DRAW, Cebu, Cebu City (2026)

06/12/2022

🏫┊𝙵𝚊𝚕𝚕𝚘𝚞𝚝: 𝚃𝚑𝚎 𝙲𝚛𝚞𝚖𝚋𝚕𝚒𝚗𝚐 𝚘𝚏 𝙾𝚗𝚎 𝙸𝚗𝚜𝚝𝚒𝚝𝚞𝚝𝚒𝚘𝚗 𝙲𝚊𝚞𝚜𝚎𝚍 𝚝𝚑𝚎 𝙲𝚘𝚕𝚕𝚊𝚙𝚜𝚎 𝚘𝚏 𝙰𝚕𝚕
✒: Hyacinth Dawn G. Leyson ┊📸: Dorythea Anne M. Delos Reyes

As the World Health Organization declared the COVID-19 pandemic in 2020, communities were at risk, challenging social institutions to respond efficiently. Such disrupted social structures like the government, academe, and families in the Philippines
as they were unprepared to adapt to the pandemic. Furthermore, the essay will feature COVID-19's impact on the Philippine government's response, the already-existing educational crisis of learning loss, and the families' financial capability for educational
needs.

Firstly, the Philippine government implemented ineffective counter-measures, aggravating social issues. It imposed an enhanced community quarantine consisting of strict home quarantine in all households; suspension of all forms of public transportation;
regulation of the provision of food and essential health services; and implementation of a heightened presence of uniformed personnel enforcing quarantine procedures (Amit, Pepito, & Dayrit, n.d.). Such a protocol was ineffective as it caused adverse effects on all sectors of the Philippine economy, like the heightened unemployment rate. Not only that, but it also threatened schools, impacting the most vulnerable students. With that, note
that each system in a society plays a role in building solidarity and stability; if one declines, all structures are devastatingly affected.

In correlation to this, COVID-19 intensifies an already existing educational crisis of learning loss. With countries experiencing temporary closure of schools, online and blended learning modalities were conducted as an alternative to face-to-face classes
since in-schooling was prohibited. With this, more than 91 percent of students were affected worldwide. De Vera (2021) quoted the World Bank that in the Philippines, COVID-19 worsened the country's educational crisis, as more than 80 percent of children
do not know what they should know in school. Concerning this, learning loss- the loss of knowledge and skills that students experience when they are not physically in school (Chalk, 2021), becomes prevalent as knowledge, skills, and values taught through
socialization in face-to-face classes are not provided by the said alternative learning modalities.

Lastly, families were financially affected, limiting financial capability for educational needs. With blended learning modality implemented among schools, students were required expenses for mobile load, internet access, and gadgets. As parents need to
provide these for their children, they also need to teach them to serve as their teachers at home. Such circumstances lead to inequalities as education becomes exclusive for those who can afford it, so much more when most parents got unemployed due to the pandemic. For instance, Baclig (2021) quoted Unesco that at least 36 percent of Filipino families have to obtain loans or incur debts to afford their children’s education.

Overall, the pandemic impacted all institutions, including the government’s response, the quality of education, and families’ financial capability. Understandably, a countermeasure of community quarantine was implemented; however, it is undeniable
that it intensified the educational crisis that existed even before the pandemic. With that, the quality of education declined in the Philippines, staking the future that Filipino children uphold.

𝚁𝚎𝚏𝚎𝚛𝚎𝚗𝚌𝚎𝚜:
WHO. (2020). Who.int. https://www.who.int/director-general/speeches/detail/who-directorgeneral-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020

Amit, A., Pepito, V., & Dayrit, M.(n.d.). The Philippines in the time of COVID-19: Early experiences and challenges of a resource-limited country. WHO.
https://ojs.wpro.who.int/ojs/public/journals/1/covid19/wpsar.2020.11.5.005Amit.pdf

Chalk. (2021, November 17). How to turn COVID-19 related learning loss into learning gains. Chalk.com Education Inc. https://www.chalk.com/resources/learning-loss-and-learninggains/

Cristina Eloisa Baclig. (2021, December). Unesco: 36 percent of PH families incur debts tosend kids to school. INQUIRER.net; INQUIRER.net.
https://newsinfo.inquirer.net/1528071/unesco-36-percent-of-ph-families-incur-debts-tosend-kids-to-school

Education Issues in the Philippines: The Ongoing Struggle. (2021, August 25). ChildHope Philippines. https://childhope.org.ph/education-issues-in-the-philippines

06/12/2022

💭┊𝙿𝚘𝚕𝚒𝚝𝚒𝚌𝚜 𝚊𝚗𝚍 𝚂𝚌𝚑𝚘𝚘𝚕 𝙶𝚘 𝙷𝚊𝚗𝚍-𝚒𝚗-𝙷𝚊𝚗𝚍

✒: Bianca Joie L. Ting ┊📸: Dorythea Anne M. Delos Reyes

Education is a major key in nurturing the next generation for the future in thought, action, and guidance; which is why brutal attacks of schools may signify a time of darkness, why school is coined the second home for students, and why many of society’s problems and prowess can be traced back to their years in school (J. Kiess, 2021). The impact of education is evident; it is where we are taught at a young age to understand what it means to be a citizen, and like garden seeds, they too will bloom in their own time. However, a
garden’s quality is only as good as its circumstances and care, in the country’s case, the COVID-19 pandemic restrictions and the current political environment. Proper policies, government action, and responses are important to combat the lack of accessibility in
distance learning.

Every human has the right to education; the right to learn, grow, and eventually integrate into society. In practical application, politics also plays its role in an educational environment: showing favoritism and patronage towards selected students (TEACHERPH, 2022), shaming them for things out of their control, and miseducating them on their own ‘place in society’ (Burkam, 2002). These are unethical practices that can occur in a classroom which is a result of the policies and political environment of the society that they come from, the same can also be said for the good things about society that are cultivated in school like diplomacy and critical thinking. In the end, schools are the reflections of the political climate of a country, where students not only learn explicitly about the government, but also implicitly in the classroom dynamics.

The COVID-19 pandemic affected society deeply, especially in the education for younger students who lack the basic skills that would have been taught in school, like reading and writing. This affects their ability to be part of Filipino society, and households
with working guardians would not have the time nor energy to assist in their child’s studies while meeting the family’s basic needs during the pandemic. The economic class is also a factor that affects the education of many Filipino children, because whereas children in financially stable families could have the support and assistance necessary to go through online and modular learning easily, children in families who are not financially secure or
struggling will have to work harder in order to keep up with their peers (Uamanil, 2021). This pattern reflects and continues what is outside of the school setting, with people under the poverty line having to work harder under the people in authority because they did not have the resources to reach the same opportunities as those born into power. Policies that are put in place for education are lacking in giving equal opportunities and resources to those who are from different economic and social backgrounds; this in turn widens the class divide.

The Department of Education (DepEd) is responsible for the management of classes during the COVID pandemic, the Basic Education-Learning Continuity Plan (BELCP) was the department’s response to the cancellation of face-to-face classes in order to protect children from coming into contact with the Coronavirus while still having access to education (Montemayor, 2020). With this plan, multiple mediums were used and improved upon in order to equalize the experience of online and modular learning for students regarding their background, mediums such as TV, YouTube, modular correction, and other online platforms were utilized to reach as wide a range as possible. However, there were still many who struggled to adjust to the changes, with students having to compromise their education due to family or financial problems brought on by the pandemic and it effects still linger after the Inter-Agency Task Force (IATF) has allowed face-to-face classes on May 27, 2022 (Geducos, 2022). The government has responded to help combat learning loss in the Philippines, but the different circumstances and difficulties that students experience make them ineffective, causing many children to struggle with the new forms of education.

In conclusion, education and politics cannot be separated because education deals with the cultivation of knowledge for the next generation to handle the country, and politics deals with the handling of said country; the policies implemented in a school will
reflect what the next generation will grow up to become. The COVID-19 pandemic has affected the education of students, including integral skills like reading comprehension and political education for students.

𝚁𝚎𝚏𝚎𝚛𝚎𝚗𝚌𝚎𝚜:

Politics of Patronage in the Philippine Educational System. Teacherph.
https://www.teacherph.com/politics-patronage-philippine-educational-system/

Kiess, J. (2021). Learning by doing: The impact of experiencing democracy in education
on political trust and participation. Sage Journals (42:1)
https://journals.sagepub.com/doi/full/10.1177/0263395721990287

Montemayor, T. (2020). Education goes on amid Covid-19 thru DepEd's continuity plan. Philippine News Agency.
https://www.pna.gov.ph/articles/1126058

Uaminal, J. M. (2021). The students who are left behind: pandemic-induced gap year in the Philippines. Asian Studies Association of Australia.
https://asaa.asn.au/the-students-who-are-left-behind-pandemic-induced-gap-year-inthe-philippines/

Geducos, A. C. (2022). College students may attend face-to-face classes without medical insurance — IATF. Manila Bulletin.
https://mb.com.ph/2022/05/27/college-students-no-longer-need-medical-insurance-toattend-face-to-face-classes-iatf

06/12/2022

✏┊𝙿𝚛𝚊𝚌𝚝𝚒𝚌𝚎𝚜, 𝙽𝚘𝚛𝚖𝚜 𝚊𝚗𝚍 𝚅𝚊𝚕𝚞𝚎𝚜: 𝚆𝚑𝚊𝚝 𝚐𝚘𝚝 𝙻𝚘𝚜𝚝?

✒: Mathew A. Baylosis┊📸: Dorythea Anne M. Delos Reyes

In the midst of the pandemic, many students have struggled as they engage in distance learning. In the present, many of the pandemic protocols have been lifted and have gradually returned to the old normal, just like students beginning to start attending
full face to face classes, however the 2-year learning has affected and transformed the ethics of students. This essay analyzes the impacts of cultural practices, values and norms in a face-to-face school setting, and its comparison to distance learning’s impact
on typical school culture and school culture’s overall effect on a child’s education.

Firstly, cultural practices, values, and norms are what help build a community around the students in a school setting. Culture is defined as the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts (Pappas, 2022). School, as a cultural agent, therefore,
influences or shapes us in terms of learning, etc. This influence brings the school together, creating a sense of community. For example: Comradery, where students and faculty who identify with the school and feel a sense of belonging and community, ethics, the recognition of what is right and wrong in a school setting, etiquettes, the polite behavior and interactions between teachers and students. (Antonio, 2022). These are among the cultural practices that help build a community around students in a school setting.

Moreover, COVID-19’s distance learning has not been able to implement these cultural elements due to the severity of the pandemic’s influence. Limiting the ability to socialize during the pandemic, school cultural practices are beginning to turn to nostalgia as social participation drops. Social engagement forms the basis of social relationships or participation in a community, and provides a sense of belonging, social identity, and fulfillment (Luo, 2020). With this context, this function has been disrupted as a result of COVID-19.For instance, the formation of squads or “barkadas” in classrooms is not visible during distant learning because we are forced to isolate and migrate to online technology while staying at home in order not to aggravate the pandemic which further transforms norms and values that we used to have in the old normal.

However, Positive school cultures can improve students’ ability to learn by creating a positive environment that builds relationships among students and teachers. According to Rita Pierson “Kids aren’t going to learn from someone they don’t like” therefore, the
seed to improve students' learning abilities begins with the connection with students alongside trust and positiveness. A positive student-teacher relationship is very important because it gives students confidence as well as ensuring that they know that their ideas are valuable. In turn, this allows students to carry this confidence throughout their future years pursuing academics (Coristine, 2022). Telling students that they have the ability to do well and praising them often with smiles, and other positive reinforcements leads to motivating a student further and engaging them into learning (Craig, 2019).

In conclusion, school culture refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence how a school operates. However, as the pandemic spread throughout the world, distance learning was established, reforming norms and values, resulting in school cultures that are no longer the same as before. Moreover, by creating a positive environment in the school, teachers' positivity can improve students' academic performance.

𝚁𝚎𝚏𝚎𝚛𝚎𝚗𝚌𝚎𝚜:

Antonio, V. ( 2020, July 23). The Teacher and the Community, School Culture &
Organizational. Leadership. Mariano Marcos State University.
https://phlconnect.ched.gov.ph/admin/uploads/eae27d77ca20db309e056e3d2dcd7d69/School-Culture-ANTONIO-VIDA-V.pd

Coristine, S. et al. (2022, April 1). The importance of student-teacher relationships.
Classroom Practice in 2022. Retrieved [date], from
https://ecampusontario.pressbooks.pub/educ5202/chapter/the-importance-ofstudent-teacher-relationships/

Craig, H. (2019, February 21). 5 Positive Reinforcement Activities to Use in the Classroom. Positive Psychology. https://positivepsychology.com/positivereinforcement-classroom/

Luo, M., Ding, D., et al. (2020). Social engagement pattern, health behaviors and subjective well-being of older adults: an international perspective using WHOSAGE survey data. BMC Public Health.
https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-019-7841-7

Pappas, S. & McKelvie C. (2022, October 18). What is culture?. Livescience.
https://www.livescience.com/21478-what-is-culture-definition-of-culture.html

05/12/2022

🎯┊𝙳𝚁𝙰𝚆'𝚜 𝚅𝚒𝚜𝚜𝚒𝚘𝚗-𝙼𝚒𝚜𝚜𝚒𝚘𝚗

𝙑𝙞𝙨𝙞𝙤𝙣
DRAW (Developing Reading and Writing) envisions a society wherein education is prioritized and accessible to students. Where citizens are community oriented: aware, advocate, and mitigate the educational crisis of the country. Most importantly, children learn to read and write in schools with the absence of inequality, discrimination, and segregation.

𝙈𝙞𝙨𝙨𝙞𝙤𝙣
DRAW aims to promote literacy for Filipino children, raise awareness on the inequality experienced in education systems, and educate on the effects of learning loss on the next generation. All in the endeavor to create a nation where children’s literacy are as valued as the gifts that they are, and to provide quality education for the Filipino children of today. We strive to create a bright future for this nation, through our nation’s future-the children.

04/12/2022

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