United through bayanihan spirit: INRSF narrative during Pandemic

 Julianne Grace Bugaoisan Rarangol

Divine Word College of Laoag

Abstract

In the wake of the pandemic brought about by COVID-19, a lot of challenges bombarded different sectors and industries all over the world. These changes and challenges did not excuse the fraction of the academe. Academic institutions tediously studied how to adjust and adapt to the new normal in the academe. Ilocos Norte Regional School of Fisheries was fortunate with the continued community engagement of the five barangays of Metro La Paz. It hurdled all the drawbacks brought about by the restriction of face-to-face classes. Indeed, Bayanihan which is a spirit of communal unity and cooperation in achieving a goal without expecting anything in return, still lives. This narrative not only showcases the resilience and unity of the INRSF community but also underscores the enduring relevance of the Bayanihan spirit in overcoming crises. It highlights the innovative approaches employed in remote learning, resource sharing, and community outreach efforts to lessen the effects of the pandemic.

Keywords: Bayanihan Spirit, Community Engagement, New Normal, Pandemic 

Introduction

For 56 years since its establishment in 1968 as a community high school, INRSF has lived to its commitment to developing learners in the field of technical and vocational education with majors in Aquaculture, Fish Capture and Fish and Food Processing. Situated along the coast of the South China Sea and the banks of the Padsan River, INRSF utilizes real-life laboratories for the development of the learners’ skills.

The limitations and restrictions imposed by COVID-19 brought the school to unexplored and rediscovered horizons. The face-to-face classes evolved into various learning modalities that suited the capabilities, resources, preferences and presence of learning facilitators at home. 588 learners of INRSF chose the printed modular learning modality while 88 others took digital modular learning modality. Despite the absence of face-to-face classes and the unavailability of online classes, the teachers still endeavour to develop the minimum learning competencies prescribed by DepEd in TVE/TVL and GAS by constantly monitoring, following up and providing enrichment and remedial activities.

Surviving the pandemic alone would be very difficult without a helping hand. INRSF is blessed for being surrounded by stakeholders who are greatly supportive of the provision of the needs of learners and the school. Despite the meagre MOOE amounting to a little above 800 thousand, the modules for the 588 learners are continuously provided without delays. With the stakeholder's help, 8 new printers were recently purchased, along with reams of bond papers and ink. More than these donations are the stakeholders' time and sacrifices from Monday to Sunday for the delivery and retrieval of modules and answer sheets. The Barangay Officials, health workers and barangay police each have a schedule to man the barangay hall for the distribution of modules. The SK officials extended their own share of help by distributing health kits, multivitamins and school supplies in all grade levels from junior high school to senior high school. INRSF truly continues to live with the nurturing hands of the whole La Paz Community. 

Bayanihan as a Filipino Value

Bayan is the Filipino word for country, and bayanihan means "being in the country," but the phrase is most usually used to describe "a sense of social unity, effort, and collaboration toward a common goal. The idea comes from an old rural custom in which people helped families relocate their homes by placing them on bamboo stilts. This Filipino ethic exemplifies the principle of helping people in need without expecting anything in return (Ganzon, 2019).

 According to Gertrude Ang, the bayanihan spirit is an ancient Filipino custom that symbolizes the idea of group work. This core Filipino value entails both individual and communal action to aid the community. It is known as tulongan or damayan, which is a system of mutual help that serves as the backbone of family and village life in the Philippines. It can also be expressed as pagkakaisa, which means to be one or united. In essence, the bayanihan spirit fosters togetherness and unity in the community as they help others.

Filipinos usually seek assistance from one another in times of need. Bayanihan is a common term for this type of community support. Filipinos have always worked together to overcome the obstacles of living in their dangerous homeland, whether caused by natural or human causes. Except, evidently, it no longer does, and Filipinos are now being advised that the very characteristics that made their communities so strong in the past have been turned into their biggest vulnerability by the COVID-19 epidemic. Even the name bayanihan has been publicly modified to represent wholly new meanings through law and government initiatives (Bankoff, 2020).

Overcoming Challenges: The Educational Shift

In the first year of the pandemic, Filipinos from different walks of life contributed in various ways, exemplifying the bayanihan spirit. According to local artists, designers, and entrepreneurs, they stepped out of their comfort zones to lend a hand to the nation’s frontliners against the disease (Ang, 1979).

When the pandemic led to nationwide lockdowns, INRSF, like many institutions, faced the sudden closure of its physical classrooms. As the school’s primary function is the provision of technical and vocational education in fisheries, shifting to online learning was not a simple transition. Many students did not have access to the necessary tools such as reliable internet connections, gadgets, or the quiet space required for focused study. Teachers, too, had to adapt quickly to new modes of instruction and create lesson plans that could be delivered effectively online.

In line with the Bayanihan spirit, the school community responded to these challenges with resilience and resourcefulness. Faculty members, many of whom were used to face-to-face interactions, used their time and expertise to learn new digital teaching strategies, ensuring that students received quality education. They held webinars and online workshops to help students adjust to the new learning environment, while also addressing their emotional and mental well-being, which was often compromised by the uncertainty of the situation.

Moreover, the school's leadership emphasized the importance of community engagement. With the pandemic affecting many families in the region, the school encouraged faculty, students, and alumni to participate in outreach activities, such as providing assistance to those who were struggling to access educational resources. Through donations of gadgets, food, and funds, the Bayanihan spirit was rekindled within the walls of the school, transforming the institution into a hub of shared support.

Community Outreach and Social Responsibility

One of the most notable aspects of the Ilocos Norte Regional School of Fisheries' response to the pandemic was its emphasis on community outreach. The institution, driven by its responsibility as a center for education in a region reliant on fisheries and agriculture, took steps to support local communities beyond the classroom. The school recognized the struggles of local fisherfolk, farmers, and families whose livelihoods were deeply affected by the pandemic, including disruptions to the supply chain and market access.

To help sustain these local industries, the school organized initiatives that involved both students and faculty. Students, with guidance from their teachers, conducted research on ways to support local fishing communities, such as recommending alternative ways to market and distribute their products. The school also assisted local farmers by helping them adopt sustainable practices that were more resilient to the disruptions caused by the pandemic.

Conclusion

The Ilocos Norte Regional School of Fisheries demonstrated a remarkable example of how the Bayanihan spirit continued to thrive even in the most trying circumstances of the COVID-19 pandemic. In a time when physical distance became necessary, the school found ways to foster unity, compassion, and cooperation. From adapting to online education to reaching out to local communities in need, the INRSF community showcased the resilience and collective responsibility that are at the heart of Filipino culture.

As the pandemic gradually becomes a part of history, the lessons learned by INRSF can serve as a model for how educational institutions can maintain a strong sense of community, even in the face of unprecedented challenges. The continued practice of Bayanihan, both within and beyond the classroom, will undoubtedly remain a guiding force for future generations, teaching them that unity in times of crisis is not just a value, but a lifeline that can lead to enduring strength and solidarity.

References:

Ang, G., (1979). The bayanihan spirit: dead or alive.  Philippine Quarterly of Culture and Society, University of San Carlos publication. Vol. 7 (1/2).

Aña, A. M. “The culture of the Philippine islands: Bayanihan in Philippine society. International Journal of Interdisciplinary Social and Community Studies, 2017, 77–83.

Kalkan, S. (2019). Bayanihan: A Filipino tradition of unity and camaraderie.  Live in the Philippines, Retrieved September 13, 2024, from  www.liveinthephilippines.com/bayanihan-a-filipino-tradition-of-unity-and-camaraderie/.

Nadal, K. (2018). What Is bayanihan? Exploringthe  Filipino spirit of community and support.  HuffPost, Retrieved September 15, 2024 from  www.huffpost.com/entry/what-is-bayanihan-exploring-filipino-spirit-of-community-and-support_b_55d40a67e4b077ca094624a8.

Office of Presidential Adviser on the Peace Process (2020). Bayanihan Ni Juan: The Filipino Spirit at Its Finest. Gov.Ph. https://peace.gov. ph/2020/04/bayanihan-ni-juan-the-filipino-spirit-at-its-finest/.