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

Michael Bobias Cahapay 1 *

International Journal of Professional Development, Learners and Learning, Volume 2, Issue 1, Article No: ep2102

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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.



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