THE RESUMPTION of classes in public schools today emphasizes the important role that education plays in shaping children’s futures, especially amid the COVID-19 pandemic. The government’s decision to start classes with blended approaches to suit the specific needs of schoolchildren is commendable.
COVID-19 is not just a health crisis, but also a learning crisis. The sheer scale at which schoolchildren have gone unreached constitutes an education emergency – not only in the Philippines but on a global scale. The repercussions would be felt in economies and societies for decades to come.
During times of crises and emergencies such as COVID-19, children experience stress, fear and anxiety. Schools do much more than teach children how to read, write and count. Schools help bring a sense of normalcy to children’s lives.
The COVID-19 pandemic exposed high risks for disadvantaged children already lagging behind on learning. Equity should be placed at the core of education interventions to provide the same learning opportunity to children who are most vulnerable and are from the most marginalized communities. Inability to address these fuels inequality and reverses progress made in recent decades.
Evidence shows that for the most marginalized and vulnerable, missing out on school may lead to child labor, teenage pregnancy, and other situations that can keep them trapped in the cycle of poverty.
Children with disabilities and children from indigenous groups, whose risk to be left behind has been magnified in this context, should also be prioritized to prevent negative outcomes that can last a lifetime. Postponing learning, despite the availability of alternative means, makes it less likely that they will ever return to school.
Despite criticisms from all sides and its own initial missteps, the Department of Education should be commended for developing the Basic Education Learning Continuity Plan, as well as for its capacity building for enhancing the online learning platform called DepEd Commons. There is also an online platform for students in the Alternative Learning System to fulfill their right to have access to free and complete basic education. Technical support is ongoing for various webinars on parent engagement, child rights advocacies, psychosocial support, and learning opportunities for children with disabilities.
We must uphold every child’s right to education amid the pandemic. Yes, it is challenging, thus intersectoral collaborations are needed because not only education must be promoted but also the health and social protection of children.
UNICEF itself continues to advocate for phased re-opening of schools in low risks areas, as shown effective in other countries. So we urge the government to look at the benefits and risks across education, public health, and socio-economic factors, in the local context, using the best available evidence. The best interest of every child should be paramount in all these decisions.
