Abstract:
The COVID-19 pandemic has significantly disrupted educational systems worldwide, prompting a re-evaluation of policies and practices, particularly for work immersions. The Science Immersion Program (SIP) of a selective Science, Technology, Engineering, and Mathematics (STEM) high school in the Philippines faced unprecedented challenges during this period. This study examines how the SIP navigated pandemic-induced disruptions from 2019-2022, focusing on policy transitions and leadership experiences. This research aims to provide insights into the resilience and adaptability of the SIP during the COVID-19 crisis. By focusing on specific policy features and leadership characteristics, the study identifies factors contributing to the program's sustainability, informing future policy and leadership decisions, and contributing to the broader discourse on educational policy and leadership in a changing world.
The study employs a comprehensive multi-methods approach, integrating document analysis, interviews with program leaders, and self-narratives from the immersion coordinator. Document analysis scrutinizes policy documents at both the national and local levels. Interviews provide insights into decision-making processes behind policy adjustments, while coordinator narratives offer firsthand perspectives on pandemic challenges and innovations. Directed content analysis, using Cardno’s (2018) policy analysis tool and Zinth’s (2018) model policy components for work-based learning, examines these data sources. Distributed leadership theory highlights the collaborative and adaptive nature of leadership during the crisis.
Findings underscore the pivotal role of flexible policies and proactive leadership in navigating uncertainties brought about by the pandemic. The national-level SIP policies aligned with the school system's vision, mission, core values, and strategic goals, with periodic revisions and specific guidelines crafted at the campus level to uphold these principles. Notable features include flexibility in internship completion and adaptability to different learning modalities, ensuring the program's commitment to STEM research exposure and student well-being. Some policy areas identified for development include incorporating local laws and clarifying partner agency benefits. Policy transitions highlighted the program's flexibility and dedication to student well-being, illustrating effective responses to unprecedented challenges. The study also revealed that distributed leadership, characterized by collaborative and adaptive practices, was instrumental in addressing the dynamic challenges posed by the pandemic.
Our study showcases internship programs' resilience and adaptability during COVID-19. Through best practices and effective leadership insights aligned with UNESCO's action on advancing policy for sustainability, this work offers recommendations for administrators, policymakers, and educators. These insights can inform the development of adaptable policies and innovative approaches, ensuring that internship opportunities remain robust and relevant amid crises in a changing world.
The study employs a comprehensive multi-methods approach, integrating document analysis, interviews with program leaders, and self-narratives from the immersion coordinator. Document analysis scrutinizes policy documents at both the national and local levels. Interviews provide insights into decision-making processes behind policy adjustments, while coordinator narratives offer firsthand perspectives on pandemic challenges and innovations. Directed content analysis, using Cardno’s (2018) policy analysis tool and Zinth’s (2018) model policy components for work-based learning, examines these data sources. Distributed leadership theory highlights the collaborative and adaptive nature of leadership during the crisis.
Findings underscore the pivotal role of flexible policies and proactive leadership in navigating uncertainties brought about by the pandemic. The national-level SIP policies aligned with the school system's vision, mission, core values, and strategic goals, with periodic revisions and specific guidelines crafted at the campus level to uphold these principles. Notable features include flexibility in internship completion and adaptability to different learning modalities, ensuring the program's commitment to STEM research exposure and student well-being. Some policy areas identified for development include incorporating local laws and clarifying partner agency benefits. Policy transitions highlighted the program's flexibility and dedication to student well-being, illustrating effective responses to unprecedented challenges. The study also revealed that distributed leadership, characterized by collaborative and adaptive practices, was instrumental in addressing the dynamic challenges posed by the pandemic.
Our study showcases internship programs' resilience and adaptability during COVID-19. Through best practices and effective leadership insights aligned with UNESCO's action on advancing policy for sustainability, this work offers recommendations for administrators, policymakers, and educators. These insights can inform the development of adaptable policies and innovative approaches, ensuring that internship opportunities remain robust and relevant amid crises in a changing world.