THE RIGHT of children to education can still be fulfilled even if schools are closed, even in times of emergencies. Exploring available learning modalities may not be easy at this point – but is possible. The challenge is how to ensure that children continue to learn and remain protected from COVID-19. The devil is in the details, so to speak.
The Department of Education (DepEd), parents and guardians must find new adaptive learning methods to suit the unique demands of the time. The agency proposes a learning continuity program that uses alternative modalities such as modular/paper based learning materials and media-based instruction through TV, radio, online platforms. It must be clear how these should be done. Vague, motherhood statements won’t assuage the justified concerns of parents.
Among others, the government should invest on capacity building for parents, caregivers and elder siblings to support children’s learning at home. Local government units may allocate budget in building a stable and affordable communication systems that connect homes, schools and barangays to assist families in providing continuing learning at home.
Teachers and early childhood facilitators can also provide follow up support to parents and guardians in addressing the learning needs of children. Respected learning institutions such as the Early Childhood Care and Development Council, National Museum, and the National Council on Children’s Television could collaborate and develop content for teachers and learners, and make them accessible to learners and their families.
Also, parent-teacher associations, along with the private sector, must be tapped in education programs during the COVID-19 pandemic. For instance, the Local School Board can serve as a platform to identify learning continuity measures which could include age-appropriate playing and learning materials that can be distributed to families.
Children in vulnerable situations should also benefit from the new learning methods. These include children with disabilities, living in informal settlement, those who belong to Indigenous People’s communities and children living in hazard-prone and conflict-affected areas.
We share the concerns of parents and guardians that children must continue learning but should remain protected from exposure to COVID-19. Thus there must be proactive and adaptive preparations from DepEd, concerned government agencies, and local governments to ensure children’s learning and well-being.
