The Department of Education is addressing the challenges in Basic Education for the school year 2020-2021 through its Basic Education Learning Continuity Plan under DepEd Order No. 012, s. 2020, as the country continues to grapple with various issues brought on by the coronavirus disease 2019 pandemic.
The Basic Education Learning Continuity Plan is in line with Section 1 of Article XIV of the 1987 Constitution, which requires the state to safeguard and promote all citizens’ right to excellent education at all levels, as well as to take reasonable efforts to make such education available to everyone. DepEd has the power, accountability, and duty for guaranteeing access to, promoting equity in, and enhancing the quality of Basic Education under Section 6 of Chapter 1 of Republic Act No. 9155, or the Governance of Basic Education Act of 2001.
The current crisis, a pandemic caused by Coronavirus 2019, has posed the greatest challenge of the century, one that has touched every state and government agency in the globe. In our nation, all government agencies, both public and private, as well as all sectors of society, have felt the effects of the terrible virus, and people from all walks of life have had to adapt to a new way of life. Businesses have been severely impacted, if not completely destroyed, or have gone bankrupt, resulting in panicky job losses and dismissals.
The Department of Education, aware of the current situation and its aims, mission, and vision, has never been incompetent, but has grown more respectful of many viewpoints, methods, and interventions in order to reach out and deliver. Education cannot be neglected or postponed, even in the direst of circumstances. It should always be a priority because life will continue till one’s final breath. Education has directed humans to live and reproduce since the dawn of time, and it continues to change over time.
School life and operations at all levels of education have been disturbed by the current global crisis (Private Education Assistance Committee School Recovery and Readiness Plan for SY 2020-2021). To deal with the crisis, all administrators and school leaders have been given the task of developing strategic measures and plans to be able to respond to various situations that make schools vulnerable and risk their stability and sustainability.
The teacher is responsible for keeping track of the students’ development. Learners can contact the teacher through e-mail, phone, text message, or instant messaging, among other methods. If as all practicable, the instructor will make home visits to students who require remediation or support. Printed Modules will be distributed to children, parents, and guardians by instructors or local government officials.
Teachers and school leaders will be equipped to apply the learning delivery system in accordance with the Department of Education’s professional development framework and professional standards, as well as the transformation of the National Educators Academy of the Philippines. They will be introduced to learning delivery modalities that they may use right away based on the community context, as well as tools and procedures to help them make better decisions.
This epidemic hampered face-to-face or mixed learning; nonetheless, the education industry must re-examine and control the use of technology for emergency remote instruction between students and teachers. As a result, whether the results of emergency remote teaching are negative or positive, educational systems around the world are left with no choice but to understand, experience, and accept the vast and rapid changes that have occurred as a result of adopting the concepts of emergency remote education.
Teaching is doable, but it is fraught with problems and worries as a result of the new educational system’s rapid adjustments.
By: Amidea C. Salvia|Teacher III| Sta. Rita Elementary School|Olongapo City
