Education Disruption and Response in Lao PDR: COVID-19 Impact
The Lao PDR experienced disruptions in education due to the COVID-19 outbreak, leading to the closure of schools and a shift to remote learning. The Ministry of Education and Sports prioritized the safety of students and staff and implemented measures to ensure continuity of learning through distance and online platforms.
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Education Disruption and education response: the Lao PDR Experience Assoc. Prof. Dr. Silinthone Sacklokham
Updating Updating on the COVID on the COVID- -19 Outbreak Situation in Lao PDR Situation in Lao PDR 19 Outbreak The first case confirmed on 23rdMarch 2020; All schools and educational institutions in Laos have been closed on 19thMarch 2020 and education functionally resumed on 15thMay 2020; To date the cumulative number of confirmed cases of COVID-19 in Lao PDR remains at 19, with all patients subsequently discharged from the hospital without mortality. Fortunately, no new cases have been diagnosed over the last 57 days. 2
Management of Education system during the Management of Education system during the disruptions caused by COVID disruptions caused by COVID- -19 (cont.) 19 (cont.) The lockdown period has disrupted the face to face learning of 1,7 millionstudents enrolled in all education level throughout the country. A more prolonged school closure could further put children and young peoples learning and social well-being at risk. The physical protection of students and education staff from infection from COVID-19 remains the main priority. 3
Management of education system during Management of education system during disruptions caused by COVID disruptions caused by COVID- -19 (cont.) 19 (cont.) The Ministry of Education and Sports of Lao PDR has established the Ministry s Taskforce against COVID-19 working alongside with the National Taskforce against COVID-19; The Ministry of Education and Sports has two priorities: (1) making sure every single student, teacher and educational staff remain safe and (2) motivating the educational institutions to continue to provide continuity of learning through creating new pathways of learning through distance and online learning opportunities. 4
Management of Education system during the Management of Education system during the disruptions caused by COVID disruptions caused by COVID- -19 (cont.) 19 (cont.) The Ministry of Education and Sports has advised schools and education institutions to apply a remote learning practice at home following: - assigning homework to students on a weekly basis, and using distance learning from TV and radio programs developed by the Ministry as well as online learning; - many schools and educational institutions have used various digital means to deliver education such as Skype, WhatsApp, Facebook, messenger, App s meeting, YouTube, etc. 5
Management of Education system during the Management of Education system during the disruptions caused by COVID disruptions caused by COVID- -19 (cont.) 19 (cont.) - In rural remote areas, teachers were allowed to organize small groups of students gathering together to provide guidance on learning in combination with raising awareness of COVID-19; - The Ministry of Education and Sports satellite television channel has been established and has broadcast programs to the public. During the lockdown parents played a significant role in communications between teachers and students. The Village Education Development Committee (VEDC) has played the intermediate role between school and community in encouraging the home-based learning. 6
Lesson learnt from education Lesson learnt from education responses to COVID COVID- -19 responses to 19 Developing and providing various alternative learning methods need to be created and introduced for students who live in different context while adhering to the curriculum; Using the ICT and digital communications in combination with traditional teaching and learning practices was well received and should be considered to be continued to be included in each education system; Investing in building the capacity of teachers on the 21st century skills is central to furthering and improving educational delivery. 7
Transition from education disruption to Transition from education disruption to post post- -COVID COVID- -19 19 Developing additional learning materials for the immediate and long term in managing and maintaining the delivery of education services during emergencies and furthering regular school education; Investing in and utilizing technology in education should be encouraged; The concept of new normal should be subsumed into the educational agenda, whereby educational administers should be well trained in hygiene and sanitation prevention methods and how to cope with Disaster/Hazards in education institutes; 8
Transition from education disruption to Transition from education disruption to post post- -COVID COVID- -19 (cont.) 19 (cont.) SEAMEO centres have abundant teaching and learning resources, further enhance cooperation among the member countries in provision of suitable materials for emergency situations and by incorporating high quality ICT programs into the educational curriculum, and at the same time ensuring the material is engaging and of the highest quality, to improve education provision overall. 9
