The Alliance of Concerned Teachers (ACT) Philippines raised concerns on the low enrolment of students from poor rural areas, saying these children would likely be left behind when classes open on August 24.
The ACT said about 50 percent of the reported 6.4 million enrollees are only from three largely urbanized regions that had easy access to online or remote enrollment.
“Meanwhile, the low turnout in the remaining 14 regions… tells of the ‘severely limited’ access in these areas where ‘economic conditions are harsher,'” the group said in a Monday statement.
In a televised briefing, Department of Education Secretary Leonor Briones said 6,415,878 learners have enrolled, as of Monday morning. The data covered those in kindergarten, elementary, junior high school, senior high school, the alternative learning system, as well as learners with disabilities.
According to the data, CALABARZON has the highest number of enrollees so far, with 1,283,358, followed by the National Capital Region (895,406), Central Luzon (772,035), Central Visayas (566,168), and the Ilocos Region (508,372).
“This has exceeded our expectations,” Briones said.
The Cordillera Administrative Region meanwhile recorded the lowest number of enrollees with 38,853.
“The enrollment data DepEd brags about reveals an alarming reality—constituents in poorer and more remote rural areas have little to no access to remote modalities, indicating that millions of poor children in provinces will likely be left behind if classes will officially resume through distance learning,” ACT secretary-general Raymond Basilio said.
Also read: Briones: DepEd ready for blended learning by August 24
Poor students left behind in blended learning
Basilio added those with gadgets and internet connection would be able to participate in the online classes while the poor student would be denied access to learning.
ACT also pointed out DepEd’s ‘inaccurate representation’ of alternative modes, which they only considered as supplemental for face-to-face classes.
The group also said even printed modules would limit teachers’ intervention and monitoring.
“Availability is senseless without accessibility and quality. The new modalities can’t wholly replace face-to-face learning, especially given the country’s technological backwardness and widespread poverty,” Basilio said.
“The government shall endeavor in addressing the biggest roadblocks to classroom learning—the threat of COVID-19, the unsafe conditions of our schools, and the quality of education,” he added.
“Education cannot be detached from the health and socio-economic aspects of learners and education workers. Hence, we stand by our demands for the entire government to effectively combat COVID-19, ensure school safety, and protect people’s rights,” Basilio said.