Universiti Malaya signs MoU to enable knowledge exchange – OpenGov Asia

A Memorandum of Understanding (MoA) has recently been signed between the Advanced Science and Technology Institute (ASTI) and the Science and Technology Information Institute (STII) to assist distance education in disadvantaged and unprivileged communities. served. Both agencies were under the auspices of the Department of Science and Technology (DOST).

According to Franz de Leon, Director of DOST-ASTI, “By strengthening our relationship, we are taking another important step towards achieving our common goal of improving the state of infrastructure, education, resilience and general quality of life in the country”.

The project known as the Resilient Education Information Infrastructure for the New Normal (REIINN) focuses on building infrastructure and application frameworks to enable the shift to remote learning and reduce the country’s digital divide. The project currently offers two programs, LokaLTE and RuralCasting.

While RuralCasting creates computer systems that deliver educational content to homes via digital television channels, LokaLTE creates and implements community LTE networks in rural areas. The collaboration exemplifies DOST’s commitment to using technology-based interventions to connect and deliver information to geographically separated schools and communities.

STARBOOKS intends to bring science, technology and innovation-based content in a variety of forms to children in rural and underserved areas across the country. It includes millions of digitized science and technology resources in multiple formats, including text and video/audio, organized into specially created “pods” with an easy-to-use interface.

Thanks to the ASTI and STII collaboration of DOST, STARBOOKS, according to Alan Taule, project manager, will be able to reach more people, especially students, and ultimately no one will be left behind in the knowledge divide.

Due to the pandemic, the way education is delivered in the country has undergone significant changes. Education had to be delivered remotely using modular and digital platforms, as public and private schools had to be closed to protect the health of students and teachers.

To improve the use of blended learning in hard-to-reach places, the Department of Education (DepEd) has provided several educational resources to beneficiary schools, students and staff. More than 8.5 million students were enrolled by the department for the 2021-2022 school year. To promote continuity of learning, DepEd used online and technology-based distance learning approaches, such as the use of television, radio, print modules and online/off-site sites. line, among others.

The department monitored and provided e-learning gadgets to school beneficiaries with the aim of using and maximizing the benefits of digital technology to increase access to basic education for all students, especially those who attend “last mile schools”.

In addition, many universities and colleges have also used flexible learning systems set up by the Commission on Higher Education (CHED). In these types of systems, people reflect on how the learning environment has changed during and after the pandemic.

Students could choose their own ways to learn, such as online which uses online classrooms to educate; offline, which uses digital media or printed modules to demonstrate; or mixed, which uses both online and offline methods.

Additionally, through e-learning platforms, the Philippines has shifted from traditional classroom education to online learning. The government has endorsed mobile learning as an effective way for students to continue their studies.

Online learning systems have been able to thrive in the country, so students have access to resources available in a variety of settings, including blended learning and homeschooling. All of these modalities are integrated into blended learning to leverage their benefits and produce high quality education.

Donald E. Patel