Transcript of Video: Module 1 - Changes in Educational Systems During

the Pandemic

The director of SEAMEO INNOTECH Dr. Ramon C. Bacani, officials and staff of SEAMEO INNOTECH
educators and participants of this online event on Southeast Asian School Leadership program, a
pleasant day to all of you.

I will be presenting snapshots of unprecedented changes in education in the region. Hoping that we can
all build together a better responsive and flexible Southeast Asia. My presentation intends to address
the six basic and interconnected questions. First, how has Covid19 pandemic change education and aside
from the pandemic what are the other factors driving changes in education impacting the schools.
Second, is how interconnected and interdependent our societies are now and how must school heads
and school operate in such a highly interconnected world. Third, what are the emerging imperatives in
learning and education. And how will this pandemic continue to shift school leadership, technology
partnership and collaboration. Fourth, what I see as the opportunities and challenges in building back
better school systems and teachers in our region. And how do we reimagine education during this time
of pandemic and finally, how can school heads effectively promote better governance in this post-
pandemic world. And what are the critical competencies of school heads now that they should possess
and they should strengthen.

On the first part let me share briefly the snapshots of Covid19 situation in Southeast Asia here is a global
overview of COVID19 pandemic. At the height of the pandemic almost 1.6 billion learners were affected
but in this last quarter of the year 580 million learners are affected representing 33.1 percent total
enrolled learners with 31 country-wide closures still there was a marked improvement already from the
total closed countries since the Covid19 pandemic ravaged the world while most may regard Covid19 as
a health crisis this is a narrow view of the pandemic because it has affected almost all aspects of life we
could no longer go back to the old way of living. But we are now more familiar with the new normal as
you are all aware of this Covid19 pandemic has also affected our GDP growth forecast. It has brought
economic losses unevenly for instance the supply chain disruptions due to the lockdown and
quarantined measures are affecting countries dependent on merchandise trade like Singapore,
Cambodia, Malaysia and Thailand travel bans and temporary closures of public places have also affected
our services especially on tourism. Countries reliant on remittances such as the Philippines also suffered
declined and weaker consumption and investment. These are the contexts where ministries of education
in Southeast Asia found themselves in due to the lockdown schools were close and Ministries of
Education and teachers need to innovate starting with transitioning from face to face to alternative or
flexible learning modalities.

One thing is clear though the old way of teaching and learning will no longer work education will never
be the same again. There are lots of creativity and innovation in transitioning from the traditional face
to face to the flexible learning modalities blended, hybrid, and alternative learning modes. Ministries of
Education in Southeast Asia have responded to the challenges brought by the Covid19 pandemic. Eleven
countries have launched interventions to include online learning and flexible learning modalities. Brunei
Darussalam introduced a whole nation approach even reaching the most marginalized learners
establishment of center for digital education and harmonization of digital platforms for Cambodia. The
circuit breaker strategy home-based learning of Singapore the push for distance learning using online
offline blended learning approach for Indonesia. The development of ICT and alternative learning
methods of Lao PDR. The digital learning platform and holistic flexible learning modality of Malaysia. The
development of online alternative platforms of Myanmar, Thailand education ecosystem model or TA2s.
The learning continuity plan for basic education of the Philippines. The education and application using
sms-based learning strategies for Timor Leste and even open educational resources and materials
promoting radio and broadcast education in Vietnam. And despite all of these interventions more needs
to be done to ensure that no one is left behind and all is for all.

On the second issue of interconnectedness of interdependent societies I urge everyone to exercise

caution in trying to see a homogeneous Southeast Asia while that may be true the technologies have
advanced and more so in the Covid19 pandemic and there is an exponential growth never before as seen
in educational technology. We still see the underlying differences and where contextualization has to be
done for SEAMEO-member countries. Based on the presentations of Covid19 response of different
ministries of education we can conclude that there is no silver bullet that will address all educational
issues and concerns. Singapore and Brunei despite our perception of highly advanced technology
infrastructure also invested in printing modalities and home-based learning strategies that is to reach
the enriched and the marginalized learners. Timor Leste invested in educational application but at the
same time utilize broadcast printed modules and sms education. Given the wide disparities of learners
while Lao PDR, Malaysia, Myanmar, Philippines and Indonesia simultaneously combined the use of
traditional platforms, educational tv programs, and open educational resources to supplement the
learning management systems that they have built. Knowing all too well that all learners must have
access to education that best suits their local context. Assuming that the world may have connectivity
and it's true but in Southeast a=Asia there's no one size fits all. Some countries have 80 percent
connectivity, others are 60 connectivity, the others are still on 40 percent so these responses will be
done on different contexts in a regional scale but we are trying to push for support and strategic
partnership synergizing all the strategies on the way to develop our better quality of life for the region.
This is embodied in the recommendations of the 11 ministers of education when they declared that in
the joint statement developing strategic partnership and alliances ensuring that adequate political
commitment and investment in education will be put in place in promoting collaboration with national
Covid19 coalition, regional organizations, bilateral, and multilateral partners so that equity and inclusion,
relevance of education, as well as efficiency, and financing of education targets will be met.

Third on the emerging imperatives of the three points made by the ministries of education in the historic
first semi-ministerial policy forum on June 18, 2020. The first one is enhancing capacities of teacher and
education enablers in their new and continuously evolving role brought by the Covid19 pandemic. The
use of technology mediated learning alternative learning modalities in their region would need to
enhance capacities of teachers, school leaders in this new normal. Fostering a learning environment that
is quick to respond to the disruption enabling learning to continue from early childhood through
appropriate education solutions and technology. That best respond to the needs and context of member
countries and finally sustaining the development and the adequate use of resources such as open
educational resources in the region that best respond to the educational needs of every learner in
Southeast Asia wherever there may be and whatever they are in. The education ministers have clearly
spelled emerging imperatives focusing on these points.

Fourth on the issues of opportunities on capacity building, building back better school systems in the
region would be the priorities as echoed by the high officials from 11 SEAMEO member countries, as
they have offered answers to this during the Ninth annual forum for high officials of basic education of
SEAMEO member countries which we have convened in September and hosted by the minister of
education of Myanmar with the theme school reopening and rehabilitation strategies for Covid19 in
Southeast Asia. Allow me to share these responses how can we build back better, in Myanmar's
reopening and rehabilitation sharing it highlighted the measures taken by basic education in Covid19
disease prevention, technical deliberation of the committee. Preparing directives, guidelines, protection,
control, prevention as well as reopening checks they were introduced. For Brunei Darussalam, we heard
about reopening in different stages. Social distancing guidelines were implemented as well, as home-
based learning, and online learning. The brew health is a health plan which was utilized to aid schools,
to check potentials you know the Covid19 carriers should be checked and responses should be
appropriately done. Other educational platforms such as educational tv shows, printed learning
resources using modified curriculum were used focusing on fundamental concepts needed by the
learners. For Cambodia the school reopening and rehabilitation strategies are based on two principles
protection of students and digital classrooms for continuing education. In the case of Indonesia there is
a zonation method, it was introduced to clusters, to manage reopening of schools depending on Covid19
cases In the locality. Social distancing protocols were also introduced and no activities other than
teaching and learning was allowed. Each education unit determines the days and the hours of study with
a learning group rotation system according to the situation. Lao PDR shared the Covid19 response plans
which is consistent with the national government policies, plans, rules, regulations, and various
platforms including radio and television broadcasts were created to include production also of printing
of textbook, electronic learning and the like. Malaysia meanwhile focused on online learning and digital
platforms consulting with the ministry of health and defense and national disaster management offices.
Prior to finalizing school reopening plans for the Philippines the learning continuity plan was promoted
utilizing blended learning modality, production of educational tv programs that were aligned to the most
essential learning competencies while Singapore reopening and rehabilitation strategies are based on
the following principles the utmost safety of students, educators were prioritized. Timely approach
which is aligned with the national strategies and mindful of wider impact and measures on society
especially families they were also taken close look. It also highlighted the concern about well-being and
workload of both students and teachers alike. Thailand meanwhile shared the best practice for schools
on protection from the transmission of Covid19 using four phases of teaching and learning through
distance learning technology. Stringent health sanitation protocols were introduced and Vietnam shared
how the ministry utilized mass media technology and tv encouraging administrators from the district,
provincial, and national levels to use all the radio television, social networks, video hosting, websites,
services, internet, mobile application, most suitable for learning at the national level. All the policies and
protocol points to the need to heighten health and safety protocols in schools. Intensified cleaning of
schools surrounding and hand washing facilities, disinfectants, strategic location school, and even
reducing congestion in school. They were all planned at this point to the underlying principle behind the
intervention to ensure that learning continues without sacrificing the health and safety of the learners.
The multiple approaches introduced a school reopened include policies that avoid congestion by
strategic scheduling and shifting, dismissal times were planned, as well as parallel development of online
and offline learning resources. Such challenges are witnessed even in the progressive countries of Brunei
Darussalam and even Singapore.

The SEAMEO high officials meeting also highlighted the need to re-engage learners and ensure that
recovery, rehabilitation, and even resurgence planning are conducted to ensure learning continuity
despite disruptions. A joint statement from the SEAMEO high officials was also made as a result of this
online deliberation and discussion.

The fifth point I want to make is how to reimagine education during Covid19 pandemic. I think what we
are witnessing now is a sneak preview of what to expect post Covid19 after coming out of this ordeal I
am confident that some interventions that we are seeing will be a regular feature of education. Never
before has technology played an important role than now before it was a choice but now it is already in
place. If there is any silver lining from this pandemic it is the utilization of technology and digital
platforms that help build back better and make more disruption-proof schools of the future. Schools in
many countries have utilized blended forms of learning as alternative platforms for students
synchronous and asynchronous, online and home based, these are the new educational platforms that
we are seeing. The shift that gave learners privacy, the time, the space to learn at their own convenience
and pace and nurtured in them a certain sense of curiosity to go beyond the curriculum. Home base and
online learning could not be replaced by classroom of course but the advantages can serve as
imperatives for the future of education. The pandemic gave the students an opportunity to strengthen
their character and sense of duty to the broader community. The Covid19 pandemic enabled students
to show empathy, to care, give concern especially to frontline workers, to friends, community members,
to support the less privileged and learn to be better to absorb lessons not just in the books or class but
in real life context. Parents appreciated more teachers, they also co-share their responsibilities during
this pandemic more than ever, thus parents now are very quick to appreciate the teachers support in
this teaching learning process, and in implementing contingency plans while taking care of students who
remain physically present in school and learning from home.
These silver linings are important ingredients to move forward and we did not reimagine them because
all efforts that we are doing now from part of the building blocks of the future of education. Post Covid19
hence, we must caution as we fulfill our duty to leave no one behind and to ensure learning continuity.

On the last point how do school heads effectively lead learning in the post-pandemic world. Let me state
that through the platforms the technology and the context may have drastically changed but three
essential elements remain constant. First, equality and access Covid19 highlighted the need to ensure
that all learners have access to learning resources, online, offline no tech, mid tech, high tech, ministries
of education should ensure that underprivileged marginalized disadvantaged learners have access to
learning. Silver linings during the lockdowns focus on massive development of learning resources
whether it's available on open educational platforms or online learning management system handouts
modules these should not be lost when we return to the better
normal.
Passion and unconditional love of teachers they should be nurtured and propagated as we have seen
during the pandemic. They have exerted a lot of efforts in developing the learning modules, preparing
their video lectures, they should be rewarded, recognized through teacher education institutions and
their partners. At the center of this all of is the learner who are affected the most whenever there is any
lockdown.

Due to Covid19 pandemic or other reasons thus, all efforts, policies, protocols should consider the
health, safety, well-being of the learner to ensure that no one is left behind. While SEAMEO has done so
much in terms of promoting regional cooperation in education, culture, and science there are so many
learners who are still hungering for more knowledge, there are still children who are out of school, and
truly learning does not stop and should never stop.

We believe that the unconditional love of teachers to their students and their passion should be nurtured
to make sure that learners are encouraged to continue to learn and this will lead us to the right path as
we reopen and rehabilitate schools. We cannot let Covid19 disrupt education and erase the success
gained prior to Covid19.

Allow me to end my presentation in a positive note that there are so many voices from teachers on the
ground who are front liners themselves. Responding to the learners during the lockdown and carrying
on their duties, tasks, and obligations. I would like to amplify their voices in making sure that these are
heard and considered in educational planning for the future of education under the new and hopefully
better normal.

Thank you very much for listening and I hope you got a lot of insights from the sharing of the ministries
of education to the SEAMEO secretariat. Thank you and have a good day.