EDUCATION RESILENCE IN THE NEW

NORMAL

In the Philippines, the Government closed schools

on 9 March 2020 one month before the planned
end of term, prematurely ending the school year for
almost 25 million students, and postponed the
usual start of the 2020-2021 academic year from
June to the first week of October due to concerns
about COVID-19
EDUCATION RESILENCE IN THE NEW
NORMAL
Shocks & Aftershocks
of the Covid19
• COVID-19 pandemic
 1.6 billion learners worldwide (25 million learners
in the Philippines )
 190 countries
 94% of world’s population
 40 million children worldwide have missed out on
early childhood education in their critical pre-
school year

Source: www. unesco.org

Shocks & Aftershocks All Levels of
of the Covid19 Education
AFFECTED
Basic Education

Learners missed:
 stimulating and enriching
environment
 learning opportunities
 social interaction
 adequate nutrition (in some cases)
Shocks & Aftershocks All Levels of
of the Covid19 Education
AFFECTED

Higher Education

 Lack of IT infrastructure for both

students and teachers
 How to harmonize semesters and
academic calendars
Shocks & Aftershocks All Levels of
of the Covid19 Education
AFFECTED

TechVoc
• Low levels of digitalization
• Apprenticeship schemes and work-based learning modes
Shocks & Aftershocks Exacerbation of
of the Covid19 Disparities in
Learning
Opportunities
 Learners with disabilities who were already marginalized
before the outbreak are not always included in strategies
of distance learning
 Domestic chores, especially for girls, and the work
required to run households or farms, can also prevent
children from getting sufficient learning time
 Learners who have poor digital skills and the least access
to the hardware and connectivity are vulnerable learners
 Learners from lower socio-economic backgrounds are
more likely to lack reading opportunities, a quiet room,
and parental support during school closure
 Learning to Learn A WIDE RANGE OF
During PANDEMIC DISTANCE
LEARNING TOOLS

 Modular Distance Learning (MDL)

 Online Distance Learning (ODL)
 TV-Based Instruction/Radio-Based Instruction
(TVBI/RBI)
 Blended Distance Learning (BDL)
 Learning to Learn
During PANDEMIC Support for Teacher’s
Needs

 Teacher professional development has moved online or

been disseminated via telephone and video applications,
but marginalized teachers may have missed out on such
support.
 Web-based class meetings and messaging applications
have become useful tools and new ways of
communicating with their learners and the education
community.
 Teachers were largely unprepared to support continuity of
learning and adapt to new teaching methodologies.
 Learning to Learn
During PANDEMIC Support for Teacher’s
Needs

 ICT Basic Skills training

 Integrated psychological support into contingency plans
 NGOs mobilization to provide additional support.
 THE NEW NORMAL: POST-PANDEMIC
EDUCATIONAL PLANS
• Wearing of Face Masks and Physical Distancing
• Strengthening Online Learning Platforms
• Strengthening School-Based Research and Development in terms of
Health
• Health education should be integrated across all subjects