Learners in rural areas 'left behind' during remote enrollment --- ACT
Published Jun 8, 2020 12:00 am
By Merlina Hernando-Malipot
A federation of teachers on Monday expressed concerns that learners in the rural places - particularly those with severely limited access to technology or those located in areas with harsher economic conditions - will be left behind as the Department of Education (DepEd) rolls out its remote or online enrollment system.
Raymond Basilio, secretary general of ACT Philippines
(ACT / MANILA BULLETIN) The Alliance of Concerned Teachers (ACT) Philippines questioned the latest partial enrollment data released by DepEd citing that there are already 6.4 million learners in both public and private schools who registered via online enrollment for School Year (SY) 2020-2021. ACT observed that based on the enrolment turnout after the first week of June, majority of those who enrolled came from three largely urbanized regions including Calabarzon (IV-A), Central Luzon (III) and Metro Manila where learners have relatively better access to remote enrolment. The low turnout in the remaining 14 regions, ACT said, “reveals an alarming reality.” ACT Secretary General Raymond Basilio noted that because constituents in poorer and more remote rural areas have little to no access to remote modalities this might indicate that “millions of poor children in provinces will likely be left behind if classes will officially resume through distance learning.” Socio-economic disparity, he added, will also be on “full display as less and less youth will be able to access education.” Furthermore, Basilio said that the “no vaccine, no face-to-face classes” plan President Duterte and the DepEd might “further deny poor children access to education as only those with gadgets and internet connection will be able to partake in the official school year.” As part of its Basic Education-Learning Continuity Plan (BE-LCP), DepEd noted that even learners in remote areas will have the option of learning through radio and television programs. However, ACT said that this is “inaccurate” representation of these alternative modes. “These have only been used largely to supplement face-to-face learning, even the printed module approach will entail teachers’ monitoring and intervention through technological means to enable the no face-to-face order,” Basilio said. ACT also slammed DepEd’s “empty” assurance to the public that it is working on ensuring that education is “available and thriving” amid the pandemic. “Availability is senseless without accessibility and quality,” Basilio said. “The new modalities can’t wholly replace face-to-face learning, especially given the country’s technological backwardness and widespread poverty,” he added. Given this, ACT said that the government should endeavor to address the biggest roadblocks to classroom learning which are the threat of COVID-19, the unsafe conditions of our schools, and the quality of education. “These require considerable amounts of resources, for which the government—not teachers nor parents—is primarily responsible,” Basilio said. For ACT, DepEd’s “myopic” approach to education and “insensitivity” to the realities of Filipino families do not help. Thus, the group challenged the agency and the President to employ a comprehensive response to the various needs of the Filipino people amid the pandemic Basilio said that education cannot be detached from the health and socio-economic aspects of learners and education workers, thus “we stand by our demands for the entire government to effectively combat COVID-19, ensure school safety, and protect people’s rights.
Raymond Basilio, secretary general of ACT Philippines(ACT / MANILA BULLETIN) The Alliance of Concerned Teachers (ACT) Philippines questioned the latest partial enrollment data released by DepEd citing that there are already 6.4 million learners in both public and private schools who registered via online enrollment for School Year (SY) 2020-2021. ACT observed that based on the enrolment turnout after the first week of June, majority of those who enrolled came from three largely urbanized regions including Calabarzon (IV-A), Central Luzon (III) and Metro Manila where learners have relatively better access to remote enrolment. The low turnout in the remaining 14 regions, ACT said, “reveals an alarming reality.” ACT Secretary General Raymond Basilio noted that because constituents in poorer and more remote rural areas have little to no access to remote modalities this might indicate that “millions of poor children in provinces will likely be left behind if classes will officially resume through distance learning.” Socio-economic disparity, he added, will also be on “full display as less and less youth will be able to access education.” Furthermore, Basilio said that the “no vaccine, no face-to-face classes” plan President Duterte and the DepEd might “further deny poor children access to education as only those with gadgets and internet connection will be able to partake in the official school year.” As part of its Basic Education-Learning Continuity Plan (BE-LCP), DepEd noted that even learners in remote areas will have the option of learning through radio and television programs. However, ACT said that this is “inaccurate” representation of these alternative modes. “These have only been used largely to supplement face-to-face learning, even the printed module approach will entail teachers’ monitoring and intervention through technological means to enable the no face-to-face order,” Basilio said. ACT also slammed DepEd’s “empty” assurance to the public that it is working on ensuring that education is “available and thriving” amid the pandemic. “Availability is senseless without accessibility and quality,” Basilio said. “The new modalities can’t wholly replace face-to-face learning, especially given the country’s technological backwardness and widespread poverty,” he added. Given this, ACT said that the government should endeavor to address the biggest roadblocks to classroom learning which are the threat of COVID-19, the unsafe conditions of our schools, and the quality of education. “These require considerable amounts of resources, for which the government—not teachers nor parents—is primarily responsible,” Basilio said. For ACT, DepEd’s “myopic” approach to education and “insensitivity” to the realities of Filipino families do not help. Thus, the group challenged the agency and the President to employ a comprehensive response to the various needs of the Filipino people amid the pandemic Basilio said that education cannot be detached from the health and socio-economic aspects of learners and education workers, thus “we stand by our demands for the entire government to effectively combat COVID-19, ensure school safety, and protect people’s rights.