The Felipe Tuzon Agricultural School was not spared from the adverse effects of the Coronavirus Disease-2019 (COVID-19) global outbreak. Just as in other schools, restrictions imposed to prevent the further spread of the virus have caused early suspension of classes during the remaining weeks of school year 2019-2020 and a major overhaul in the education system of school year 2020-2021.
The pandemic crisis has created a climate of fear and has halted academic activities for a while. However, education is not just essential, but also imperative. Education, then, must continue despite the impending dangers and the desperate calls for academic freeze.
The Department of Education could not afford to lose an entire school year idly waiting for the full containment of COVID-19. Thus, it exhausted every possible resource, exerted extra effort, and eventually developed and released DepEd Order No. 12, s. 2020 dated June 19, 2020, titled “Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the COVID-19 Public Health Emergency” as a response to the challenges of the present health crisis.
This also prompted the FTAS to draft its own Learning Continuity Plan in support to Department’s battlecry, “Sulong Edukalidad” and mandate to continue education whatever the circumstances may be. The Learning Continuity Plan was anchored on the principles of the BE-LCP and was guided by the standard health protocols provided by the Inter-Agency Task Force (IATF). And as expected, major adjustments have been made in the teaching-learning process in order to cope with the unprecedented changes in the New Normal. Instructional delivery has shifted from the traditional face-to-face learning to home-based learning experience to comply with the directive for schools to delay face-to-face classes until a coronavirus vaccine becomes available.
Meanwhile, the FTAS personnel conducted home visitation to reach out to the learners who were not able to register online during the online enrollment. Their concerted effort paid off as the number of enrollment has increased by 3. 85%.
Having considered the contexts of the enrollees and the challenges of the new set-up, Modular (Print) Distance Learning Modality was adopted as the final learning delivery mode of the school. It was the top instructional delivery choice based on the results of the survey conducted during the remote enrollment prior to the opening of classes. Blended Learning landed on the second spot, followed by Television, Online and Radio-Based Instruction respectively.
Furthermore, from the the data gathered via DepEd’s National Learner Enrollment and Survey Forms (LESFs), financial constraints, lack of technological devices, and poor internet connectivity were among the key reasons of their modality choice. While the majority has smartphones, only a handful could afford to connect to the internet via mobile data.
Modular learning is a form of distance learning that uses Self-Learning Modules (SLMs) based on the Most Essential Learning Competencies (MELCS) provided by Department of Education (DepEd).
DepEd provides the self learning modules through the teachers. The teachers reproduce downloaded modules from their division learning resource portals, distribute them to and retrieve them from their own respective stations in accordance to the agreed schedules
Students are given an ample time to complete the tasks and submit their outputs at the end of the week. Teachers monitor the learners’ progress through home visits (following social distancing protocols) and feedback mechanisms, and guide those who need special attention.
Prior to the opening of classes, the school personnel identified the geographical location of the enrolled learners and assigned them to the five (5) designated pick-up centers where their parents and guardians could receive and submit the SLMs. Two teachers were assigned in-charge of each pick-up center. Most of the learners walk on foot, so the school personnel arranged it that way to meet them half-way.
Most importantly, the learners as well as their parents and guardians were given copies of their class schedules, contact information of their advisers and subject teachers, their roles and responsibilities and have them affix their signature as a sign of their commitment and support to the learners’ academic pursuit.
The crafted Learning Continuity Plan is still being implemented up to date but is open to changes as the need arises. The school makes necessary adjustments as much as possible in order to cope with the demands of the new education system.
The African proverb, “It takes a village to raise a child” perfectly pictures the academic situation in this time of pandemic. Indeed, educating the young is not a sole responsibility of the teachers or of the schools, but of the whole community. Stronger linkages among school stakeholders are needed more than ever. If teachers, parents and all stakeholders are one in their purpose to provide the learners quality education that they deserve, no obstacle is insurmountable. It may be hard but it is possible only if everyone plays his or her part. In times like this, collaboration is a must for the welfare of our learners. Besides, their triumphs and successes are also ours and so are their failures. /SMAJ
