scholarly journals Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines

2021 ◽  
Vol 10 (3) ◽  
pp. 901
Author(s):  
Casper Boongaling Agaton ◽  
Lavinia Javier Cueto
Keyword(s):  
Distance Learning ◽  
Learning Style ◽  
Inclusive Education ◽  
Rural Areas ◽  
Lived Experiences ◽  
The Philippines ◽  
Education Policies ◽  
Health Crisis ◽  
Learning At Home ◽  
Virtual Setting

<span>COVID-19 pandemic has closed-down educational institutions and dramatically shifts the instruction to distance learning. However, students rooted from the marginalized families and from rural areas have limited access to technology necessary for online learning. Modular learning addresses this learning inequality by providing more inclusive access to education. This study explored the lived experiences of the parents who act as learning supervisor, tutor, and home-schooling teacher for modular learning during the health crisis. This research surveyed parents from the Philippines and applied Inductive Content Analysis. The results showed an agreement on the effectiveness of the implemented educational policies to contain the pandemic including the nationwide closures of schools, delaying the reopening of classes, and implementation of various instructional modalities. On the other hand, parents have encountered various challenges from the new mode of learning in virtual setting; delivery of instruction; unsatisfactory learning outcomes; financial difficulties while working for the family during lockdown; struggle with the use and availability of technology; and personal problems on health, stress, and learning style. This study serves as a basis for providing a comprehensive and inclusive education policies while considering the perspective of the learners’ parents during the pandemic and beyond.</span>

Multi-Country Comparison of ICT and Educational Accessibility for Blind Students

2021 ◽  
pp. 288-304
Author(s):  
Sachin Pavithran ◽  
Maria Hernandez Legorreta
Keyword(s):  
Teacher Development ◽  
Inclusive Education ◽  
United Arab Emirates ◽  
Rural Areas ◽  
Policy Development ◽  
Low Vision ◽  
Information And Communications Technology ◽  
Education Policies ◽  
Adequate Funding ◽  
Large Populations

This chapter discusses the importance of information and communications technology (ICT) and educational accessibility for blind and low-vision students, with a focus on policy and implementation strengths, barriers, and areas of improvement in three diverse countries: India, Mexico, and the United Arab Emirates. These three countries each have inclusive education policies, but implementation is lacking. Respective policy development must include implementation plans and adequate funding. Common obstacles include large populations, prejudice, inadequate teacher training, lack of infrastructure, and poverty in rural areas. Common recommendations are recognition that ICT is complex and vital for improved educational access, teacher development, inclusion, and employment outcomes. Notably, these countries must each consider innovative ways for students to access ICT and education. This will take much more concentrated efforts, as well as funding allocations, by governments, organizations, and other stakeholders in the education system.

scholarly journals Complying and Coping: A Phenomenological Analysis of the Lived Experiences of College Students Studying During the COVID-19 Outbreak Lockdown

2021 ◽  
Vol 4 (3) ◽  
pp. 183-191
Author(s):  
Regina Chriscel S. Delute ◽  
Jhune Carlo S. Ada
Keyword(s):  
Distance Learning ◽  
Lived Experiences ◽  
Mode Of Delivery ◽  
The Philippines ◽  
Asynchronous Learning ◽  
State University ◽  
Face To Face ◽  
Use Of The Internet ◽  
Voice Calls ◽  
And Coping

The COVID-19 outbreak resulted in the sudden shift from on-campus class to remote learning using different ways, but mainly through the use of the internet to deliver instruction and submit the requirements. While the news is full of statistics about the COVID-19 cases, recoveries, and deaths, not much has been written about the plight of students during the pandemic. This study looked into the lived experiences of the five education students enrolled in Batangas State University learning on their own at home during the time of the Luzonwide lockdown in the Philippines. This phenomenological research utilized voice calls (Messenger) in getting data from the participants. In analyzing the data, the researchers identified the frequent words or phrases, categorized the responses, then identified the themes. Four themes emerged from the interviews: students partook in asynchronous learning for grades; remote education during a pandemic affords students’ stress and anxiety; students prefer in-face classes over distance learning; and they have insufficient technology. The study concluded with the understanding that the sudden implementation of distance learning, the student-participants view this mode of learning as a means to comply and to cope with the set standards given the available measures and resources. The student-participants are able to experience the truly independent and individual manner of learning. Participants need to adjust to the new mode of learning, for they are still in the traditional face to face mode of delivery of learning and education and Resources and means to connect are the major concerns of students especially those in the remote areas both the region and nearby provinces.

scholarly journals Tantangan Guru Dalam Pembelajaran Daring Pada Masa Pendemi Di SD Negeri 01 Kebandungan Kecamatan Bantarkawung

2020 ◽  
Vol 3 (4) ◽  
pp. 669
Author(s):  
Juju Ariah Tati Haryati
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Parental Education ◽  
Education Policies ◽  
Family Economy ◽  
The Family ◽  
Learning At Home ◽  
Learning Policies ◽  
At Home

<p><em>This paper examines the implementation of education policies during the Covid-19 pandemic related to distance learning policies. The distance learning process is a solution that is not yet optimal in its implementation. The purpose of writing this article is to display and desciprtion challenges faced by teachers in the learning process during the pandemic in the SD Negeri 01 Kebandungan, Kecamatan Bantarkawung. This study used a descriptife qualitative. The results of this study prove that, (1) the family economy burdens the problems of the primary needs of parents lives, (2) parental education can affect how parents guide and care for their children while are learning at home, and (3) limited learning resourc as having to have an andorid based phone, data, and signal become obstacles in the learning process.</em></p>

scholarly journals Estilos de Aprendizagem e Ensino a Distância na Perspectiva da Inclusão

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Suellen Silva dos Santos de Souza ◽  
Glauca Torres Aragon
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Styles ◽  
Inclusive Education ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Education Policies ◽  
Students With Special Needs ◽  
Politica Publica ◽  
Teaching Learning

Este estudo analisa como a Educação a Distância pode, ao reconhecer os estilos de aprendizagem, contribuir para a inclusão educacional. Para isso, foi realizada pesquisa bibliográfica acerca da temática, considerando o período referente aos últimos cinco anos, nas bases de dados Pubmed, SciELO e Google Acadêmico. Constatou-se que os estilos de aprendizagem são importantes instrumentos a serem considerados nos processos de ensino-aprendizagem integrados à modalidade de ensino a distância, sendo esse um instrumento de política pública educacional de democratização de acesso à educação. Assim, articular os diversos estilos de aprendizagem e as propostas pedagógicas no ensino a distância resulta em um processo de viabilização de direitos para os que possuem necessidades educativas especiais ou para os que necessitem desenvolver/estimular outros estilos de aprendizagem, atendendo a políticas voltadas à inclusão educacional. Diante disso, espera-se dos diferentes sistemas de ensino maior atenção no sentido do planejamento contínuo de ações para que seja reforçada a formação continuada dos professores na temática debatida, bem como intervir para que políticas públicas educacionais vigentes, em especial a Educação a Distância, sejam efetivamente acessíveis aos estudantes com necessidades educativas especiais. Palavras-chave: Educação a Distância, Inclusão educacional, Neurociências, Neuroeducação. Learning Styles and Distance Education in the Perspective of Inclusion AbstractThis study analyzes how distance education can, by recognizing learning styles, contribute to inclusive education. A bibliographic research in Pubmed, Scielo and Google Academic databases was done on the topic, considering as the period of investigation the last five years. It was verified that learning styles are important instruments to be considered in the teaching-learning process for distance learning, that being an instrument of an educational public policy for democratic access to education. Thus, considering the different learning styles on pedagogical proposals in distance learning results in a process of making rights available to those with special educational needs or those who need to develop/stimulate other learning styles, taking into account policies aimed to inclusive education.Therefore, it is expected that the different educational systems pay more attention in the planning for continuing education to reinforce the ongoing teachers training with the topic discussed, as well as make sure that existing public education policies, especially for distance education, be effectively accessible to students with special needs. Keywords: Distance learning, Inclusive education, Neuroeducation, Neurosciences.

scholarly journals Inclusive Education for Ethnic Minorities in the Developing World: The Case of Alternative Learning System for Indigenous Peoples in the Philippines

2020 ◽  
Vol 9 (4) ◽  
pp. 409
Author(s):  
Maria Rita R. Cucio ◽  
Ma. Divina Gracia Z. Roldan
Keyword(s):  
Sustainable Development ◽  
Ethnic Minorities ◽  
Inclusive Education ◽  
Indigenous Peoples ◽  
Rural Areas ◽  
Developing World ◽  
The Philippines ◽  
Learning System ◽  
Alternative Learning ◽  
Cultural Rights

Education is integral to achieving sustainable development.  It is through education that an improved quality of life ensues with people’s acquisition of knowledge and skills beneficial to society, at large. Inclusive education, however, is an issue among countries with marginalized ethnic groups. In Europe, the onslaught of migrants from various parts of the world challenges educational systems to be more attuned to the needs of children of migrant families. In Asia, on the other hand, a gnawing concern is for education to reach indigenous peoples in rural areas. This paper examines how inclusive education is key to accomplishing Sustainable Development Goal 4 which is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.  It tackles the accessibility of alternative learning systems in the developing world, with the Philippines as a case in point.  This paper focuses on the process of interface utilized by the Philippines’ Department of Education and the Ayta, an indigenous group living in the Philippine province of Zambales to address the unique conditions of this marginalized ethnic minority. It also investigates the effects of these indigenization efforts on the Ayta’s cultural rights. This paper uses mixed methods such as key informant interview, focus group discussion, survey questionnaire, secondary research and Filipino psychology research methods. This paper underscores how partnership between government and stakeholders is significant in arriving at the goal of inclusive education. This is reflected in the collaborative relationship fostered between the Philippine government and the Ayta and how the partnership positively affected the Ayta’s cultural rights based on a more culturally-appropriate educational curriculum. Key words: inclusive education, indigenous people’s education framework, alternative learning system, ethnic minorities, Philippines

scholarly journals Modular Distance Learning in the New Normal Education amidst Covid-19

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Geraldine D. Anzaldo
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Rural Areas ◽  
Home Schooling ◽  
The Philippines ◽  
New Normal ◽  
Learning Modalities ◽  
Internet Connection ◽  
Learning Competencies ◽  
Based Instruction

Education in the new normal is a challenging task in the Philippines in an attempt to push through education amidst the deadly pandemic caused by covid-19. The Department of Education (DepEd) and Commission on Higher Education (CHED) adopted and implemented the flexible model of blended learning despite many oppositions because of the risk to open classes because of the virus. The different learning modalities are the following: Modular (Printed), Modular (Digitized), Online, Educational TV, Radio-Based Instruction, Home Schooling and Blended Learning. For the cities where modern living is adapted and students and learners have the privilege of having internet connection at home, Online learning is implemented especially for the high schools and colleges but for those living in rural areas or provinces where internet connection is only available for only few, Modular Distance Learning is implemented. Modular Distance Learning is the use of Modules made by teachers with different tasks and learning activities based from the essential learning competencies.

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

More is more. Livelihood interventions and child labor in the agricultural sector

2020 ◽  
Author(s):  
Vera Chiodi ◽  
◽  
Verónica Escudero
Keyword(s):  
Child Labor ◽  
Rural Areas ◽  
Agricultural Sector ◽  
The Philippines ◽  
Randomized Experiment ◽  
Family Farms ◽  
Education And Awareness ◽  
Awareness Raising ◽  
Hazardous Child Labor

What works to reduce child labor in agriculture? In this paper, we evaluate two randomized livelihood intervention programs, aimed to reduce child labor, particularly in its most exploitative forms, in rural areas of Peru and the Philippines. In the first randomized experiment, we evaluate a livelihood intervention provided to farmers in Peru that use the labor of their children on their family farms, accompanied by an education intervention aimed to improve the quality of schools and an awareness-raising intervention. In the second randomized experiment, we evaluate the incremental effect of the livelihood intervention implemented within a similar program in the Philippines, focused on the sugarcane agricultural sector. We find that when livelihood interventions were provided alone, they did not manage to improve economic conditions, and hence generally failed to reduce child labor rates in rural areas. However, when the livelihood intervention was combined with measures to improve the quality of education in Peru, we see a reduction in hazardous child labor and child labor overall. Awareness-raising interventions, aimed at changing the perceptions of parents through community interaction, appear to have also had an effect in the reduction of child labor, and these effects were reinforced by education interventions. Results indicate that a comprehensive approach including livelihood support with education and awareness-raising components is a more effective way to reduce child labor and hazardous labor for children in the agricultural sector.

Coping mechanisms of Philippine tourism and hospitality family businesses during the COVID-19 pandemic: a non-parametric approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Santiago ◽  
Fernando Martin Roxas ◽  
John Paolo Rivera ◽  
Eylla Laire Gutierrez
Keyword(s):  
Rural Areas ◽  
Family Firms ◽  
The Philippines ◽  
Academic Community ◽  
Family Businesses ◽  
Content Type ◽  
Family Enterprises ◽  
Tourism And Hospitality ◽  
The Impact ◽  
Non Parametric

PurposeFamily businesses (FB), mostly small-sized, dominate the tourism and hospitality industry (THI), especially in the rural areas. While many would have been used to the impact of demand seasonality, it is unknown how these businesses would have survived through the restrictions imposed to contain the coronavirus disease 2019 (COVID-19) pandemic as compared to non-family business (NFB) counterparts. This study aims to determine if there were differences on how family and non-family enterprises in the THI coped with government restrictions.Design/methodology/approachBy subjecting the survey data from tourism enterprises to non-parametric techniques, the authors establish empirical evidence on similarities and differences of coping strategies adopted by FBs and NFBs; their required support from government and their perceptions of a post-pandemic THI.FindingsThe analysis revealed that family-owned tourism and hospitality businesses in the Philippines tended to collaborate with other businesses to manage the impact of the pandemic restrictions. Since they hired more seasonal workers prior to the restrictions, they tended to avoid hiring workers during the restricted period. NFBs, on the other hand, that were generally larger in size and more professionally managed with more regular employees, tended to streamline operations for greater efficiency.Research limitations/implicationsThe study relied on survey results distributed and collected online. There is an innate bias against those firms that did not have access to the survey links.Practical implicationsThe comparative study suggests that interventions to assist firms in the THI should consider the differences in firm ownership as “one size does not fit all.”Social implicationsThe study provides evidence about how environmental factors impact the operations of family firms. Thus, it provides valuable insights for both the academic community and industry practitioners.Originality/valueThis is the first study in the Philippines that was able to capture response of family and non-family firms in the THI during the COVID-19 lockdown.

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