Education

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Kenya: Our focus is not on reopening schools, says CS Magoha

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Africa/Kenya/31-05-2020/Author: Margaret Kalekye/Source: www.kbc.co.ke

The Ministry of Education has cautioned against the rush to reopen schools during this coronavirus pandemic.

Education Cabinet Secretary Friday hinted at pushing again the reopening of schools considering the rising number of coronavirus infections. Kenya has 1,618 cases, with 147 reported Thursday.

“You have seen the numbers this week and last week. Who would take their child to school? Let us agree that a child who is alive and well at home is better than a child who attempts an exam and dies there. If it means learners starting the year again so be it,” said the CS.

While speaking after receiving an interim report of the Covid-19 National Education Response Education committee, the CS maintained that the health and safety of learners and teachers remains a priority and not national exams.

Magoha says their primary focus is to come up with strong mitigation measures that will be required in schools once they reopen based on recommendations of the committee and health ministry.

Magoha will be tabling the proposals contained in the report before the national emergency response committee this weekend for further consultations.

” The Ministry recognises that the process of reopening schools will not be a switch-on-switch-off affair, but a rather carefully thought out and methodical process that must guarantee safety and health of all learners, teachers and staff”.

He said his office will be giving updates on the current situation regarding the education sector based on the advice of the Ministry of Health.

While citing the southern US which has reported an upsurge of cases after reopening the economy, Magoha said no number of deaths is comfortable and appealed for calm as the government monitors the situation.

The ministry had set June 4 as the tentative opening date, pending the advice of the committee and the Ministry of Health.

Magoha clarified that the goal of the nine-member committee set up last month to advise the government on the school calendar is the safety of learners.

“We have done various simulations. Let us remain sober and take into account the fact that there are places that have rushed to reopen and are dealing with an upsurge. Nobody knows what will happen tomorrow. This not a Kenyan problem. We have seen what is happening in the world to learn from. Which is the comfortable number of deaths and the answer is zero” he posed.

He added “The goal of this committee is not about closing or reopening schools the goal was to ensure the children are safe. Their sole determination will remain on what is happening here and the Ministry of health”

Magoha took a swipe at parents for treating children as a burden. He reminded parents of their shared responsibility with schools to ensure children continue to learn.

“It is should be clear for all and sundry. This disease is here to stay, but for now, all stakeholders must be prepared. The abrogation of responsibility by parents must be revised. There is a lot to learn in life apart from mathematics. It must start with the family. It’s an opportune time to strengthen parenting” he said.

He assured that the school calendar will apply to all learners equally regardless of their statuses.

“From Mukuru to Muthaiga learners will have the same facilities and the same rights. The issue of transition and mega issue of CBC must go hand in hand”.

On the stand-off between parents and private schools, the CS called for negotiations bearing in mind that the schools need money to run or they will be forced to shut which is unfair.

“Private schools employs over 160,000 teachers. To keep the schools alive, we must have a humane face. Let us be reasonable the staff must be paid. If they collapse it is the government that will deal with the burden because the children will come to public schools”.

Source and Image: https://www.kbc.co.ke/our-focus-is-not-on-reopening-of-schools-says-cs-magoha/

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Japan’s schools begin to reopen with staggered attendance

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Asia/ Japan/ 25.05.2020/ Source: www.japantimes.co.jp.

Schools in many regions across the nation reopened Monday with staggered attendance, in preparation for a full-scale restart of classes, following the government’s lifting of the state of emergency in 39 of the nation’s 47 prefectures last Thursday.

After the emergency closures, schools are welcoming back students while taking measures to prevent infections of the new coronavirus, such as avoiding overcrowding and shortening school hours.

All elementary and junior high schools in the city of Yamagata resumed classes on Monday. At a municipally run elementary school in the prefectural capital, students wearing face masks started arriving at around 7:30 a.m.

Returning after the two-and-a-half-month school closure, some of them happily talked with friends. “I’m a little afraid that I may get the virus, but I look forward to seeing everybody,” said a second-grade boy, age 7.

With this week as a “warm-up” period, the school will offer classes only in the morning on the first three days. A simple lunch, with only bread and milk being served, will be added to the schedule on Thursday and Friday. The school timetable is slated to return to normal next week.

“First, we need to help students correct their rhythm of life (undermined by the school closure),” said an official at the board of education of the city.

“We aim to take the steps needed gradually, including getting students accustomed to new school lunch rules designed to prevent coronavirus infection,” the official added.

In Toyama Prefecture, schools operated by the prefectural government also reopened Monday — earlier than the initial plan for them to remain shut until the end of this month.

To prevent overcrowding, each student is allowed to attend school just once or twice this week.

At Toyama Chubu High School in the city of Toyama, the prefectural capital, third-grade students were divided into two groups. On Monday, students in one group attended school in the morning while those in the other attended in the afternoon.

One student voiced concern over upcoming university entrance exams, saying, “Studying on my own is difficult.”

“We are concerned whether students will be able to take university entrance exams as scheduled, but we will do everything we can” to support them, said Koichi Hongo, the principal of the high school.

In contrast, the city of Kumamoto remains cautious, planning to start staggered school attendance next week or later. It aims to resume classes fully on June 8.

A municipal official in the prefectural capital said that many people found to have been infected with the novel coronavirus in the prefecture are within the city.

“We need to confirm infection numbers after the end of the Golden Week holiday period” earlier this month, the official added.

Kumamoto Prefectural Government reopened prefecture-run schools on Monday.

Yamagata, Toyama and Kumamoto prefectures are among the 39 for which the coronavirus state of emergency was lifted. The other eight prefectures that remain subject to the state of emergency are Hokkaido, Tokyo, Chiba, Kanagawa, Saitama, Kyoto, Osaka and Hyogo.

Source of the notice: https://www.japantimes.co.jp/news/2020/05/18/national/japan-schools-reopen-state-of-emergency/#.XsyR8DozbIU

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Ontario shuts schools until September because of COVID-19 pandemic

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North America/ Canada/ 19.05.2020/ Source: www.cbc.ca.Pa

Ontario Premier Doug Ford announced Tuesday that the province is cancelling in-person learning for the school year because of the COVID-19 pandemic.

«The safety of our children is my top priority,» Ford said.

The province said in a news release that the decision was made after consultation with the chief medical officer of health and an assortment of medical experts.

«We cannot open schools at this time,» Ford said. «I’m just not going to risk it.»

Ford told reporters that learning will continue online. The province said in its news release that all students «who were on track to graduate» from high school before schools were shuttered in March will be able to graduate, and all students will receive report cards.

Education Minister Stephen Lecce said a full plan for reopening the province’s school schools in September will be released by the end of June. He indicated the plan will include measures to ensure physical distancing and to restrict the movement of students at school.

«It is obvious that schools will not look the same, that we will have to reimagine education in some respects in September given that there will have to be some protocol changes,» Lecce said.

The province also announced its plan will be «bolstered by an enhanced province-wide virtual learning program that will allow all students to learn, regardless of the challenges that may transpire in the coming months,» according to a news release. You can read the government’s full plan at the bottom of this story.

When asked why he wouldn’t reopen schools in areas of the province with lower COVID-19 case counts, Ford said that he just wouldn’t «chance it.

«For a few weeks, it’s just not worth it,» he said.

Citing safety concerns, Premier Doug Ford announced Tuesday that schools in Ontario would remain closed. 0:54

Private schools, licensed child-care centres closed for time being

The Ontario Public School Boards’ Association said in a statement issued Tuesday that school boards appreciate the direction being offered by public health officials.

«We appreciate the government taking a measured and cautious approach to the return of in-class instruction that is guided by the advice of health officials, with input from school boards, educators and staff,» the statement reads.

According to the provincial news release, private schools, licensed child-care centres and EarlyON programs will also remain closed through the first phase of the province’s reopening plan, which started today.

«A gradual reopening of child care is expected to begin when the province is ready to transition to Stage 2 based on public health criteria, which will include robust safety protocols for the safety of Ontario’s youngest learners and their staff,» the news release reads.

Ford also said Tuesday the province’s overnight camps would remain closed.

«Unfortunately, we just cannot have 500 kids living together right now,» he said.

But, the province says, if public health indicators allow, indoor and outdoor summer day camps «may» be allowed in July and August with «strict health and safety guidelines.»

Students in Ontario have been out of class since mid-March as the province tries to control the COVID-19 pandemic. The province launched an online learning portal several weeks later, and teachers have been trying to continue lessons in various ways.

But parents and students have expressed frustration about distance learning.

 

427 new COVID-19 cases

Ontario’s Ministry of Health reported 427 new cases of COVID-19 Tuesday morning, a 1.9 per cent increase that brings the provincial total since the outbreak began in late January to 23,384.

The growth rate in new daily cases is slightly higher than those seen over the last several weeks, which have generally hovered around 1.5 per cent. It is also the first time new cases have been higher than 400 since May 8. After a three-week-long steady decrease in the five-day rolling average of new cases up to May 12, that figure has now been on the rise for the past week.

The official death toll rose to 1,919, up 15 from Monday. Data from regional public health units — which provide a more current snapshot of deaths in the province — puts the real toll at at least 2,005.

More than 70 per cent of those who have died from COVID-19-linked illness were residents in long-term care homes.

Just over 76 per cent of all cases in Ontario are now resolved.

Moreover, some 683 of total deaths have been reported in the City of Toronto, where nearly a quarter of all confirmed COVID-19 cases have been linked to community spread.

The province’s network of labs processed just 5,813 on Victoria Day, far below the target of at least 16,000 per day. The day before, 16,217 tests were processed.

Asked why relatively so few tests were completed, a spokesperson for Elliott’s office said the «decrease in tests from Sunday to Monday may be as a result of the long weekend and reflective of the fact that we’ve now completed long-term care testing.»

In an afternoon news briefing, provincial Chief Medical Officer of Health Dr. David Williams said officials can’t make people come forward and get tested. He also suggested the long weekend might have played a role in the number of tests conducted.

«We can’t force people to come, they have to be willing and wanting to come,» Williams said.

Independent commission on long-term care

Meanwhile, Long-Term Care Minister Merrilee Fullerton announced Tuesday morning that the province is launching an independent commission into its long-term care system.

Fullerton said in a statement that the commission will start in September, and in the meantime the government will be finalizing terms of reference, leadership and timelines.

She said «an independent non-partisan commission is the best way to conduct a thorough and expedited review.»

The Ontario Long-Term Care Association, opposition parties and health-care union SEIU have all called for a full public inquiry into the sector.

Data compiled by CBC News shows that at least 1,467 residents of long-term care homes have died from COVID-19.

The number of long-term care homes experiencing an outbreak has grown over the past few weeks, even as the government has imposed increasing restrictions and implemented widespread testing.

Meanwhile, the province has extended its emergency orders until May 29, including the closure of bars and restaurants except for take-out and delivery, and limiting gatherings to five people.

However, the government is making a new exemption for drive-in religious gatherings, if vehicles are kept at least two metres apart and only contain members of the same household, and no one leaves their vehicle.

Source of the notice: https://www.cbc.ca/news/canada/toronto/covid-19-coronavirus-ontario-may-19-school-year-update-1.5574966

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Chinese high school students have highest preference for college education

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Asia/ China/ 19.05.2020/ Source: www.china.org.cn.

Nearly 90 percent of Chinese high school students intend to pursue higher education, according to recent research by the China Youth and Children Research Center.

The research, jointly conducted with research institutions from the United States, Japan and the Republic of Korea (ROK), aims to compare the learning performance of high school students in the four countries.

It was based on a survey covering 3,903 high school students from China, 1,521 from America, 2,204 from Japan and 1,618 from the ROK.

About 88 percent of Chinese respondents planned to go to college after graduation, 5.5 percentage points higher than those from the United States who ranked second in the survey.

However, they were not as confident as American high school students when it came to the evaluation of their overall learning performance and efficiency.

The survey also found that Chinese high school students were the most independent and best at following the rules, but not as initiative and communicative as their American counterparts.

Only 2.8 percent of Chinese students intended to start working after graduating from high school, compared with 6.6 percent of Korean students.

Source of the notice: http://www.china.org.cn/china/2020-05/14/content_76044223.htm

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Unions tell staff ‘not to engage’ with plan for 1 June school openings

Sally Weale

By: Sally Weale.

Government plans to reopen schools in England face a mounting backlash from education unions, who say the proposals are not feasible and have advised teachers and support staff not to “engage with” preparations for a 1 June return.

The Department for Education (DfE) wants children back in primary schools in a phased reopening starting next month, with class sizes limited to 15 and a staggered timetable to limit the number of pupils and risk of transmission.

The education secretary, Gavin Williamson, has held regular meetings with sector leaders to try to keep teachers onboard, but relations appeared to be fraying on Tuesday with unions complaining they were not consulted on the 1 June return date or the year groups chosen to return first.

The National Education Union (NEU), which represents 450,000 teachers and other school staff, and the public service union Unison, representing school support staff, told members not to engage with planning for reopening on 1 June.

The shadow chancellor, Anneliese Dodds, meanwhile raised concerns about the potential safety risks. Speaking on BBC Radio 4’s Woman’s Hour, she said: “I would be more than happy to send my own child to school if I knew that by doing so I would not be potentially harming others. That’s the critical issue for me. And we don’t have that evidence, I feel, currently.”

The government has said it wants children in reception, year 1 and year 6 to be back in school first, with other primary years joining later, but headteachers have raised concerns about problems with physical distancing for younger children and health risks for pupils and staff.

Kevin Courtney, NEU joint general secretary, tweeted to members: “Education unions intend to work together. Don’t engage with planning a June 1 return to wider opening – await further union advice.” Schools are currently closed to all pupils other than children of key workers and vulnerable pupils.

The NEU says that, under health and safety legislation, any employees – including teachers – are protected if they believe they will be exposed to a serious and imminent danger should they attend their place of work.

“If such a situation does arise in a school or college, our members will continue working from home as they have been over the last six weeks,” the union said.

Patrick Roach, general secretary of the NASUWT teaching union, agreed there could be no compromise on health and safety.

“If this means that schools are unable to open safely before September because they are unable to make arrangements to safeguard their staff and pupils, then that position must be accepted.”

Geoff Barton, meanwhile, who is general secretary of the Association of School and College Leaders, described government ambitions for school reopening as “frankly unfathomable”.

The government also appears to have some way to go to persuade families it will be safe to allow more pupils after an NEU poll of 1,000 parents found that fewer than half (49%) would be prepared to send their children back as soon as schools reopened and a third (33%) would delay their child’s return.

Paul Whiteman, general secretary of the National Association of Head Teachers, told MPs on the education select committee on Tuesday that primary schools would struggle to accommodate classes of 15 with physical distancing requirements.

“Our members are telling us that their building sizes on average would only accommodate classes of 10 to 12, rather than 15,” he said.

“So straight away we’re getting into some real practical difficulties about whether the government’s ambition can be practically accommodated. Let alone all the fears that parents have about bringing their children back into school, and the fears of the workforce too.”

Williamson said: “The latest scientific advice indicates it will be safe for more children to return to school from 1 June, but we will continue to limit the overall numbers in school and introduce protective measures to prevent transmission.

“This marks the first step towards having all young people back where they belong – in nurseries, schools and colleges – but we will continue to be led by the scientific evidence and will only take further steps when the time is right.”

Source of the article: https://www.theguardian.com/education/2020/may/12/plans-to-reopen-schools-on-1-june-in-jeopardy-as-education-unions-tell-staff-not-to-engage-with-prepartions-1
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Kenya: Magoha picks committee to advise on school reopening

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Africa/Kenya/17-05-2020/Author: Suleiman Yeri/Source: www.kbc.co.ke

Education Cabinet Secretary Prof. George Magoha has appointed a 10 member committee to explore the best possible strategies of restoring normalcy in the basic education sector.

The committee which starts its work immediately will be headed by Kenya Institute for Curriculum Development Chairperson Dr Sarah Ruto.

The members are Indimuli Kahi, Chair Kenya Secondary Schools Heads Association, Nicholas Gathemia, Chair Kenya Primary Schools Heads Association, Peter Ndoro, CEO Kenya Private Schools Association, Jane Mwangi of the Kenya Association for Independent International schools, Peter Sitienei, chair Kenya Special Schools Heads Association

The committee will also have six ex-official members which include Ruth Mugambi, Patrick Ochich, Gabriel Mathenge, Paul Kibet, Ann Gachoya and Dr Loice Ombajo.

The committee is mandated to advise the Cabinet Secretary on timing for the reopening of basic education institutions including boarding schools, review and reorganization of the school calendar.

Dr Ruto and her team will also advise on the health and safety measures to be put in place by all schools, in addition to identifying institutions adversely affected by the coronavirus pandemic and appropriate mitigation and recovery measures.

The government postponed the re-opening of schools for one month to give more time for the fight against the spread of the contagious disease.

Magoha last Thursday while appearing before the National Assembly Education and Research committee promised in two weeks to release possible scenarios in the school calendar in the wake of the Covid-19 pandemic.

He said the safety of learners is a priority even it means pushing the national exams and re-opening of schools which remains a concern for many to next year.

“If children are going to stay at home for one year, so be it, because they are safe there. The exams can be done next year,” Magoha told the MPs.

The terms of reference of the COVID-19 Education Response Committee are to:

  • Advise the Cabinet Secretary on the reopening of Basic Education institutions (Pre-Primary. Primary, Secondary Schools, Teacher Training Colleges and Adult Education Institutions.)
  • Review and reorganise the school calendar as part of the COVID-19 post-recovery strategy.
  • Advise the Cabinet Secretary on ways of onboarding students/pupils when the schools re-open.
  • Document all COVID-19 related matters, lessons learnt and recommendations for future preparedness.
  • Advise the Cabinet Secretary on the impact of the COVID-19 pandemic on the demand for education by poor households and suggest mitigation measures.
  • Advise the Cabinet Secretary on the Health and Safety measures to be put in place for the pupils/students, teachers and entire school community.
  • Identify institutions that may have been adversely affected by COVID-19 and advise on mitigation and recovery measures.
  • Submit regular reports to the Cabinet Secretary on the implementation progress of COVID-19 related programmes.
  • Any other related duty that may be assigned by the Cabinet Secretary.

Fuente e Imagen: https://www.kbc.co.ke/schools-reopening-magoha-appoints-advisory-committee/

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COVID-19 is exacerbating the problem of educational inequity in Nigeria

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Africa/ Nigeria/ 12.05.2020/ Source: nairametrics.com.

 

The Coronavirus pandemic (COVID-19) has no doubt adversely affected the global economy. It has forced many businesses to temporarily shut down and governments across the world to place a restriction on movement while exempting providers of essential services who are to strictly observe social distancing rules while providing services as a way to contain the spread of the virus.

Unfortunately, the educational sector is a part of the receiving end. According to UNESCO, an estimated 1.725 billion learners have been affected as a result of school closures, representing about 99.9% of the world’s student population as of April 13th, 2020.

Embracing technology: To cushion the effects of the pandemic, the world is embracing technological innovations. Virtual interactions are increasingly adopted to replace face-to-face engagements and limit the total disruption to many sectors. UNESCO has recommended the use of distance learning programmes, open educational applications, and platforms by schools and teachers to reach learners remotely.

These could include integrated digital learning platforms, video lessons, Massive Open Online Courses (MOOCs), and broadcast through radio and television. The success of these recommendations hinges on the use of high-technology or low-technology solutions, which are based on the reliability of local power supply, internet connectivity and digital skills of teachers, students, parents, and caretakers.

But every student can’t afford this: As pleasant as this solution is, it is said that students from under-served low-income communities will be left out and unable to access learning during this period. In Nigeria, many states have embarked on airing school lessons on radio and television and this is highly commendable.

Non-governmental Organizations (NGO) like Teach for Nigeria, are partnering with government agencies to facilitate implementation and adoption. For example, in Ogun state, Teach For Nigeria is working with the government to deliver classes on TV and have deployed online capacity building workshops for teachers on programming using Scratch (a block-based visual programming language and website targeted primarily at children). This is in a bid to develop skills for STEM education. However, inadequate resources for deployment to under-served communities remain a challenge.

Poverty is a major factor: As stated by the World Poverty Clock, the nation currently has about 50% of her population living in poverty, with many of the citizens struggling to afford three square meals, especially at this time, despite the palliative measures by the government. This means that there are a lot of students who do not have access to either radio or television, coupled with the issue of erratic power supply. Such students also have no internet access nor educational technological resources, a situation that is creating a gap in their academic progress for as long as this pandemic persists.

Obviously, COVD-19 is magnifying the educational inequity in Nigeria as only those with access to digital learning resources will keep learning in the comfort of their homes while those without access (the majority) are left behind.

This learning crisis is widening the social gaps instead of narrowing them. Students are now being disadvantaged by the pandemic. In the future, this gap will show up as weak skills in the workforce, thereby making it less likely for this category of young people to get well paid and satisfying jobs. When this happens, these young people will become nuisances in the society, championing courses that aren’t noble just to make ends meet. This reminds me of a saying by late Chief Obafemi Awolowo (a Nigerian nationalist and statesman) which goes thus:

“The children of the poor you failed to train will never let your children have peace”

COVID-19: Leapfrogging Educational Inequity in Nigeria

We must act now: Now is the time to bridge the gap of educational inequity by ensuring adequate funding of the education sector. The effect of the pandemic is just one out of many implications of educational inequity, we don’t know what awaits us in the future, so it is highly important that we provide an equitable and inclusive learning environment for the students to ensure continuity in learning for all, irrespective of their socio-economic background. One of the palliative measures that can be adopted includes a public-private partnership with non-profits and other government agencies who are working to salvage the situation. Such efforts can be supported through the provision of funds at this critical time. We should not forget that education is the bedrock of every society as education is the solution to whatever problem we might have.

Based on this, it is suggested that portable solar radios be provided to each family especially in remote places. This will ensure continuity in learning for the majority of learners who are unable to access digital learning resources during this period. Also, teachers need to be trained on how best to deliver radio lessons. Such training can be done using virtual platforms. Sincere appreciation goes to the teachers working assiduously in delivering lessons on radio despite the short notice and lack of training for such context because teaching in a conventional four-walled classroom is quite different from teaching on radio and so it is important to know how best to carry it out so as to achieve best results. This wakeup call will definitely propel us to keep ruminating on other solutions at bridging the gap of educational inequity during this period and making it happen by all means.

Let us remember that whatever the problem is, education remains the solution. The future is in our hands to decide, let us join hands together to make the world a better place through quality and inclusive education.

Source of the notice: https://nairametrics.com/2020/04/18/covid-19-is-exacerbating-the-problem-of-educational-inequity-in-nigeria/
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