“The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson.”  - Tom Bodett, American author

Way back in March last year, the closure of schools, as recommended by the health authorities, could not be taken lightly. We all knew that the impact of that disruption would go beyond this generation and may ultimately wipe out decades of progress. It also impacted the provision of basic services to children and communities. It affected the ability of parents to go to work and created scenarios for a higher risk of domestic violence. Luckily we had many teachers who stood up for the emergency and conveyed their lessons online, frequently with the direct assistance of dedicated parents.

Global effects

 According to the United Nations, the Covid-19 Pandemic has created the largest disruption of education systems in history. It has affected nearly 1.6 billion learners in more than 190 countries and across all continents. Closure of schools and learning spaces have impacted 94 per cent of the world's student populaton and up to 99 per cent in low and lower-middle income countries. The closure of schools hampers the provision of essential services to children and communities. This includes access to nutritious food, the ability of parents to go to work and increases the risk of violence against women and girls.

Beyond such direct impacts of the pandemic, there are indirect effects. Contacts beyond the traditional family are now more often than not taking place through the telephone and video-conferencing. Whilst this is a good thing, there is a huge difference between virtual and person-to-person contact.  On the one hand, there is the possibility of losing touch with persons close to us and - ironically, on the other, we have the potential to forge new friendships like never before.

The overall impact of Covid-19 on our lives will only be fully understood in the years to come.  We are however blessed that resilience and adaptability are part of the Maltese and Gozitan character and I am sure that we will emerge from these trying times changed for the better.

Immediate action

The education system itself, for instance, is a clear example of our new normality. With the immediate closing of schools, soon after the pandemic broke out in March last year, hundreds of dedicated teachers have been reaching out to their students via online learning. There is no doubt that this decision was the best option. However, since online learning is relatively in its early stages, it cannot replace the tried and tested schooling system.

No one can deny that schools bring togetherness and help in the personal development and character building of our children. The greatest risk in the Covid-19 crisis is that the social fabric created in and by schools is fractured. The education of our children is not a transactional process where children sit passively and absorb information like robots – learning happens through interaction in an environment of well-being, mutual trust and self-efficacy.  

Teamwork is key

The bubble system developed to protect our children from Covid-19 ensures that they don’t miss out on a holistic inclusive education. Schools are by far the best way of introducing them to responsible team-spirit, inclusivity and solidarity - three indispensable ingredients for adulthood in a fair and law-abiding society. Whilst virtual learning is of great help during this crisis, it can never replace interaction of students with their educators and the physical environment that the school provides.

Tema management writer Patrick Lencioni says that 'teamwork requires some sacrifice up front; people who work as a team have to put the collective needs of the group ahead of their individual interests.'

Now more than ever the key issue is not so much ‘I will survive’ as ‘how we get through it’. The emphasis must lie on how we can act to ensure that the most vulnerable amongst us are protected and losses to the community are minimised because – from a collective perspective, a loss to one is a loss to all. Taken in this context, we must all pull one rope as a team. Our children are our future and reflect our own present.

Grasping opportunities

As Stefania Giannini – UNESCO Assistant Director-General for Education stated recently: 'When education is in danger so is our future. It’s in our hands to make sure that young generations are not excluded from their right to education because of the global health and economic crisis but rather empowered with inclusive, quality learning to act for a more sustainable peaceful future.'

As Minister for Education, I wholly endorse Ms Giannini’s statement. My Ministry is doing its utmost to provide a safe and effective environment for our children and educators. I am confident that as one team we will overcome all obstacles brought about by the pandemic and emerge stronger and better equipped for a new post-COVID reality. It's up to all of us to put the collective needs of all ahead of our individual interests for a brighter future for our children.

Past and future

I cannot conclude today’s article without mentioning the situation of the past days. I believe that what matters most is the conclusion of said situation. I am pleased that a satisfactory conclusion for all parties was reached on Friday late afternoon after cordial meetings were held with all concerned, including the Malta Union of Teachers and representatives from Church and independent schools.

As Minister of Education, and also as a mother of two children, my priorities are the wellbeing of all our students. I stress that the right to education is a basic human right and it’s every child’s right to have a decent education in a classroom. I can assure the parents that all necessary measures - more than 50 measures with an investment of €30 million - have been taken and will continue to be taken in all state schools to protect our children and educators in these unprecedented times brought about by the pandemic.