If there is one area in which a new normal is setting in, its education. The closure of schools is unprecedented and home-schooling, with all its implications, has introduced dynamics that parents, and teachers are understandably struggling with. But the last few weeks, with their intensity and adjustment, have been an eye opener, a peep into how education structures should bring teachers, parents, pupils, and technology together towards the holistic formation of students.
First, technology. In 2007, together with two British consultants, I drafted one of the earlier policy documents on eLearning, with the key identified challenge being the acceptance of technology by teachers and administrators. Who would have told us that after years of slow progress, technology would become the way our children learn in a matter of weeks? The crisis forced us to act, and while it became clear that not all children have equal access to technology and not all schools were adequately prepared, teachers and parents rose to the occasion and schooling has moved on-line. I believe this is only the start of genuinely and deeply integrating technology in education. The COVID pandemic has triggered a small revolution that we should have the courage to continue when schools re-open.
Second, the role of parents. Staying at home and trying to work while supporting children in their learning has had a toll on all parents. But it has also provided us with a unique opportunity to participate actively in our children’s education. The pandemic locked us inside with our children and as parents do, we tried to consolidate what the children were learning on-line and use the time to support them in reading, addressing some difficulty or picking up an instrument. There is a harmony between the teaching children receive at school, whether on-line or otherwise, and that which parents convey (by doing more than by preaching) in the normal course of the day. The crisis has persuaded many parents that children learn all day and not just during school time, and from everything not just formal lessons. Therefore, parents now realise they have a central role in the formation of their children, a role they cannot abdicate from even if their children attend a good school.
Third, 21st century skills. Watching our children participate in on-line classes over the last few weeks convinced me even more that collaboration, critical thinking, creativity, and information literacy are skills that no adult can do without today. It is a challenge for teachers to design their teaching with these 21st century skills in mind, perhaps harder than teaching a set curriculum in a traditional subject. However, no holistic education is complete without these skills, as it cannot do without sport and the arts. The formation of responsible, confident adults, which is what education is about in essence, needs to ensure they have these increasingly essential abilities.
The COVID-19 pandemic is a wake-up call. It is an opportunity to accelerate the many positive developments we have seen in education over the last twenty years. For Malta and all our neighbours, a post-pandemic world is unchartered territory. It requires strong and clear educational leadership, inspired by the right values and steering towards a balance. Between achieving excellent academic results, and integrating sports, the performing arts and other parts of a truly holistic formation. Between using technology for better learning and being led by the frivolities of technology, or the new dangers associated with misuse of social media and games. Between raising independent thinkers and selling our core values of solidarity, integrity, and hard work for fear of being labelled traditional.
I believe the crisis will inspire a new impetus for education. We need to run with more holistic education, technology integration and new skills as other countries are making huge investments in these areas. Through education we have an appointment with the future. And we don’t want to be late.
Dr Joe Schembri is a Lecturer in Policy and International Business, University of Malta