Article by: Tara Tulshyan
Visual by: Zoe Lapada
COVID-19 has brought upon many uncertainties. While the global community is concerned about economic disruptions, travel restrictions, and impacts on wellbeing, there is a problem emerging that is often overlooked: educational inequity. This issue is particularly prominent in the Philippines and with the new circumstances, the achievement gap will only get wider.
In the Philippines, many health critics have advised schools against opening until the virus has been fully contained, as schools can be a breeding ground for outbreaks. Therefore, distance learning has been implemented by the Department of Education (DepEd) until the 24th of August as a means for students to continue learning during the pandemic. However, distance learning implies that school will be online. Consequently, having gadgets and a stable internet are required, but for many households in the Philippines, this has been difficult to achieve. Many students in public schools do not have access to the internet or to a computer, which puts them at a disadvantage. At the same time, COVID-19 has been an economic burden for many lower-income families in the Philippines, and thus the added cost of having to purchase proper technology will further exhaust their savings. On the other hand, students in private and international schools can effectively continue their education due to the fact that they already have access to technology. This unequal access will result in a massive imbalance in the educational system.
The difference in public and private education in the Philippines is already vast. This is due to the differences in curriculum, the ratio of teachers to students, and the accessibility to school. Many public schools continue to use the same basic education tool and fail to constantly update their resources. This results in a large achievement gap, since private school students have learning material that is more recent and applicable. Furthermore, many students who come from lower-income households do not have access to the same level of education as private school students because of where they live and their family circumstances. The implementation of online learning has only made education even more inaccessible for those who cannot afford it. That being said, many students have been unable to attend classes and therefore are put at a disadvantage because of a situation they have no control over. Not only is this unfair, but it is also unethical. This drawback creates a large demographic inequality in the Philippines, where many lower-income individuals may have to repeat a school year because of the loss of learning. This bridges an even wider gap between public and private school graduates.
Lots of criticism from the public has caused the DepEd to modify their methods, supplying students with printed modules. While this might not be the most ideal solution, given the lack of student-teacher communication, it at least provides an opportunity for students who do not have access to computers to learn. In addition, soon, the DepEd has plans to implement radio-based instruction to supplement the modules.
The pandemic has certainly left faculty and students in an unfavorable position. Therefore, it is pivotal that the DepEd expands their platforms and plans for remote learning to ensure that no student, regardless of socioeconomic status, lags behind others.
Works Cited:
Magsambol, Bonz. “FAST FACTS: DepEd's Distance Learning.” Rappler, www.rappler.com/newsbreak/iq/262503-things-to-know-department-education-distance-learning.
good job on this article, it really spreads awareness on the issue at hand!