On DepEd’s learning recovery plan
The devastating effect of COVID-19 on children's education is apparent and profound. The pandemic has caused the largest and the worst disruption to education in history. The suspension of face-to-face instructions in schools worldwide during the pandemic has led to concerns about the negative impact and consequences on students’ learning. This crisis is a global phenomenon.
In the Philippines, the outcome of the Basic Education Learning Continuity Plan by the Department of Education in response to the COVID-19 pandemic did not hit the target. Blended learning, which combines online distance learning, modular distance learning, and TV/Radio-based Instruction, has failed to deliver the desired learning.
The progressive expansion of face-to-face classes has revealed a sad reality. Many learners have failed the mastery of basic skills and competencies such as writing, reading literacy, numeracy, and basic arithmetic operations.
The learning loss is due to many factors such as lack of academic interest, absence of physical classes, ineffective delivery of learning, and economic and health issues.`
According to Global Education Evidence Advisory Panel (GEEAP) report co-hosted by UNICEF and World Bank, learning loss must be recovered with urgency to avoid long-term damage to children’s well-being and productivity.
Following the alarming discovery, the Department of Education immediately developed a recovery learning plan framework to guide schools in addressing learning gaps. It is anchored on learning remediation and intervention, professional development, health, safety, and wellness.
Also included are the extension of the school calendar, expanding learning time, establishing a learning support center in schools and community-based learning spaces, and hiring additional learning support aides.
Moreover, DepEd plans to intensify its reading interventions, conduct regular home visits and followups, implement physical and virtual study groups/buddy systems, establish literacy at home and in the community, tap the services of parent or guardian teacher-volunteers, and develop appropriate assessment tasks and resources.
Meanwhile, physical and online learning action cell sessions, adaptive teaching strategies and classroom assessments, and a shift from the traditional approach to tailored acceleration are plans for the professional development of teachers.
Also included in the framework are the learners' health, safety, and wellness to address the socioemotional and behavioral recovery. That will strengthen the Oplan Kalusugan and focus on child protection and the formation of helplines/health lines.
Phase 1 will begin this summer of 2022, which conducts the immediate and short-term strategies/ interventions. Phase 2, which covers the building on learning and longer-term improvements, will be implemented in SY 2022-2023, while Phase 3 will be in SY 2023-2024 and beyond, where long-term sustainable alternatives will be accelerated and innovated.
Full recovery may take some time but the Department of Education is optimistic that with the full cooperation and support of the teachers, parents, local government units, and stakeholders, its learning recovery program will succeed eventually and benefit the learners in the post-pandemic time.