By Ervine Jules B. Sape,
Bianca Mae R. Aquino, and
Andrea Isahbel G. Olivar
In South Korea, two students tested positive as 66 schools reopened. In the Philippines, a 20 year-old student from Capiz died of a motorcycle accident on her way home, while another 20 year-old student from Masbate climbed a mountain, both searching for a signal just to submit their academic requirements. In Japan, the students clamor that the quality of classes dropped, making them feel meaningless through online education.
Why do we romanticize underprivileged Filipino academic resilience, neglect the digital divide, and sacrifice the lives of the “hope of the future” by scheduling a flattened curve and lifting of lockdowns — when there is still no nationwide mass testing — just to resume classes?
With mental health pandemic and digital divide cutting deeper into our educational system, an “academic freeze” must be considered, at least, until and unless the curve has flattened and mass testing has been made and proven effective or, at most, a vaccine against COVID-19 has been developed and included in the Philippine National Drug Formulary (PNDF). This pertains to suspending classes or the succeeding academic year(s) in all modes of learning — on-site, off-site, on-line, and off-line.
THE ‘OFF-SITE AND ON-LINE’
Imagine staying online for weeks, paying for the internet, and going to computer shops all for the sake of compliance while families are struggling and others have nothing to eat, thinking only how to survive every day.
Pushing through an “off-site and on-line” mode of learning will just further resurface the digital divide evident in our educational sphere. Not everyone has a stable internet connection and it would be hard, or worse, impossible for some students to reach a signal.
Institutions equipped to implement this method, by providing gadgets and student allowances, would just increase institutional incompetence in resolving the digital divide across the country, since it would leave students of most institutions behind due to incapacity to adopt such measures.
Obliging teachers to prepare for the next term is tantamount to overlooking their conditions as well. Cognitive skills may be enriched through online classes, but it would only leave the class to be teacher-centered while emotive and motor skills may be undermined since there is no hands-on guidance, physical experimentation, and practical activities.
THE ‘OFF-SITE AND OFF-LINE’
Establishing an “off-site and off-line” mode, where learning materials and submission of requirements will be delivered both by mail, should charge schools for the courier fees since families are not receiving much yet during this pandemic. However, families would rather find a means to procure money for their necessities than to pay such fees.
This method lacks empathy as schooling amid the global health crisis is no other than sacrificing your existence for the sake of academic grades, instead of saving a community for the ‘hope of the society’, targeting not the students’ time management but their mental health.
THE ACADEMIC FREEZE
It may not be the best solution, but an “academic freeze” can be adopted at least until the nationwide digital divide is fully resolved or accurate results of mass testing are already evaluated with empirical results in flattening the curve. This will require a flexible academic calendar and curricula to adjust semester, trimester, and quadmester systems, lessen the school days required, lower the number of activities as course requirements, and reduce tuition and other fees usually projected for on-site classes and use of school facilities.
Moreover, an “academic freeze” can also be adopted through a “no vaccine, no classes” policy wherein all academic calendars and curricula need not to be adjusted, but just have to freeze it per academic year. If there is no vaccine yet as of 2020, suspend Academic Year 2020 to 2021 and resume classes on Academic Year 2021 to 2022 without adjusting the June to March and August to May academic calendars.
Economically affected, the requirements for internships, on-the-job training, and employment of graduating students should be lenient for them to apply for a job.
In addition to this, a possible loan with no interest agreement, public-private partnership, or government-business coordination can incentivize school employees and contractual workers.
Early resumption of classes will just cause additional burden to families and guardians providing tuition and allowances as the transition to “New Normal” lets everyone, especially local businesses, to recover from an economic recession.
“Academic freeze” will give the country time to have effective and efficient mass testing or mass vaccination, not only in the hands of one, but for a collective and responsive system to push through this pandemic.
As far as there are underprivileged students who are victims of a distorted system, they can just recover from a domestic trauma if inclusivity, mental health, and public safety are prioritized.
No student should be left behind. Education is a right, but crisis response speaks of valuing human lives.
About the authors
Ervine Jules B. Sape is a second-year student from Saint Louis University – Baguio and taking up Bachelor of Arts in Political Science who champions good governance and diplomacy through student councils, youth parliaments, and youth-based non-governmental organizations. He initiates and lobbies policy frameworks through research, letters, resolutions, and policy recommendations. Ervine is advocating for educational and political governance, students’ rights, and universal diplomacy.
Bianca Mae R. Aquino is a second-year student from University of the Philippines Baguio and taking up Bachelor of Arts in Social Sciences who finds interests in local and global politics, alongside analysing states and perspectives of justice. Currently, she is taking a minor in Political Science. Bianca is advocating for good political governance, proactive studentry, and civic participation.
Andrea Isahbel G. Olivar is a second-year student from Saint Louis University – Baguio and taking up Bachelor of Arts in Political Science who aspires to be a philanthropist through initiating principled policy recommendations and responsive aid for the marginalized and the underprivileged. Andrea is advocating for human rights protection, anti-discriminatory practices, and socio-political civic engagement.
