Review Article

Philippine Basic Education Learning Continuity Plan: Creating Space for Indigenous Peoples toward Inclusive post-COVID-19 Education

Michael Bobias Cahapay 1 *
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1 Mindanao State University, General Santos City, PHILIPPINES* Corresponding Author
International Journal of Pedagogical Development and Lifelong Learning, 2(1), January 2021, ep2102, https://doi.org/10.30935/ijpdll/9294
Submitted: 02 August 2020, Published: 29 November 2020
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ABSTRACT

The continuity of education after the current crisis is a major national concern. A vulnerable group that may be further marginalized in the process consists of learners in indigenous communities. Through a review of the Philippine Basic Education Learning Continuity Plan (BE-LCP), this article seeks to create space for the indigenous peoples (IP) learners toward an inclusive post-coronavirus disease 2019 (COVID-19) education. Considering the pre-COVID-19 background of resources and the current epidemiological status of IP communities, the researcher presents strategies on how post-COVID-19 education can be delivered. For example, in an IP community with electricity access and low technology access but no internet and has high to moderate risk of virus infection, a combination of print modular learning and television- and radio- based learning can be adopted but not the synchronous and asynchronous learning and stagger in-person learning. This suggested option and others are offered in the paper.
Keywords: learning continuity plan, indigenous peoples, COVID-19 pandemic, inclusive education, Philippines

CITATION (APA)

Cahapay, M. B. (2021). Philippine Basic Education Learning Continuity Plan: Creating Space for Indigenous Peoples toward Inclusive post-COVID-19 Education. International Journal of Pedagogical Development and Lifelong Learning, 2(1), ep2102. https://doi.org/10.30935/ijpdll/9294

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