Autor(es): Dabrowski, Anna; Conway, Maya; Nietschke, Yung; Berry, Amy; Pradhika, Chaula Y.
Organisation(s): RTI International; USA. Agency for International Development
Publisher(s): RTI International
Pages: vi, 58 p.
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.