Teachers strategic competence to deliver innovative mode of instructions amidst pandemic

Republic Act 9155 of 2001 also known as Governance of Basic Education Act of 2001 (Section 2) provides that the policy of the State is to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children a free and compulsory education in the elementary level and free education in the high school level.

There is a sudden shift brought by the continuing threat of COVID-19. Part of the powers, duties, and functions of school heads and teachers is to deliver the quality educational programs, projects and services, implementing the school curriculum and being accountable for higher learning outcomes.

The pandemic has created unprecedented challenges economically, socially, and politically across the globe. More than just a health crisis, it has resulted in an educational crisis. During lockdowns and quarantines, 87% of the world’s student population was affected and 1.52 billion learners were out of school and related educational institutions (UNESCO Learning Portal, 2020). The suddenness, uncertainty, and volatility of COVID-19 left the education system in a rush of addressing the changing learning landscape.

Schools have always maintained that education must continue in accord to the constitutional mandate of upholding the right of all citizens to quality education at all times. Thus, Department of Education introduced the Basic Education-Learning continuity Plan (BE-LCP) to address the continuing challenges posed by COVID-19.

The key elements of the learning strategies that shall operationalize the BE-LCP are the streamlining of the K to 12 Curriculum into the Most Essential Learning Competencies, and allowing of multiple learning delivery modalities such as distance learning and blended learning, either on top or in place of face to face learning. Education must continue amidst and beyond pandemic.

The teaching and learning process assumes a different shape in times of crisis. When disaster and crisis occur, schools need to be resilient and find ways to continue the teaching-learning activities (Chang-Richards et al., 2013). One emerging reality as a result of the world health crisis is the migration to different learning platforms as a result of the pandemic to mitigate the risk of having face-to-face school interaction.

In the Philippines, most schools have resorted to choosing to different learning delivery platforms during school lockdowns. However, this sudden shift has resulted in gaps and issues especially for learners without permanent home tutors, access to technology and distractions. Empirical evidence showed that the gaps have been widened especially in remote areas with less or no access to technology. The continuing academic engagement has been a challenge for teachers and students due to access and internet connectivity. Considering the limitation on connectivity, the concept of innovative mode of instruction emerged as an option for online learning especially in remote schools where technology is bounded.

Considering that face-to-face modality is not feasible during the pandemic, teachers may consider ?exible distant learning options like correspondence teaching, module based learning, project-based, and television broadcast. For learners with internet connectivity, computer-assisted instruction, synchronous or asynchronous online learning, collaborative e-learning may be considered.

Furthermore, one of the aims of the Global Agenda of UNESCO is the quality education which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

Educators had been exerting much effort to perform its functions, duties and responsibilities as mandated by RA 9155. School leaders mitigate initiative and innovation to provide clarity and direction, build resilience and instill hope as they remain focus on the best possible outcome for their learners and school communities. School heads and teachers are being accountable for higher learning outcomes in delivering the basic education services to the learners.

Edgar Tinapay