Covid19 and education

TTUTA

IN THE past six months, “covid19 has changed the world as we know it” has been the most used phrase, as this global pandemic forced us to shift away from the fundamentals of human living.

We all had to sacrifice the rituals of everyday life such as participating in community life including work, school, fellowship, and leisure (which defined our humanity) to preserve health and survival.

One of the casualties of this “suspension” of the “normal” has been the provision of education services. As necessary as this policy decision was, the impact and consequences on the education system are far-reaching.

Over the past weeks the national conversation on education has emphasised the issue of inequity in the system. Issues of student learning, curriculum delivery, inadequate infrastructure – physical and technological, and absence of effective and efficient data management have challenged our education system for decades.

Therefore, any thoughts that it will be business as usual when the Ministry of Education gives schools the green light to reopen, is the first step towards a failing grade.

TT as a signatory to the UN Sustainable Development Goals has committed “to leave no one behind.” The education sector has the greatest potential to achieve this commitment – a well developed and results-oriented system that will produce citizens who are ready for the 21st century society. Results-oriented does not only mean in the academic sphere but also encompasses creative, innovative, and entrepreneurial citizens.

This period of waiting for lifting of the lockdown is opportune for all the education stakeholders to confront the weaknesses and strengths of the system to build a better education system for future generations.

One of the first areas to address is the process of consultation between those that hold the reins of power and key stakeholders. The ministry’s efforts to meet with the key representative organisations, TTUTA and the NPTA, appeared in the public view, paltry.

Meaningful dialogue requires openness, a solution-oriented approach, and a commitment to follow through on agreed decisions. The consultative process does not mean, “I am telling you what I am going to do;” rather it requires open communication and discussion and taking on board valuable suggestions to inform policy from the said stakeholders.

Covid19 has presented an opportunity to do things differently. We need an innovative approach to education.

Societies view education as a key vehicle for socio-economic well-being and growth. If therefore the primary purpose of education is to provide the skills and talents required for an evolving 21st century country, then this is the time to take stock of the system of learning, the examinations methodology (in particular the Secondary Entrance Examination), the advancement of a technologically-driven system, and examine the content and delivery of the curriculum. Are we responsive to the global innovative culture of learning – digital, workplace relevance, creativity, and innovation?

Additionally, covid19 has made it apparent that there is a need to have a centralised data management system. How can data be better utilised? The Prime Minister referenced the example of managing data in Estonia. The unique identity number is a governance tool used by emerging technology countries as Estonia, Singapore, and India to provide the data on the individual needs and circumstances to better advise on policy measures.

We need to move to the level of having a unique identifier data-rich system for our schools. Such a system assists in timely responsiveness in times of crisis.

The lack of data on the social needs (school meals – breakfast or lunch at the schools) and the technology needs (devices and connectivity) were glaringly apparent and would be subject to inaccuracies.

Equally disturbing is the potential for humanitarian crisis and exposure of families in the absence of the school social support services.

Principals and school supervisors are custodians of the school information, it is therefore important that the data on their charges are easily available. The Ministry of Education needs to have readily available real-time data to inform policy, especially at a time when there is a crisis.

It should not be you are only now discovering the digital divide that exists. The commitment to bringing our education system into the 21st century 20 years into the century needs to transcend talk to more deliberate, sustainable, data-driven action.

In Part II of this article, we will identify other areas of concern that covid19 has revealed must be addressed by policymakers and decision makers if we are to have an education system that is truly grounded in “Excellence in Education.”