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(RESEARCHED BY: KIMMIE JORENNE C VALDRES)

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URL: https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic

TITLE:  Educational challenges and opportunities of the coronavirus( COVID-19) pandemic.

AUTHOR: Jaime Saavedra

DATE PUBLISHED: March 30,2022

KEY INFO: The blog article says that we were already suffering a global learning crisis because students aren't gaining life skills despite attending school. This pandemic has the potential to worsen these even more if there is no immediate action. Therefore, we should be more concerned of the pandemic's impact on children including: learning losses, increased dropout rates, and children missing their most crucial meal. In Mindanao, Senator Nancy Binay expressed alarm over a 30% decline in enrollments in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), which included the still war-torn Marawi City (Rappler, 2020).

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Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic

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We are living amidst what is potentially one of the greatest threats in our lifetime to global education, a gigantic educational crisis. As of March 28, 2020, the COVID 19 pandemic is causing more than 1.6 billion children and youth to be out of school in 161 countries.

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(RESEARCHED BY: TRISHA RIVIE M. DAGATAN)

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URL:  http://journalsocialsciences.com/index.php/oaijss/article/view/57?fbclid=IwAR1P18fqSx6TcQJepP_8DD2BKqW6pp8YqjfbR-pmdhNYKSlU6qjWmcDT7vM

TITLE:

Comparative Analysis of Students’ Perceptions in Modular Distance Learning Approach Versus Face-to-Face Learning Approach of Mindanao State University – Sulu

AUTHOR: Altamir A. Salamuddin

DATE PUBLISHED: July 21, 2021

KEY INFO:  According to the statistics, the implementation of the most efficient and practical teaching strategy by the school is what determines the learning of the children, particularly during the COVID-19 pandemic. The students' face-to-face perceptions have a grand mean of 3.3436, which indicates that they think conventional modular is expensive and does not offer a good learning environment since they are not physically present with the teacher and their classmates. The total grand mean of the student's perception of the modular distance learning approach is 2.4287 which means that the data provided evidence and the majority of the respondents disagreed with the said approach. The study sought to determine the perceptions of the students in Mindanao State University –Sulu regarding their experiences during the face-to-face learning approach and modular distance learning approach to make sure that the learning method is effective.

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Teaching approach gives significant to the teaching-learning process for both teachers and students. Thus, the students' learning depends on what the school's application of most effective and attainable teaching approach especially in the time of covid-19 pandemic. With the implementation of the new normal education, the difficulties encountered among stakeholders because of an alternative learning delivery - modular distance learning being applied in order to facilitate and to continue to serve the good education in different schools in the country Philippines. With this, the study sought to determine the perceptions of the students in Mindanao State University -Sulu regarding their experiences during face-to-face learning approach and modular distance learning approach, to ascertain the factors that can affect face-to-face learning and modular learning as perceived by the students of Mindanao State University-Sulu. This also aimed to find out the significant difference of students' perceptions in the two learning approach. This study utilized random sampling technique through launching a survey questionnaire in assessing the perceptions of the students in Mindanao State University -Sulu by at least ten percent of the total number of enrollees from the seven departments existing in the university campus academic year 2020-2021. The findings of this study revealed that students agreed that face-to-face learning approach gives significant and had much contribution to their learning while they have disagreed on modular distance learning approach. They also believed that there are factors can affect their learning either in face-to-face and during modular learning. There is a significant difference of students' perceptions in face-to-face learning approach and modular distance learning approach that resulted to the rejection of the null hypothesis. This study recommended that principal/director should encourage and motivate the subordinates to achieve a certain task for the good of their school. He/she should conduct an orientation program to inform parents that they are partners of teachers in education in time of crisis. Principal/director should also be responsible for interacting with teachers, representative of other school, and other stakeholders to acquire the various materials and resources for the teachers and students. There should be a training/seminar programs for the benefits of his/her subordinates in achieving school's goals. He/she should also give clear instructions to the teachers, parents that their primary role during Modular is to establish a connection and guide the students. Lastly, he/she should encourage teachers to adopt modular even during face-to-face classes.

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Comparative Analysis of Students' Perceptions in Modular Distance Learning Approach Versus Face-to-Face Learning Approach of Mindanao State University - Sulu

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Teaching approach gives significant to the teaching-learning process for both teachers and students. Thus, the students' learning depends on what the school's application of most effective and attainable teaching approach especially in the time of covid-19 pandemic.

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(RESEARCHED BY: MIKAELLA D. MIRAFUENTES)

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URL: https://pia.gov.ph/features/2021/07/09/reaching-underserved-children-in-mindanao-amid-pandemic

TITLE: Reaching Underserved Children in Mindanao Amid Pandemic

AUTHOR: Apipa Bagumbaran, Philippine Information Agency

DATE PUBLISHED: July 09, 2021

KEY INFO: In Lanao del Sur's outlying communities and other Mindanao regions, it is difficult to find educational opportunities. However, despite the scarcity of resources and the risks posed by COVID-19, the ReACh 2 TEACH initiative of the European Union ensured that the most harmed children in these conflict-affected areas received equal learning opportunities, all-encompassing care, and the protection they deserve.
The ReACh 2 TEACH project, sponsored by the European Union Civil Protection and Humanitarian Aid in collaboration with Save the Children Philippines and Care Philippines, has assisted in easing the challenges faced by numerous formal and informal schools in the Bangsamoro Autonomous Region in Muslim Mindanao, Caraga, and Northern Mindanao through interventions centered on education-in-emergencies, child protection, and water purification (Water, Sanitation and Hygiene).

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Reaching Underserved children in Mindanao Amid Pandemic

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(RESEARCHED BY: EWAN RILEY S. BONGCAWIL)

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URL: http://www.europe-solidaire.org/spip.php?article54858

TITLE: In Mindanao, Lumad schools continue to suffer closures, attacks during pandemic.

AUTHOR:   DIÑO Niña, STA. CRUZ Maxine

DATE PUBLISHED: September 18, 2020

KEY INFO:  Mindanao's Lumad students are grappling with both challenges of distance learning and recurring attacks on their schools.   Beverly Gofredo of SOS Network noted that parents of Lumad students struggles to support their children’s shift to modular learning due to the prices of learning resources and their limited educational background. Reportedly on August 26, 2020, Mindanao Interfaith Services Foundation Inc (MISFI) Academy in Bukidnon is among the Lumad schools who have faced the brunt of the attacks during the pandemic. As preexisting conflicts continue to harm teachers, students, and volunteers, the Lumad students' rights to education has been continually undermined throughout the pandemic.

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The pandemic has not stopped the harassment of the Lumad, and the hardest hit are their schools - 178 of which have been shut down since 2016, according to the Save Our Schools (SOS) Network.

From March to May this year, SOS Network has documented 32 attacks on Lumad schools. These attacks include forced closures, illegal arrests of students, and aerial bombings, according to Chad Booc, a volunteer teacher at ALCADEV Lumad School.

Although martial law in Mindanao ended in 2019, Booc said that the recent passing of the anti-terror law has emboldened military forces to camp in Lumad communities.

These numbers add to the various incidents of school attacks during President Rodrigo Duterte's term. From May 2017 to July 2019, SOS Network has already documented 584 cases of attacks, ranging from school-related extrajudicial killings to sexual harassment cases, among others.

In 2019 alone, 55 Lumad schools in the Davao region were shut down by the Department of Education. These schools had long been the targets of a military vilification campaign that claimed they were being used as training centers for New People's Army (NPA) communist rebels.

Rius Valle of the SOS Network attributed this rise in attacks to Duterte's threat to bomb Lumad schools allegedly teaching "subversion" and "communism" last July 2017. Although 3 years have passed since that remark was made, Lumad schools continue to face threats to their safety.

Of the 32 attacks on Lumad schools from March to May this year, at least 16 were documented cases of harassment and intimidation. On May 16, Maricres Pagaran, project coordinator of Alternative Learning Center for Agricultural and Livelihood Development (ALCADEV), was tagged as a "communist recruiter" in a post of a Facebook page called " Kamatuoran," which means truth or reality in Bisaya.

ALCADEV is a Lumad school located in Surigao del Sur, which provides alternative education to the indigenous youth in Caraga region. Pagaran denounced the accusation, calling it a "desperate attempt" to red-tag her and lay the groundwork for a "worse attack."

Similar cases of red-tagging increased in Mindanao during the pandemic, according to Valle. In June, posters tagging Lumad teachers as terrorists were allegedly put up in Davao City.

Meanwhile, in the Lumad Bakwit school in University of the Philippines (UP) Diliman, student volunteers have been getting constant death threats since May.

According to Valle, Lumad Bakwit school volunteers in UP Diliman have been getting text messages from anonymous numbers that said, " Mag-ingat, ginagamit niyo lang yung Lumad, baka kayo na ang susunod (Watch out, you are just using the Lumad, you might be next.)"

Since these volunteers are advocating for the Lumad's right to education and ancestral lands, Valle suspects that the government wants to "silence" them.
Forcible school closures
Among those that faced the brunt of the attacks during the pandemic is Mindanao Interfaith Services Foundation Inc (MISFI) Academy in Bukidnon.

On August 26, members of paramilitary group Magahat Bagani Force destroyed two of the academy's buildings and a teachers' cottage. Textbooks were also torn.

Beverly Gofredo of SOS Network noted that MISFI Academy was located near the Pantaron mountain range and Pulang river, the longest river in Bukidnon. The Lumad have long been fighting to protect the area against the construction of hydropower dams and invasion of mining companies.

Gofredo suspects that the school was destroyed to give way to these projects. Currently, members of the 89 th Infantry Battalion are in the area where MISFI Academy used to be, she added.

In July 2016, there were 216 Lumad schools in Mindanao. Only 38 schools remained as of September 2020, according to the SOS Network.

The network added that the closure of Lumad schools in the Philippines has disenfranchised 5,500 students.

Prior the closure of the 55 Lumad schools in 2019, Education Secretary Leonor Briones had promised that every sitio in Talaingod, a municipality in Davao del Norte, would have new schools before Duterte's term ends in 2022.

However, Valle stressed that no new schools have so far been built near Lumad communities to accommodate the disenfranchised students. Rappler sought the comment of DepEd regarding these issues, but hasn't received any response yet as of Friday, September 18.

The pandemic has also worsened Lumads' access to education. Gofredo noted that parents of Lumad students cannot afford their children's shift to modular learning due to the prices of learning resources, nor assist in remote learning due to their limited educational background.

Gofredo added that even blended learning would be difficult for Lumad students because of the distance of existing public schools from their communities. In Talaingod, the nearest public school is a 2-hour motorcycle ride and 5-hour walk away.

If these school closures continue, the Lumad may lose access to education altogether. For indigenous students, these Lumad schools are specifically designed for them as they follow a curriculum based on the culture and needs of their communities, Valle said.
Unique challenges
One of the challenges that the SOS Network is facing is monitoring and documenting attacks amid the pandemic. According to Valle, they have little to no contact with the Lumad communities that are heavily affected by militarization due to the shortage of teachers who can report the attacks, as well as the weak signal in far-flung areas.

For example, SOS Network was only able to report about the forcible closure of MISFI Academy 3 days after the incident.

The persistent attacks, school closures, and militarization since have resulted in Bakwit or makeshift schools like the one in UP Diliman where Lumads can seek refuge.
Coping during pandemic
On top of the pandemic, the attacks on Lumad communities have taken a toll on the mental health of students at the Bakwit School in UP Diliman.

Valle shared that the Lumad students have been experiencing anxiety and depression since they heard about the documented attacks on schools in Mindanao. These attacks hit home for the students, since these are located in communities where their parents live.

What's worrying about these school closures, according to Gofredo, is that it is a continuous deprivation of the students' right to education. She added that the government has not provided these students with support for social services, especially education.

Despite the threats to their safety, volunteer teachers persist in continuing the fight because they do not want to see young Lumad "growing up in an evacuation center," where their culture and identity could be stripped away.

"That's what motivates us to keep fighting - yung patuloy na paglaban namin hindi lamang sa right to education kundi para depensahan talaga yung lupang ninuno," Valle said. (Our continuous fight not only for the right to education but also for our ancestral lands.) - Rappler.com

Niña Diño is a Rappler volunteer from the University of the Philippines Diliman. She is an incoming sophomore taking up Bachelor of Science in Biology.
Maxine Sta. Cruz Click here to subscribe to our weekly newsletters in English and or French. You will receive one email every Monday containing links to all articles published in the last 7 days.

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In Mindanao, Lumad schools continue to suffer closures, attacks during pandemic

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The pandemic has not stopped the harassment of the Lumad, and the hardest hit are their schools - 178 of which have been shut down since 2016, according to the Save Our Schools (SOS) Network. From March to May this year, SOS Network has documented 32 attacks on Lumad schools.

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(RESEARCHED BY: CARMELO MAVERICK A. GORGONIO)

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URL: https://www.youtube.com/watch?v=OqUaDD_oafY

TITLE: A YEAR OFF - An ADDUvocacy Documentary (SDG 4 - Quality Education)

DATE PUBLISHED: November 16, 2021

AUTHOR: Garnet Group 4- Gonzales, Padilla, and Soja

INFO: The video documentary talks about how the pandemic has increased the dropout rates of students in the Philippines. It talks about the different reasons as to why the dropout rate has increased and what caused it. As shown in the video, the dropout rate for the Philippines is high compared to other countries in Asia, but with the pandemic the dropout rate has increased due to the health risk to students. The students risk getting health issues by going to school as they could contract the COVID-19 virus.

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Garnet Group 4 - Gonzales, Padilla, and Soja

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A YEAR OFF - An ADDUvocacy Documentary (SDG 4 - Quality Education)

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 (RESEARCHED BY: BRIGETTE MEZZI B. ORACION)

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URL: https://youtu.be/X5Nu2sOrHx0

TITLE:  Webinar on Coping with the Challenges of the New Normal Education S.Y. 2020-2021

DATE PUBLISHED: November 19, 2020

AUTHOR:  Dave of Ebenezer

KEY INFO: The Ebenezer Bible College and Seminary INC. of Zamboanga City hosted a webinar with speaker Ms. Sarah G. Formento to discuss the challenges of the new normal education, particularly in Zamboanga City. Ms. Formento highlighted the challenges faced by learners and teachers in Zamboanga, discussed a few realities of students during online class, and suggested strategies on how to cope with the challenges of distance learning.

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Webinar on Coping with the Challenges of the New Normal Education for the High School Pupils

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(RESEARCHED BY: NICOLE ANDREA M. MARASIGAN)

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URL: https://books.google.com.ph/books?id=CQpDEAAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

TITLE: Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic

DATE PUBLISHED: September 14, 2021

AUTHOR: Fernando M. Reimers

KEY INFO: The book tells us about the impacts of Covid-19 on education in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, etc. but most of these impacts are also present in Mindanao. It is mentioned in the book that the pandemic reduced the ability of students and teachers in learning and teaching. Also, it is stated that the impact of the pandemic diminished the ability of families to support children and youth in their education because of the economic shocks that was experienced by families that also caused some private schools to close in Davao Region because only few can afford to enroll. (PTV Davao, 2021)

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Primary and Secondary Education During Covid-19

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This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States.

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URL: https://ejournal.upi.edu/index.php/IJERT/article/view/41413/17518

TITLE: Factors Affecting Distance Learning of the Physical Education Students of Sultan Kudarat State University, Mindanao, Philippines

DATE PUBLISHED:  December 13, 2021

AUTHOR :  Erlvira Lu Escomes*, Chiarel Jean P. Gutierrez, Ian Paul C. Sarabia, Emy A. Morbo, Vivencio L. Calixtro Jr.

KEY INFO:  As Philippine schools shifted to online distance learning, Physical Education (PE) has ended up as one of the casualty subjects for some learning institutions). While some needed to cut costs, some found it hard to conduct a PE class that usually requires face-to-face setups and group activities (Ghazi-Saidi et al., 2020). The study investigates the factors affecting distance learning for Physical Education students of Sultan Kudarat State University, Mindanao, Philippines. The results revealed that the  level of motivation is low but they are averagely motivated to learn through different modes of learning despite the pandemic. With regards to the perceptions of the students in terms of social presence, they were only satisfied with the instructor's facilitated discussions. They say that they felt lighter when they had a good atmosphere while interacting in the class.  In short, the students' preferred classroom setting for face-to-face learning.

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Factors Affecting Distance Learning of the Physical Education Students of Sultan Kudarat State University, Mindanao, Philippines | Escomes | Indonesian Journal of Educational Research and Technology

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