Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER

No.___
Series of 2020

SUBJECT: GUIDELINES ON THE IMPLEMENTATION OF FLEXIBLE LEARNING

In accordance with the pertinent provisions of Republic Act (RA) No.7722, otherwise
known as the “Higher Education Act of 1994,” and; Republic Act No. 11469, otherwise
known as the “Bayanihan to Heal as One Act”; and, by virtue of Commission en banc
Resolution No. _____, series of ____, the Commission on Higher Education (CHED)
hereby adopts and promulgates the following guidelines on Flexible Learning to be
implemented by public and private Higher Education Institutions.

I. RATIONALE FOR FLEXIBLE LEARNING

The emergence of COVID-19 pandemic brought unprecedented disruptions in the

lives of people all over the world. It came so unexpectedly where no one was ready
enough to brace its impact to society.

The Philippines, in particular, faced a critical situation due to the rise of said health
crisis. For higher education institutions, avoiding and limiting the risks of infection of
the academic community has become a primordial concern. Hence, with the
implementation of community quarantine, conduct of classes needed to be
immediately suspended. The herculean challenge then was how to continue teaching
and learning beyond the usual face to face instruction.

Thus, it has become an urgent need to explore other innovative learning modalities
that will facilitate migration from traditional to flexible teaching and learning options.
As learners are differently situated in terms of time, pace and place, these options
allow customization of delivery modes responsive to students’ need for access to
quality education. This shall also give students the option to choose the delivery mode
most convenient to them as early as the time of their enrollment.

The paradigm shift therefore in the teaching and learning process in Philippine higher
education necessitates collaboration among stakeholders and strengthening the
culture of sharing of knowledge, resources, and best practices. Everyone is called to
be part of this transition / transformation towards new normal. To achieve this,
“humanity needs leadership and solidarity to defeat the coronavirus.”
(https://www.undp.org/content/undp/en/home/coronavirus.html)

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Higher Education Development Center Building C.P. Garcia Avenue, UP Campus, Diliman, Quezon City, Philippines
Web Site: www.ched.gov.ph tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296
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II. SCOPE AND COVERAGE

This contains the general guidelines on the implementation of flexible learning

and teaching options, approaches, strategies, systems, pedagogies and modalities
in the higher education environment, which may be adopted by all public and private
HEIs in the country for Academic Year 2020-2021 only. It covers all on-going students
of the HEIs, including the incoming first year students of the said academic year.

However, HEIs adopting these guidelines which were not previously included in
the list of HEIs offering Distance Education programs, but will opt to become Distance
Education providers in the ensuing academic years shall be evaluated based on the
requirements, laws, policies, and procedures of the Commission and that of the State.

Further, this guideline on FL should not be construed as an authority to operate

Transnational Education as provided in RA 11448, Transnational Higher Education
Act and CMO No. 62, s. 2016, Policies, Standards and Guidelines for Transnational
Education (TNE) Programs.

III. DEFINITION

Flexible Learning is the design and delivery of programs, courses, and learning
interventions that address learners’ unique needs in terms of place, pace, process,
and products of learning. It involves the use of digital and non-digital technology, and
covers both face-to-face/in-person learning and out-of-classroom learning modes of
delivery or a combination of modes of delivery. It ensures the continuity of inclusive
and accessible education when the use of traditional modes of teaching is not
feasible, as in the occurrence of national emergencies.

Flexible Learning is a pedagogical approach allowing flexibility of time, place

and audience including, but not solely focused on, the use of technology. Although it
commonly uses the delivery methods of distance education and facilities of education
technology, this may vary depending on the levels of technology, availability of
devices, internet connectivity, level of digital literacy and approaches. (SEAMEO)

IV. GENERAL GUIDELINES

In the implementation of flexible learning, HEIs shall be guided by the following:

1. Considering that a flexible learning teaching and learning design perspective is

deeply rooted in the needs of the students, the main objective should be to provide
learners with the most flexibility on the learning content, schedules, access, and
innovative assessment, making use of digital and non-digital tools.

2. HEIs shall continue to exercise their judgment/academic freedom in the deployment

of available flexible learning and other alternative modes of delivery in lieu of in-
campus learning/face-to-face modality. The exercise of discretion by the HEIs and

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 their faculty must be reasonable, transparent, and outcomes-based validated. (Ref:
CHED COVID Advisory No. 6)

3. HEIs shall decide on the most viable form of flexible learning and teaching that they
will utilize based on their capability, existing condition, national government agency
guidelines and local government unit advisories.

4. HEIs shall develop their learning continuity plan which shall reflect the framework
and system for the transition and integration of flexible learning approaches
anchored on the existing tools and resources of the institution, capability of staff and
faculty members, and capacity of students to be submitted to CHED thru the
respective Regional Offices. The Basic Description of the Learning Continuity Plan
Implementation, may include, among others, the following:

a. executive summary
b. systems and procedures for the transition to Flexible Learning
c. project implementation description (including key people such as the project
director/coordinator, what modality of flexible learning options to use, and
objectives amongst others)
d. curricular modifications reflecting flexible learning strategies on content and use
of learning materials and objects, teaching and learning activities and
requirements, evaluation/assessment, including that for OJT and practicum
e. resources and support services for students and faculty
f. policies on Intellectual Property Rights (IPR), OER plagiarism, attendance,
reporting and updating, teaching complement
g. Constant dialogue with the LGU, Regional IATF and other relevant stakeholders
to be updated and a possible partner in the preparation during the COVID crisis
situation considering the different situation of the Regions in the Philippines.
h. health and safety protocols in accordance with the Inter-Agency Task Force and
Local Government Unit advisories
i. overview and orientation Guide for Students and Teachers
j. mechanisms for continuous quality improvement

5. Flexible Learning should complement outcomes-based education approach which

allows flexibility for the HEIs to employ various means of delivery and assessment
as long as they can show the achievement of the set learning outcomes for each
course/subject for the program.

6. In terms of Learning Content, HEIs shall review all their curricular offerings and make
the necessary adjustments or modifications in the course contents/requirements,
determine alternative options in the design, delivery, pedagogy, and assessment
mechanisms that can be delivered to the students through various modalities.

7. On the management of learners, HEIs shall provide mechanisms to inform and orient
learners on the learning system to be implemented, which may be in a form of course
packages for students and are accessible through off-line and online modes. Course
packages may include course syllabi, study guides, learning activities, available
repository of learning resources, schedule of lessons/ consultations, assessments,
monitoring of students engagement, schedule and mechanics of submission of

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 requirements, grading system, feedback portals, student support systems, etc., to
assist students in managing their study time and maximizing their learning.

The systems and procedures for the transition to Flexible Learning should be
disseminated to all students, officials, teaching and non-teaching staff which may be
in the form of a policy document such as a guidebook/manual/briefer, etc. or may be
incorporated in the institution’s student handbook. HEIs should implement
mechanisms for students to receive/access printed or digital course
packages/instructional materials through courier, designated pick up points or
through digital platforms.

8. HEIs shall establish means for student and teacher engagement/ communication
which may include Short Message Service (SMS), electronic mail (email), chat,
instant messaging, and other means whichever is convenient, appropriate, and
available in order to ensure personalized, effective, efficient, and timely mentoring
and feedback mechanisms.

9. HEIs shall explore partnerships with relevant agencies and organizations to

strengthen and/or complement existing resources, infrastructure or connectivity to
ensure undisrupted learning of the students.

10. HEIs are encouraged to maximize the use of technology to support learning and
teaching, which may include the following:

a. Determination of the level of technology to be used for the delivery of programs

based on connectivity of students. Example:

LEVEL OF
AVAILABILITY INTERNET
CATEGORIES DIGITAL APPROACHES
OF DEVICES CONNECTIVITY
LITERACY

High Level laptops, Fast Proficient Online learning or

Technology mobile phones, Blended learning
tablets, technology
desktops

Medium Level mostly available Slow Advanced Macro and micro

Technology phones learning approach
(a mix of online and
offline activities)

Low Level some mobile Poor or no Beginner Self-instructional

Technology phones or no Internet modules /mostly
technology connection offline activities
(Source: SEAMEO Innotech Flexible Learning Management Systems, Dr. Juan Robertino
Macalde, SEAMEO Innotech)

b. Establishment of a multi-media or learning resource center to provide technical

support to faculty members in the development of IT-enabled and IT-mediated
instructional materials.

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 c. Access/utilization of electronic library and/or available Open Educational
Resources (OER) as reference in various flexible learning pedagogies and
disciplinal content.

d. Utilization of a learning management system (LMS), either proprietary or non-

proprietary

11. HEIs shall implement or explore grants and/or support capacity building programs
for administrators, faculty, and staff on transitioning to flexible learning.

12. HEIs shall ensure that health and safety protocols are maintained at all times. HEIs
shall also establish means to remind students, teachers and other school personnel
of the health and safety protocols through the display of reminders in conspicuous
areas within the school premises.

13. HEIs are encouraged to form consortia/coalition/networking to facilitate capacity

building programs and sharing of resources.

14. CHED Regional Offices shall monitor and evaluate the implementation of their
Learning Continuity Plan (found in No. 4 for Flexible Learning).

V. VARIOUS MODALITIES IN THE IMPLEMENTATION OF FLEXIBLE LEARNING

AND TEACHING

The table below describes the components of the various learning modalities which
HEIs may consider in implementing Flexible Learning Strategies.

COMPONENTS OFF-LINE BLENDED ON-LINE

1. Technology printed modules, audio Desktop computer, computer, laptop,

tapes, video tapes, laptop, smartphone, apps smartphone, apps
CDs, storage devices,
learning packets if virtual or collaborative learning packets
learning is to be
Television/radio implemented, LMS must Learning
broadcasting networks be set-up Management
System
Learning Management printed modules, audio
System (portable/cloud) tapes, video tapes, CDs,
storage devices, learning
packets

Television/radio
broadcasting networks

Learning Management
System (portable/cloud)

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2. Content/learning printed or electronic printed or electronic electronic
materials: modules, video, audio, modules, video, audio, modules, video,
● Learning Objects podcasts, webcasts, podcasts, webcasts, audio, podcasts,
(LOs) OERs stored in storage OERs webcasts, OERs
devices
The use of digital platform Mainly the use of
OERs, learning or the HEIs’ LMS internet-based
modules/materials technology,
modules, and the
like.

The use of digital

platform or the
HEIs’ LMS

3. Evaluation/ proctored non- performance-based performance-

assessment (both conventional assessment based
formative and assessment (e.g. portfolio, research assessment
summative papers, automated exams (e.g., portfolio,
assessment) performance-based with pool/bank of research papers,
assessment (e.g. questions, video recorded automated exams
portfolio, research student with pool/bank of
papers, video recorded reports/laboratory) questions, video
student recorded student
reports/laboratory) project-based or task- reports/laboratory)
based assessment
project-based or task-
based assessment use of assessment rubrics
use of assessment
use of assessment rubrics
rubrics

4. Support services:
● library ● use of other If 50% of program is ● online library
● guidance and delivery options for online then: and
counselling student services ● online library and subscription
● student support (digital or non-digital), subscriptions ● online
(health, when necessary and ● online enrollment enrollment
psychological) appropriate ● guidance and ● guidance and
● technical support counselling ● technical
for faculty ● online technical support/
● enrollment support staff/ help support staff,
● assessments and desk help desk
grade ● online assessment ● online
● payment system and grades monitoring assessment
(tuition and salary) ● online payment (tuition and grades
and salary) monitoring
● online payment
(tuition and
salary)

5. Policies on must be available must be available must be

● Intellectual available
Property Rights
(IPR)
● Open Educational
Resources (OER)
● plagiarism,

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 ● attendance,
reporting and
updating of
students
● teaching
complement
attendance,
reporting and
updating

6. Overview and must be available must be available must be

Orientation Guide available
for Students and
Teachers

VI. CREATION/DEVELOPMENT OF CONSORTIUM

Principles

Given the onset of global COVID pandemic, it is very relevant to address the
challenges it brought to higher education by mobilizing HEIs as one team, for the
purpose of sustaining learning and teaching . This will generate synergies of action
from among them, despite being differently situated, to co-create and innovate in order
to align with demands of the new normal.

The establishment of a consortium is bounded by a common vision and mission to

ensure quality and excellence in the delivery of the various academic programs. This
engagement of the HEIs is anchored on the spirit of bayanihan and culture of
cooperation as a way of achieving goals. It entails strengthening partnership, co-
production and sharing of resources, and building capacities while maintaining a
sense of ownership to outcomes and accountability to the processes and impact
to stakeholders.

Consequently, the consortium will contribute to the building of an agile, resilient and
transformative higher education system. The community of practice for collective
knowledge and good practices will be institutionalized, thus ensuring responsiveness
and inclusivity in higher education at all times.

Guidelines

In order to achieve mutually beneficial goals of transitioning into flexible learning, HEIs
may create consortia/partnerships/coalition/networking.

1. Consortium refers to a collaboration or agreement of three or more HEIs to

share human and physical resources, funding for program development,
production and delivery. To operationalize this, there may be lead and member
HEIs, and/or delivering HEIs (DHEIs) and sending HEIs (SHEIs), as may be
appropriate. The lead or delivering HEIs, which may be autonomous,
deregulated HEIs, and/or those with identified CHED Center of Excellence

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 and/or CHED Center of Development, will spearhead/serve as proponent/s of
the consortium. On the other hand, the member or sending HEIs will be part of
the consortium.

2. All CHED-recognized Philippine Higher Education Institutions, including state

universities and colleges, local universities and colleges, and private higher
education institutions offering tertiary education programs, that are willing to
collaborate with each other and commit and obligate counterpart appropriation
of human and/or physical resources for institutional capacity building in the use
of flexible teaching and learning may be part of a Consortium/Consortia.

3. HEIs may form consortia/partnerships/coalition among each other on various

areas, including, but not limited to the following:
a. Development and production of Open Educational Resources and Massive
Open Online Courses, Open Online Courses, course materials, or lecture
videos on different disciplines that can be shared with other HEIs for flexible
teaching
b. Development of websites and/or LMS for delivering flexible learning through
sharing of curricula, syllabus, study guides, and learning resources
c. Sharing of flexible learning strategies, learning resources and modes of
delivery for all types of learners, including the most disadvantaged ones
d. Development of ICT-based assessment tools
e. Research on best practices on Flexible Learning Strategies per discipline
or program.
f. Other areas which the HEIs will find beneficial to its members.

4. To effect the above premises, there has to be a binding agreement to be

carried out through a Memorandum of Agreement between the parties to
provide a common understanding, stipulating the roles and responsibilities of
the parties entering into the consortia, areas for collaboration, implementation
mechanisms, guidelines and procedures, among others.

VII. EFFECTIVITY

This Guideline shall take effect immediately.

Quezon City, Philippines, __________ 2020.

For the Commission:

J. PROSPERO E. DE VERA III, DPA

Chairman

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