The world of 14-year-old Jane Escobedo (not her real name) is reduced to her bedroom, her cell phone and a bundle of lessons she calls a “module”. She has only been in a school briefly since January 2020, first because of the Taal Volcano eruption of January 12, 2020, which left an inch and a half of volcanic sand on her home, school and a large area. part of the rest of the state of Cavite in the Philippines.
One year of education lost
If and when she returns to the school she misses so much, she will have lost at least a year and a half of education and – just as important – the socialization that comes with being a teenager. She has hardly seen any children since the closure. It doesn’t mean she hasn’t studied. But the Philippines’ approach to distance education is a disaster. For now, given the uneven vaccination regime to tackle the Covid-19 coronavirus, there is no certainty as to when she and her classmates will return to school.
Modules that don’t work
Jane works diligently on her classes, which come in two-week “modules” comprising English, Tagalog, Science and Technology, and other subjects. And she is lucky, because her family has a housekeeper who has a higher education. And unlike tens of thousands of her classmates, she lives in an upper-middle-class home that has access to computers and other electronics.
But unfortunately, without a teacher, the modules are almost unfathomable, not only for Jane but also for those who try to help her. She is one of the 42.7 million Filipino schoolchildren – from kindergarten to high school – on whom the Covid-19 crisis has had a destructive effect. As a devastating new report from the World Bank recently released: “Most children, especially younger ones, need adult supervision during distance learning” ….
Find here the apologies of the World Bank.
Thanks to Michel Prévot
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