Tarlac State University

COLLEGE OF TEACHER EDUCATION

Center of Development in Teacher Education
GRADUATE SCHOOL
Lucinda Campus, Brgy. Binauganan, Tarlac City

Names: Alyza M. Ortiz

Angelo G. Martinez
EDUC501: Foundations of Education

EDUCATIONAL AGENDA

The COVID-19 pandemic has created the largest disruption of education systems in history,
affecting nearly 1.6 billion learners in more than 190 countries and all continents. Closures of schools and
other learning spaces have impacted 94% of the world’s student population, up to 99% in low and lower
middle income countries.

This crisis has stimulated innovation within the education sector. We have seen innovative
approaches in support of education and training continuity: from radio and television to take-home
packages. Distance learning solutions were developed thanks to quick responses by governments and
partners all over the world supporting education continuity, including the Global Education Coalition
covened by UNESCO. We have also been reminded of the essential role of teachers and that governments
and other key partners have an ongoing duty of care to education personnel.

But these changes have also highlighted that the promising future of learning, and the accelerated
changes in modes of delivering quality education, cannot be separated from the imperative of leaving no
one behind. This is true for children and youth affected by a lack of resources or enabling environment to
access learning. It is true for the teaching profession and their need for better training in new methods of
education delivery, as well as support. Last but not least, this is true for the education community at large,
including local communities, upon whom education continuity depends during crisis and who are key to
building back better.

The COVID-19 crisis and the unparalleled education disruption is far from over. As many as 100
countries have yet to announce a date for schools to reopen and across the world, governments, unions,
parents and children are grappling with when and how to approach the next phase. Countries have started
planning to reopen schools nationwide, either based on grade level and by prioritizing exam classes, or
through localized openings in regions with fewer cases of the virus. However, given the continued
virulence of the virus, the majority of countries surveyed in May–June 2020 had yet to decide on a
reopening date. These decisions carry enormous social and economic implications and will have lasting
effects on educators, on children and youth, on their parents – especially women – and indeed on societies
as a whole.

1. SUPPRESS TRANSMISSION OF THE VIRUS AND PLAN THOROUGHLY FOR SCHOOL

RE-OPENINGS

The absolute generally huge step that nations can take to rush the returning of schools and
training foundations is to smother transmission of the infection to control public or neighborhood
episodes. When they have done as such, to bargain with the unpredictable test of returning, it is critical to
be guided by the accompanying boundaries: guarantee the wellbeing of all; plan for comprehensive re-
opening; tune in to the voices of all concerned; and organize with key entertainers, including the health
community.

2. MENTAL HEALTH SUPPORT FOR TEACHERS AND STUDENTS

Taking care of our mental health is always important and requires daily intention and insight into
oneself. However, times of uncertainty can enhance our distress and make us all more vulnerable,
regardless of our past effort invested in our mental health.  

The fear and anxiety that teachers and students may feel due to the impact of COVID-19 can
cause stronger emotions, can impact sleeping and eating patterns as well as concentration, worsen health
conditions, and degenerate mental health concerns. While stress is a normal psychological reaction to life
demands, if teachers and students are experiencing worsening mental health symptoms such as feeling
hopeless or miserable and is having difficulty carrying out typical daily responsibilities, it is time to reach
out for support.

We urge the government and school to:

 Offer free school-based mental health programs and extends help through online.

 Toll-free crisis hotline for teachers and students as an add-on to the other mental health programs.

 Mental health and wellness application.

 Dialogue journal/online journals for students have an opportunity to write and share about the
issues in which they are interested and appear to be important to them.

3. CREATE AND MAINTAIN CENTRALIZED, CLEAR, AND REGULAR COMMUNICATION.

 School, local government, and service providers are navigating an enormous volume of
information and disinformation about COVID-19 and also managing families’ anxieties and concerns.

We urge the local government and school to:

 Create a user-friendly, multilingual online hub for families and students to receive up-to-date
information and educational resources.
 Beyond online resources, school should consider setting up and advertising telephone hotlines to
field questions and concerns or using text message to share updates.
 Engage directly with community leaders and organizations to get input and ensure that
community needs are met.

4. REIMAGINE EDUCATION AND ACCELERATE CHANGE IN TEACHING AND

LEARNING

The enormous endeavors made in a brief timeframe to react to the stuns to instruction
frameworks advise us that change is conceivable. We ought to take advantage of the lucky break to
discover better approaches to address the learning crisis and achieve a lot of arrangements recently
viewed as troublesome or difficult to execute. The accompanying section focuses could be to the front of
our endeavors: center around tending to learning misfortunes and forestalling dropouts, especially the
marginalized group; offer abilities for employability programs; uphold the showing calling and educators'
status; extend the meaning of the privilege to instruction to incorporate network; eliminate hindrances to
availability; reinforce information and observing of learning; fortify the articulation and adaptability
across levels and types of education and training.

5. SECURE EDUCATION FINANCING

The pandemic has driven the world into the most profound worldwide downturn in living
memory which will greatly affect economies what's more, public funds. Public specialists furthermore,
the worldwide network need to ensure education financing through the following roads: fortify
homegrown income preparation, safeguard the portion of use for instruction as a first concern and address
shortcomings in training spending; reinforce global coordination to address the obligation emergency; and
protect official development assistance (ODA) for education.

6. PROVIDE GUIDANCE AND RESOURCES ON EDUCATIONAL SERVICES FOR

VULNERABLE POPULATIONS.

School closures are harmful to all students who need instructional time and support to reach their
academic potential. But this is particularly important for the most vulnerable student populations who
need additional supports to ensure that their educational needs are met. The local government is well-
positioned to provide guidance and resources to give students access to the additional supports to fulfill
their educational needs.

We urge the government and school to:

 Leverage their bulk purchasing power and/or partner with businesses and internet providers to
offer laptops/tablets and expanded internet service in high-poverty communities to enable all
students access to distance learning opportunities.

See, for example:

STI’s partnership with SMART to provide free smart sims with up to 35 GB monthly data plan.

The Pasig City government has raised 1.2 billion to provide laptops for teachers and tablet for
students. The local government would provide hotspots to households without internet access,
where students can download their modules or activities.

 Create and provide resources to support students with disabilities.

(With COVID-related school closures, many countries have turned to online instruction to ensure
continuity of learning. However, the focus on online learning means that many learners with
disabilities are left behind.)

 Fund to meet the urgent needs of students currently identified as homeless, and families and
youth who become newly homeless as a result of the economic crisis.