Benyamin Cooke | Blame it or thank it – COVID-19 and education woes

The COVID-19 pandemic has significantly affected students in Jamaica and has changed the mode in which education is delivered. Additionally, the threats we confront are becoming more interlinked as the world becomes increasingly more interconnected.

The current crisis we are facing has brought to light a number of fallacies and inadequacies in our education system, ranging from a lack of access to bandwidth and computers required for online education to the supportive environment required to concentrate on learning, to a mismatch of resources and needs. The bedrock of the education system is reflective of the fundamentals of the colonial era. This is no longer relevant to the 21st-century demands. The education system needs to be re-engineered to catch up with the times that are way ahead of its current state. Education is a product for the market and if it is to remain relevant, pedagogy has to be remodelled and rebranded.

The problem has been further exacerbated as a result of the lockdown. Traditional schooling has been disrupted, with widespread school closures. While educators have worked hard to ensure learning continuity throughout this time, students have to rely more on their own resources to continue studying remotely via the Internet, television, or radio. Teachers have to redouble their efforts and adjust to new pedagogical concepts and techniques of planning for curriculum execution which their teacher education training did not prepare them for. Learners from the most marginalised groups, who lack access to digital learning tools or the resilience and engagement to learn on their own, are especially vulnerable to falling behind.

IMPACTED DELIVERY OF EXAMINATIONS

The pandemic has also impacted the delivery of examinations, with the Primary Exit Profile Performance Task tests, the Caribbean Advanced Proficiency Examination and Caribbean Secondary Education Certificate examinations having been postponed. This is being done on the basis that the pandemic situation has worsened the disparities in preparedness among the most vulnerable students. This year, for instance, there is a greater chance that students in precarious situations may not be able to take the tests. This could have a significant impact on not only their upper-secondary or tertiary education, but also their future.

Higher education has been severely impacted by the COVID-19 epidemic, with colleges and universities closing their doors and governments closing their borders in reaction to lockdown measures. Despite the fact that higher-education institutions were eager to replace face-to-face lectures with online learning, these closures had an impact on learning and exams. Perhaps most importantly, the issue raises questions about the value of a university education, which involves both intellectual content, networking and social possibilities. Given the current dispensation, universities will have to reimagine their learning environments so that digitalisation widens and complements student-teacher relationships.

CAREFUL PLANNING

Undoubtedly, reopening schools and universities will have undeniable benefits for both students and the economy as a whole. Furthermore, restoring schools will benefit families financially by allowing some parents to return to work. These advantages, however, must be carefully evaluated against the health dangers and the need to reduce the pandemic’s spread. Such trade-offs necessitate long-term, effective coordination from the policymaking level. This requires careful, strategic planning between the education and health ministries, as well as all levels of government, bolstered by local participation and autonomy, and tailored responses to the local situation.

As we head towards herd immunity and the post-recovery period, it will be important to reimagine education and the role it plays in advancing and developing our country. True change often occurs during major crises, and we are presented with a grand opportunity to change the status quo and fix the major issues plaguing our education system.

The Ministry of Education, Youth and Information, in a collaborative effort, should consider the following recommendations: first, focusing on psychological and nutritional support for students. Second, the digitisation of the education system and providing universal Internet access to students. Third, bolster social systems that aid in the identification and report of child abuse and increase support to victims. Fourth, there is the need for professional development and training for teachers, students and parents in cyber education and the way forward. Finally, a push to implement a mandatory requirement that both life and vocational skills be included in the school curriculum.

Benyamin Cooke is a youth advocate, former youth parliamentarian, farmer, and currently pursuing a Master of Science degree in international public and development management. Send feedback to benyamincooke@yahoo.com.