For the first phase, covering months zero to three of the emergency response period, Mu’ti said schools that do not require major repairs will apply a simplified curriculum focusing on essential competencies such as literacy, numeracy, health and safety, psychosocial support, and disaster mitigation.
"Learning methods are adaptive, flexible. And then, psychosocial support is integrated with learning activities, with simple assessments," Mu'ti said here on Tuesday.
He explained that the main focus of this phase is to ensure students are able to attend school and feel safe and comfortable.
The second scenario, which will be applied during months three to 12 of the emergency response period, emphasizes adaptability to crisis conditions by integrating disaster mitigation into relevant subjects.
This scenario is intended for schools that require a longer period of reconstruction, the minister said. Under this phase, the curriculum prioritizes the recovery of learning activities, flexible learning arrangements, and differentiated instruction.
"The schedule is adjusted to the condition of the students, who may still be in the shelter, implementation of blended or hybrid learning where possible, and grouping based on students' progress," he elaborated.
He noted that there is a portfolio-based assessment system during the transitional period, and remedials are hosted regularly to help heavily-affected students catch up. There is also socio-emotional monitoring for students, he added.
The third scenario, covering a period of one to three years, is designed for areas where schools have been completely destroyed and require full reconstruction that may take more than a year.
“Therefore, learning will be carried out through the permanent integration of disaster education, strengthening the quality of learning, and resilience-based inclusive education, as well as a monitoring and evaluation system for emergency education,” he elaborated.
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Translator: Lintang Budiyanti Prameswari, Mecca Yumna
Editor: Azis Kurmala
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