Republic of the Philippines Region III – Central Luzon Commission on Higher Education TARLAC STATE UNIVERSITY Romulo Blvd, Tarlac City, Tarlac FACE-TO-FACE CLASSES AMONG PRIMARY AND SECONDARY SCHOOLS IN TARLAC: AN EVALUATION POLICY MONITORING AND EVALUATION In Partial Fulfilment of the Requirement in Policy Analysis PAE 2 Ms. Maria Tiara Fatima Galang Instructor Prepared by; Jonas Paulo B. Bautista 4th Year Face-To-Face Classes Among Primary and Secondary Schools in Tarlac: An Evaluation Policy Monitoring and Evaluation Research Data One of the areas of human life most impacted by the pandemic is education. Schools decided to temporarily close since the pandemic's emergence and threat. As a result, students who are largely children have been experiencing a crisis in their academic performance. The COVID19 pandemic has presented the government and the populace with enormous difficulties. The pandemic radically altered teaching strategies in the education sector by closing down schools and switching to distance learning. Due to the pandemic, schools have been forced to close, significantly changing how students are taught. Students from underprivileged backgrounds and those living in rural locations, however, have restricted access to the technology required for online education. Through more open access to education, modular learning overcomes this learning disparity. Pandemic has forced educational systems all over the world to implement distance learning techniques on a scale that has never been done before for basic education. While the department, students, teachers, and school administrators face significant obstacles, there have also been some positive developments that will help us prepare for the postCOVID-19 era of education. Positive changes that are occurring include: the usage of low-cost the development of advanced technologies for remote or distance learning, the necessary learning materials; students' increased reliance on independent study, which will be useful to them in this era of digital knowledge and information. accessible; the reestablishment of parental involvement in the classroom by schools; learning process, as well as the development of the learning environments to incorporate physical classrooms, but also the home, public areas, and online environments. All these are transforming the face of education around the world, and our practical experience with our learning group enables us to acquire expertise and information regarding these brand-new modes. The Department of Education's (DepEd) plan for a pilot test of face-to-face classes from January 11 to January 23 has received endorsement from Governor Susan Yap. In a recent virtual news briefing, Yap stated that the provincial government had already spoken with DepEd representatives in the province and that they were now looking for Tarlac locations that would be suitable for pilot testing because there are no cases of the coronavirus disease 2019 (Covid-19) there. Face-to-face interaction enables students to receive assistance and answers right away. A student may raise questions in class while the subject is still fresh in their minds or receive assistance with a specific issue. The student would have to wait for the instructor to respond by email if they were studying online from home. In a classroom setting, teachers can manage their topics very well because there is no longer a need to compress their topics to fit the modules, which is why face-to-face learning is superior to online learning because, as the Stanford researchers discovered, in-person communications make our brains happier. When compared to reading a ton of modules, having to attend class with a real teacher is more engaging for students. When students engage with and learn from one another in a classroom setting, they might develop more and feel more at ease. Parents have faced a variety of difficulties This examined the actual experiences of the parents who serve as homeschooling instructors, tutors, and learning supervisors for modular during the health crisis, learning. Parents have faced a variety of difficulties. from the innovative method of instruction delivery in a virtual environment, inadequate academic progress, financial hardships while working for the family amid a lockdown, difficulty using and accessing technology, health, stress, and learning style, as well as personal issues. This research helps to serve as the foundation for developing broad and inclusive educational policy while taking into account the viewpoint of the parents of the students during the and beyond the pandemic. Government How would the government guarantee this in light of the severe teacher and classroom shortages, the handwashing stations and water supplies in classrooms. Lack of classrooms was an issue even before the outbreak. Given that teachers have 45 kids in their class and teach 7 courses, this is another pressing issue. That would imply that teachers would have to teach a subject three times if there were three batches. The first batch would have different energy levels than the following batches. By then, teachers would be worn out. Students may suffer if teachers don't have enough energy for the last batch. Some kids had trouble getting to appointments for routine immunizations or preventative care during the pandemic and had trouble getting access to care, particularly dental and specialty care. Although telemedicine use has grown, it hasn't grown enough to make up for total service consumption losses. Utilization of children's mental health services decreased despite increased signs of anxiety, sadness, and psychological stress in both children and parents. In comparison to households without children, families with children have had much greater rates of economic hardship during the epidemic, creating more obstacles to effectively addressing social determinants of health. The economic repercussions of the pandemic have disproportionately affected Black, Hispanic, and other people of color. Prior efforts to solve problem In particular, after physical distance, the reopening of the school for face-to-face encounters must be carefully organized to protect the safety of the pupils as well as instructors and school employees in a staged manner. Before starting face-to-face instruction again, the government should first fix the shortcomings in the school's health infrastructure. To keep children safe or at least lessen the impacts of COVID-19, school health measures for conducting face-toface classes must be properly planned according to national and international criteria. After all, students' lives are important, just as is their education. To guarantee that it is fulfilled is everyone's government's duty. The Tarlac local government unit is ready for the pilot testing of in-person lessons next year. Governor of Tarlac Susan Yap stated during the DOLE's virtual news conference that they had already discussed it with DepEd and needed to determine the areas of Tarlac where there were no COVID-19 cases in order for those areas to be eligible for the pilot testing. Children experience difficulties Many children may experience difficulties as they get ready to return to school this autumn because of the pandemic's continuing health, economic, and social effects. Because the epidemic hit during critical stages of their physical, social, and emotional development, and because some of them have lost loved ones, children may be particularly affected by it. Additionally, the loss of income, food and housing insecurity, and interruptions in health care coverage, all of which have an impact on health and well-being, have been particularly harsh on families with children. Public health initiatives to stop the disease's spread also resulted in service disruptions or adjustments, difficulty getting care, and a rise in children's mental health issues. Even though young children are still not eligible for the immunization, they can catch COVID-19 even though they are most likely to be asymptomatic or experience very minor symptoms. The rapid spread of the Delta variety puts youngsters at risk for new dangers, and some kids who get COVID-19 suffer from the disease's long-term repercussions. Since they already experienced greater health and financial difficulties before the epidemic, low-income children and children of color have been disproportionately impacted by many of these repercussions. The American Rescue Plan Act and the American Families Plan are two recent policy initiatives that make an effort to address some of the ongoing and pandemic-related problems affecting children's health and wellbeing. The fall's return to school schedule, however, is still up in the air, and some people may find it harder to adjust to "the new normal." The persistent consequences of the epidemic on children may put further strain on schools, parents, and policymakers. The Philippines requires a defined set of rules and regulations based on a cutting-edge educational framework going forward. This necessitates a thorough and serious evaluation of the nation's capacity to provide educational programs that demand higher standards than the norm. Several variables need to be taken into account as the Philippines transitions to a new teaching method. This comprises the ability of the teacher, the learner's circumstance and context, and the effectiveness of the learning environment. Of course, these come on top of the more obvious problems with internet speed, material costs, and delivery methods. The best approach to go is to take a step back and develop a plan that involves educators, learners, parents, school officials, and tech-related businesses. This collaborative approach, built on a shared vision, is the kind of original thought that this challenge demands. Developed educational regulations that favor adaptable learning approaches To lessen the upsetting effects of the COVID-19 epidemic, some nations have developed educational regulations that favor adaptable learning approaches. It quickly responded to the call for a comprehensive plan to deliver high-quality education during pandemic days, which included early school closings to stop the viral infection from spreading; creating an online educational portal that offers a variety of learning materials such as videos, documents, e-books, tests, and activities for all students from preschool to high school level; providing free internet access of the remote lessons; and providing a series of resources. Due to numerous issues that have yet to be resolved, such as the absence of school clinics, handwashing stations, water supplies, classroom shortages, and the conspicuous lack of school nurses for pupils, some people are still opposed to the return of in-person instruction. And since everyone is worried that students will become virus super-spreaders, very few people are arguing that, even though face-to-face instruction is more efficient than distance learning, students would be safer in the current remote setup. Instead of concentrating on the restart of face-to-face instruction, the government should use the remaining months of the academic year to plan for the safe return of students to school. Guidelines have been released by the Department of Education for the few face-to-face programs. Other nations have kept or reopened their schools during the pandemic while effectively preventing the spread of COVID-19 by establishing safety regulations that include social isolation strategies, meticulous sanitation, cleaning, and the use of quarantines. Guidelines have been released by the Department of Education for the few face-to-face programs. This is done to prevent students from getting sick. To reduce exposure, there should be a physical separation of at least one meter between people, adequate desk spacing, frequent hand- and respiratory-hygiene practices, age-appropriate mask use, ventilation, and environmental cleaning procedures. In order to secure everyone's safety while preparing for the few in-person classes, some secondary schools has been preparing and taking all necessary precautions. The limited face-toface learning modality was introduced to all teaching and non-teaching staff, students, and parents. Led orientations, emphasizing the protective measures, hygiene practices, and safety protocols that must be followed when conducting the limited face-to-face classes. Safety, as well as the suitability of classrooms and teachers, were also addressed as potential barriers to the start of the upcoming school year. COVID 19 school setting health and safety preventive and management requirements Given the unique hazards and problems that children face, all the more that well-crafted health regulations need to be enforced strictly in order to ensuring that kids who are able to conduct face-to-face interactions safely return to school courses. The COVID-19's characteristic that it is mostly transferred by respiratory exposure to or contact with an infected person. This could occur anywhere or at any time. any moment. In light of the return to in-person instruction, the observance of The same health regulations should apply at home, while traveling, and while in class. Customized health protocols Learners, instructors, and educational staff must adhere carefully to observe personal health guidelines, such as: Respiratory manners (when coughing or sneezing, use a tissue or Use the inner part of your elbow to cover your mouth and nose. Keep the appropriate distance, but don't cover your mouth. using one's hand.) Maintaining a constant physical distance of at least one meter. Regularly wash your hands with an alcohol-based hand soap or by adequate soap and water hand washing. Constantly using face masks properly. The mouth and nose must have covered. Those without symptoms may use a washable or cotton face cloth. masks. The school is required to maintain surgical masks on hand. a clinic and at the gates to schools should they notice any The flu-like symptom or COVID-19 REFERENCES https://www.deped.gov.ph/wp-content/uploads/2020/12/20201214-Recommendation-on-Face-toFace-Classes-Final-1.pdf https://www.deped.gov.ph/2022/02/02/on-the-expansion-phase-of-limited-face-to-face-classes/ https://www.sagisag.com/article/3174/news/tarlac-governor-open-for-face-to-face-classes-nextyear