RESEARCH The economic costs/losses include the impact on welfare and the lost supply of human resources due to deaths caused by COVID-19. Correspondingly, Juan Pablo Bohoslavsky of OHCHR stated that the economy could not be positioned as a top priority.89 Bohoslavsky further argued that when the right to life and health is vulnerable, the business cannot run as usual and disrupt the mitigation/recovery system after the COVID-19 pandemic.90 2.4. SDG 4: Ensure Inclusive and Equitable Quality Education and Promote Lifetime Learning Opportunities for All The COVID-19 pandemic has caused hundreds of thousands of schools to close and affected more than 62.5 million students ranging from pre-school to tertiary levels.91 In many countries, Distance Learning (hereafter referred to as Pembelajaran Jarak Jauh/PJJ) is an option to sustainably fulfill citizens’ right to education.92 The right to education is reflected in SDG 4, which is expected to be achieved by 2030 (Targets 4.1, 4.2, and 4.3). Komnas HAM RI itself has recommended the government to implement a home education model that is not burdensome.93 Unfortunately, distance learning program, which is the chosen learning method, is burdensome to some parents,94 students,95 and even teachers.96 Komnas HAM RI highlighted three issues related to distance learning: first, the educational activities that are moved from schools to houses by using the internet.97 Second, the right to education for students with disabilities.98 Third, the teacher’s competence in online teaching.99 These three issues emerged as a logical consequence of teaching and learning activities’ transformation during the COVID-19 pandemic.100 89 90 Juan Pablo Bohoslavsky, “COVID-19: Urgent appeal for a human rights response to the economic Recession”, Office of the High Commissioner for Human Rights (OHCHR), published on 15 April 2020, https://www.ohchr.org/Documents/Issues/Development/IEDebt/20200414_IEDebt_urgent_appeal_ COVID19_EN.pdf. Ibid. 91 “COVID-19 and Learning Inequities in Indonesia: Four Ways to Bridge the Gap”, World Bank Blogs, published on 21 August 2020, https://blogs.worldbank.org/eastasiapacific/covid-19-and-learninginequities-indonesia-four-ways-bridge-gap. 92 Ibid. 93 Ibid., Tata Kelola Penanggulangan COVID-19 dalam Perspektif HAM (n.6), 4. 94 95 96 “Pembelajaran Jarak Jauh Era COVID-19”, Balai Penelitian dan Pengembangan Agama Jakarta, accssed on 18 February 2021, https://simlitbangdiklat.kemenag.go.id/simlitbang/assets_front/ pdf/1613366388Pembelajaran_Jarak_Jauh_Era_Covid_19.pdf (Hereafter referred to as: “Pembelajaran Jarak Jauh Era COVID-19”), 4. Ibid., Pembelajaran Jarak Jauh Era COVID-19, 85. “Luncurkan Program Guru Belajar, Kemendikbud Bantu Guru Laksanakan Pembelajaran Jarak Jauh”, Kementerian Pendidikan dan Kebudayaan, published on 30 September 2020, https://www.kemdikbud. go.id/main/blog/2020/09/luncurkan-program-guru-belajar-kemendikbud-bantu-guru-laksanakanpembelajaran-jarak-jauh. 97 Ibid., Tata Kelola Penanggulangan COVID-19 dalam Perspektif HAM (n.6), 44. 98 Ibid., Tata Kelola Penanggulangan COVID-19 dalam Perspektif HAM (n.6), 45. 99 Ibid. 100 Ibid. 24