Why should countries adopt the 5G network?
• Are mobile companies spying on their clients?
• Why is hacking still a significant problem despite the technological advances made?
• Is it safe to use infrared and laser beams on humans?
• What is the role of technology in combating crime and terrorism?
• How can we enhance data privacy and security in the wake of mass data?

Concept Paper Topic Ideas in History

• Who is to blame for the Euthanasia project in the concentration camps?
• Is there a cold war among nations because of the I and II World War?
• Why the American flag has stars
• What are the reasons for slavery?
• Did explorers determine the sizes of countries as they are today?
• Is colonialism still persistent today?

Concept Topics in Family

• What causes divorce?
• Are children to blame for marriage break ups?
• How to live with drunken parents
• How to cope with grief in the family
• Problems associated with fostering a child

Controversial Concept Writing Topics

• Is abortion an ending of life?
• Is same-sex marriage legal?
• Should sex education be introduced in middle school?
• Children and advertising
• Surrogate mothers

We offer cheap, professional research paper writing help for college and university students. Get your paper done now!

Browse Econ Literature

• Working papers
• Software components
• Book chapters
• JEL classification

More features

• Subscribe to new research

RePEc Biblio

Author registration.

• Economics Virtual Seminar Calendar NEW!

University of the Philippines School of Economics

Up school of economics discussion papers.

• Publisher Info
• Serial Info

Corrections

Contact information of university of the philippines school of economics, serial information, impact factors.

• Simple ( last 10 years )
• Recursive ( 10 )
• Discounted ( 10 )
• Recursive discounted ( 10 )
• H-Index ( 10 )
• Euclid ( 10 )
• Aggregate ( 10 )
• By citations
• By downloads (last 12 months)

More services and features

Follow serials, authors, keywords & more

Public profiles for Economics researchers

Various research rankings in Economics

RePEc Genealogy

Who was a student of whom, using RePEc

Curated articles & papers on economics topics

Upload your paper to be listed on RePEc and IDEAS

New papers by email

Subscribe to new additions to RePEc

EconAcademics

Blog aggregator for economics research

Cases of plagiarism in Economics

About RePEc

Initiative for open bibliographies in Economics

News about RePEc

Questions about IDEAS and RePEc

RePEc volunteers

Participating archives

Publishers indexing in RePEc

Privacy statement

Found an error or omission?

Opportunities to help RePEc

Get papers listed

Have your research listed on RePEc

Open a RePEc archive

Have your institution's/publisher's output listed on RePEc

Get RePEc data

Use data assembled by RePEc

Home / Essay Samples / Education / High School in The Philippines / Free Education in the Philippines: Breaking Down the Pros and Cons

Free Education in the Philippines: Breaking Down the Pros and Cons

• Category: Education , World
• Topic: Education System , High School in The Philippines , Philippines

Pages: 2 (694 words)

Views: 3501

• Downloads: -->

--> ⚠️ Remember: This essay was written and uploaded by an--> click here.

Found a great essay sample but want a unique one?

are ready to help you with your essay

You won’t be charged yet!

Tokyo Essays

Peru Essays

Vietnam Essays

North Korea Essays

India Essays

Related Essays

We are glad that you like it, but you cannot copy from our website. Just insert your email and this sample will be sent to you.

By clicking “Send”, you agree to our Terms of service  and  Privacy statement . We will occasionally send you account related emails.

Your essay sample has been sent.

In fact, there is a way to get an original essay! Turn to our writers and order a plagiarism-free paper.

samplius.com uses cookies to offer you the best service possible.By continuing we’ll assume you board with our cookie policy .--> -->