Reimagining Education

REIMAGINING EDUCATION AND BUILDING THE FUTURE OF SCHOOLING POST-COVID-19

BY STANEALA MAIDIE BECKLEY

Sierra Leone lost no time in organizing lessons by radio for school children at the outbreak of the Ebola crisis. The then Ministry of Education, Science and Technology (MEST) had secured a newly built education radio station with support from UNICEF. This investment was later to prove vital in future emergencies requiring a lockdown of schools. Facilitators were drawn from qualified and experienced retired teachers and serving teachers, some of whom were examiners and chief examiners of public examinations. The programme was assessed as having wide coverage through other local stations, with 81 percent listenership.

Schools returned to full session nearing the end of the Ebola crisis. The radio lessons continued, although they were not as regular as before due to declining funds. The station survived almost exclusively on repeat broadcast of previous lessons.

At the onset of the COVID-19 pandemic, the Ministry of Basic and Senior Secondary Education and the Teaching Service Commission (TSC) immediately began preparations for a radio education programme in anticipation of school closures. Schools closed as originally planned for the second term on March 31. A few days later the government declared a national lockdown due to COVID-19. Before then, armed with past knowledge and experience of the education response to the Ebola epidemic, teams of subject teachers had been quickly mobilized, and infrastructural requirements assessed for potential wide coverage and for a more functional education radio station.

Previous experience of several teachers who had served during the Ebola was brought to bear on programme planning decisions. A 2-day workshop on the choice of curriculum subjects for the radio lessons was based on student performance and where students had the greatest difficulty. Core subjects were automatically added to the timetable. Old notes used during the Ebola programme response were dusted and updated, with emphasis on child-friendly and interactive methodologies. Scripts were drafted, sample lessons delivered at the workshop and critical feedback provided by peers. Teaching by radio was a key aspect of the orientation. Modalities were put in place, timetabling for recording and broadcasts agreed. The radio programme for students started eight days after schools closed. To date, thirteen community radio stations around the country broadcast the lessons.

Enthusiasm was high. Many spent a greater part of their day listening to the lessons, calling others to tune in. Before then, the public was prepared for the start of the radio programme through announcements on radio, in local newspapers and via social media. Each lesson lasted for forty-five minutes with fifteen minutes for interaction with the audience. In the course of the programme, we realized the need for data on radio listenership and other parameters like access to radios, the reach and receptivity of radio broadcasts, family habits pertaining to possession and use of household devices, students’ access to and use of these devices; teachers’ access to electronic devices, among others.

Experience of two life-threatening health emergencies necessitating school closures has offered us insights into how we should function in future pandemics. Firstly, health and healthy living and healthy lifestyles must be more fully ingrained into the school curriculum. Environmental degradation is a global phenomenon. This calls for greater awareness of school children of environmental issues and the causes and control of diseases. Practical sessions on the use of masks, hand gels, safety and security in and around the school, in the social and home environment are important aspects to consider.

The COVID-19 pandemic is opening avenues for innovation. Online and digital teaching and learning programmes are emerging, led by local entrepreneurs. They are likely to accelerate as more students and teachers become familiar with their use.

The concept of teaching and learning materials will change. Electronic devices in schools will become part of the 'new normal’. Continuous assessment, the bane of teachers with large classes, will get a new lease of life as technology enables faster testing and grading of assignments.

Preparing teachers to deliver online lessons will be part of the 'new normal’ in these institutions. Technology will define the way trainers train and students learn in these institutions, as technology-based infrastructural needs, equipment and HR support become more apparent.

Resources to assess listenership must be provided. The needs of children and teachers in remote areas and children with disabilities are top priority for future emergency plans as online distance learning modalities tend to benefit urban populations with access to devices and better receptivity, and so create further inequalities. Similarly, resources for hearing and visually impaired learners must be developed and more training organized for teachers on the use of technology as well as delivering online classes.

Future plans will explore online teaching and learning modalities, extending the reach of the radio programmes, addressing the needs of children with disabilities, developing lessons for teachers, feedback mechanisms and tools to assess listenership.

About the author: Dr. Staneala Beckley is the Chairperson of the Sierra Leone Teaching Service Commission.