Name: Joey V.

Caugmoc
Subject: Educ 105- Global Trends and Issues in Education
ID Number:
Task No: 2

"Most governments around the world have temporarily closed educational

institutions to control the spread of the COVID-19 pandemic," according to
UNESCO. In the spring, about 200 countries stopped their schools, disrupting the
education of more than 1.5 billion young people. Due to issues such as gender,
disability, immigration, mother tongue, learning challenges, and other forms of
socioeconomic disadvantage, the crisis has aggravated already widespread
educational inequality. The pandemic has brought to light the vulnerability of our
educational systems, even those that previously saw to be stable. As a result, the
crisis-induced innovation and creativity must be used to improve educational
institutions and make them more equitable, inclusive, and resilient.

Due to the extended shutdown of schools due to the COVID-19 issue,

stakeholders' perceptions of schools and learning content have changed. Gave
some curricular goals in terms of academic abilities and information that pupils
must keep, depending on their age and grade level. Many international
organizations, like the OECD, have argued for a more "meaningful" approach to
education. The Council of Ministers of Education (CMEC) in Canada has placed a
high priority on global competencies in curricula that may apply in various
contexts. According to the authors, rarely put school learning in the context of real-
life problems, which fueled the perception that education is uninteresting and
outmoded. It is now more important than ever to assist students in developing
essential competencies or life skills for the future. According to the authors, clear
rules should be set to prepare schools for other future catastrophes, including
extended closures.

Diverse, adaptable, and authentic learning activities are required to maintain

students' motivation, engagement, interest, and connection to the school. The
COVID-19 lockdown provided authentic learning experiences that may use to
contextualize student reality throughout the pandemic. Teachers can use the
Sustainable Development Goals (SDGs) of the United Nations' 2030 Agenda for
Sustainable Development as a source of inspiration for contextualized learning
settings. According to the author, teaching students to use various internal and
external resources to solve a real-world problem increases knowledge transfer by
putting them at the center of their learning. 
Extended school closures in 2020 have demonstrated that learning may
continue through distance education, mainly through digital means. Many schools
have lowered class sizes or increased the amount of space between student desks.
Others have addressed these issues by organizing instructional settings outside of
the classroom, whether on school grounds or in other outdoor locations. According
to Zain Verjee, the danger of viral transmission is low outside, and open places
make physical separation easier. According to her, a case study in Canada found
that a land-based education model of learning and teaching that incorporates
Indigenous philosophy can boost student motivation, reduce anxiety, and improve
students' sense of community. Students' profound connections to the environment
fostered by these outdoor learning methods encourage learning, increased
ecological awareness, and a greater appreciation of Indigenous cultures.

Students have been able to continue their studies during the school closure
period thanks to distance-education networks. In China, it appears beneficial to
enhance pupils' independent learning, especially considering the risk of a second
wave of COVID-19 disrupting the school year. Students would be more likely to
take the initiative, think critically, and participate if given more learning autonomy.
According to a Université Laval study, it would assist students in setting their own
goals and exercising self-discipline.

During the crisis, teachers had to perform a dual role: teaching pupils about
technology while also teaching them how to use it. Many teachers lack the
expertise, skills, and tools needed to create high-quality online learning content.
Face-to-face teaching provides opportunities for student-teacher contact that are
difficult to duplicate while teaching from a distance. At the planning stage, it is
critical to consider the strict structuring of ideas. Most teachers are not expected to
provide quality instruction unless they have received training in these areas.

Prioritizing authentic learning opportunities in the curriculum, learning priorities,

and learning settings offers a future direction for education that might explore
further after children return to school. It is considered that outdoor education is a
feasible option for facilitating space management and physical separation. Teachers
must play a supportive role with their students who may have suffered negative
consequences from the crisis, not just for remote learning but also after schools
reopen.
As a public teacher in A.L. Navarro National High School, I am aware that I can
accomplish far less overall in a distant learning situation, and I must focus on
what I do best to adjust to the changes of the learning system and stick to that as a
focus. All public schools currently use the modular mode of learning because,
according to the Department of Education (DepEd) survey, printed and digital
learning methods emerged as the most preferred technique of parents this
academic year when they were asked about all remote learning options.
Distribution of modules and sorting out activities are likely the work of most public
teachers. I guided students using communication tool applications like Messenger
and Facebook to entertain the queries, clarify concerns, and update students on
announcements and important matters.

From what I observed, the use of modules encourages independent study. One
of the advantages of employing modules for instruction is that students develop
greater self-study or learning capabilities. Students actively participate in
understanding the concepts provided in the module. They gain a sense of
responsibility as they complete the tasks in the module. The students progress on
their own with little or no help from others. They are learning how to learn and are
becoming more self-assured.

However, one of the significant issues that arose during the implementation of
Modular Distance Learning is the many activities in each module. The Department
of Education should look into this issue, decrease activities, and eliminate
extraneous themes to achieve mastery as much as feasible. As some of the parents
put it, the fewer the children, the better. One of the students' fears is that they will
not have enough time to complete all of the modules in a week.

Nevertheless, all of these obstacles and changes in this new normal generate
optimism for a better future, encourage change, and prepare for a better version of
ourselves everything, primarily in educational development. The global epidemic of
the Coronavirus has put a stop to regular life, and people worldwide are fighting it.
We are coping admirably.