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Education after COVID-19 in Three Quotations and Three Questions
Mike Fleetham is an educator, international learning designer and founder or Thinking Classroom.
I did my governors’ meeting from my lounge. It took 45 minutes.
Why would I ever go back to 2 hours in school hall on a dark,
wet rainy November evening?
May 2020, Headteacher.
By accident not design, 2020 forced educators and leaders around
the world to examine and transform their professional practice. Like
a woodcutter losing her axe mid stroke, teachers suddenly lost the
tools of their trade – classroom, resources, relationships. But they
rallied, grappled with online learning, made it work and began to see
opportunity inside the chaos.
What have you learned or discovered during the pandemic that will
enrich your life once we reach a new kind of stability?
The younger children are having to grow up faster. In a normal year
we have the few children who’ll cry every day for half the year coz they
don’t want to leave mum (which is more about mum sometimes). We’ve
not had any of that this year. Parents can’t come in. The kids are more
independent. More resilient. They just have to get on with it.
November
2020 Early Years Leader.
I’ve wondered during my online work with teachers since March
2020, whether their loving concern for the emotional wellbeing and
mental health of their children is also, in part, a projection of their own
anxieties and fears. Kids are Dandelions or Orchids says paediatric
health expert W Thomas Boyce. Dandelions thrive in the ‘rough-and-tumble anywhere’; Orchids are more delicate, vulnerable, and need
a special kind of nurture. But when orchids are loved, they become
more beautiful than anything around them.
Where are the Dandelions; where are the Orchids in your class, your
school, your life?
Online chat during live lessons is brilliant. It has given a voice to the quiet
children, those who would not usually speak up or say anything in class.
January 2021 UK SENCO.
As we push on through the complexity and the challenge, one day at a time, sometimes using up the last of our energy, we are heading
into what might be a far more equitable educational landscape
– if we choose to listen for what that might be. In The Great Reset,
Klaus Schwab argues that a pandemic like this one accelerates and
amplifies. Look around and you will see that in action. Disadvantage
is amplified; technology and aspects of research accelerate; we see
more clearly what we value – especially when we are deprived of it;
and the speed with which we need to respond – often in the moment
– is faster than ever. No wonder you are exhausted!
But technology gives everyone a voice; it can amplify our words. Even
the quietest ones can now be heard. Let’s make sure that we listen
and hear what our children are saying. Because most of the children
whose learning in in your care – in class or online – will be alive when
the year begins with ‘21’ not ends with those digits.
Teaching is the world’s most important profession because without it
there are no other professions. And while our formidable healthcare
workers are saving the present, teachers are saving the future.
What are children asking of you for their futures and how can you
give them their voices?
From Engage issue 22.
BY MIKE FLEETHAM • July 16, 2021
Spring is definitely here, daffodils, blossom and crocuses are all basking in the bright sunshine. There is still a chill in the air in the shade but it's happening and all the seeds that were sown over the last few months are coming to fruition. At the Foundation, we have been planning the year ahead and our Positive Periods and Prevention of Gender Based Violence programmes got underway this weekend in Haiti and Ghana. These projects will have a long-lasting effect on the lives of the women and girls who take part: tackling the root causes of gender-based violence and enabling girls to attend school every day when they have their period, to feel safe at school and know how to take action when they are faced with violence. These are the first of many projects planned for the year ahead as we continue to work towards Education for All children everywhere.
The outlook for the achievement of Sustainable Development Goal 4 (SDG4) on global education is far from rosy. But a gloomy future isn’t inevitable. Disappointing statistics are the result of political choices that can be shifted and there are thousands of youth, grassroots activists and civil society organisations across the UK advocating for global education to make these changes. We need more people involved to build the momentum, we need to make a difference in challenging circumstances. You can help! Here’s how; Making global education a UK priority The UK is an important donor and champion for global education. However, education has been gradually deprioritised on the development agenda. Global education spending has plummeted from 13.5% of Official Development Assistance (ODA) in 2013 to just 3.5% in 2023, and education was one of the sectors hit hardest by the abandonment of the 0.7% gross national income (GNI) target for ODA. With Labour’s annual budget confirming another reduction in the aid budget, funding for global education is under threat of being cut even further unless we stand together to say this can’t happen. While education is a domestic priority for the new Government, it has yet to emerge as a strong theme in their development agenda. As the Labour Party continues to develop their approach there is a unique opportunity for advocates to connect these dots and make the case for why education must be a key part of the Government’s international plans. For the Government to take action it needs to hear demand for change. There are many issues MPs recognise are important, but if they do not hear about these issues from constituents it can be hard for MPs to be vocal about them in Parliament. Following an election where many parliamentary seats were won with tight margins, MPs need to hear from the people they represent that global education must be on their agenda. With over half of MPs elected for the first time this year, many are actively looking for a steer on what issues to work on. We can give them one! How to Get Involved Write to your MP about why global education needs to be a bigger priority for the UK Government and encourage members of groups you are a part of, such as your union branch or a local community group, to do the same. This can have a real impact on your MP’s interest and ability to act for global education. You can also connect with other grassroots activists and get resources for taking action from international development advocacy organisations like Results UK. You can learn more about Results UK’s grassroots network on our website. If you are a teacher, get your school involved in the Send My Friend to School Campaign (SMF). Send My Friend is a UK civil society coalition advocating for SDG4 which supports a mass UK schools campaign to amplify student voices calling for universal quality education in solidarity with their peers around the world. Free campaign packs are available on the SMF website for primary and secondary levels with everything teachers need to run the campaign in their school. Parliamentarians can learn more about education issues and how to act by joining the All-Party Parliamentary Group for Global Education, a cross-party group that brings together Parliamentarians interested in the right to education and provides them with knowledge and resources to be champions of the issue. By joining our voices through collective action, we can make a real difference in moving the needle on this issue. Together we have a chance to rechart the course for the realisation of quality education for all. BIOGRAPHY Hannah Frisch is the Senior Policy and Parliamentary Advocacy Officer for Education at Results UK and a Co-Chair of the Send My Friend to School Policy and Parliamentary Working Group. She is a policy advisor for the All-Party Parliamentary Group for Global Education in the UK Parliament.
Last year the Steve Sinnott Foundation supported the work of The Federation of Drama Schools by providing financial aid to new graduates, enabling them to take part in an industry showcase at The Abbey Theatre in Dublin. The showcase is an annual event for Irish graduates who have completed a professional training at one of the Federation’s partner conservatoires in the UK, introducing young actors to the industry they hope to work in. The Federation of Drama Schools partners are institutions that provide conservatoire vocational training for those who want to be professional performers, theatre makers and technical theatre practitioners. The courses they offer are for students of eighteen years and over, who have completed their school level education. In November (2024) fourteen young Irish graduates took part in the showcase and the SSF provided financial support to two graduates who may not otherwise have been able to take part in this showcase, which is a bridge between training and their professional career. Melanie Lavery from the Royal Welsh College of Music and Drama is one of those who benefitted from this support. Melanie writes of her experience. I would like to say a huge thank you to the Steve Sinnott Foundation for the support I received, making it possible for me to take part in the Dublin Showcase 2024. The opportunity allowed me to work with graduates from across FDS schools and widen my contacts in the industry. Coming from a socio-economically deprived area, I’ve often missed out on opportunities available to my peers. I have had to spend a lot of energy during my three years in drama school working to support myself and this has meant I often don’t have time to follow up network opportunities. In receiving this sponsorship and taking part in the showcase I have been able to connect with other Irish creatives - the people I am acting opposite, directors, casting directors and agents in the industry. These industry showcases are so important for graduates. It gives us the possibility of networking with industry professionals and hopefully the opportunity of taking that first crucial step into the profession we have trained for. As I studied in Wales, it gave me the chance to return to Ireland and to reach out to creatives there. The Foundation gave me this amazing opportunity to kick start my career in my home country. On the day of the showcase, I had such pride watching my fellow Irish peers performing on stage at Ireland’s National Theatre. Working together throughout the rehearsal period, I got to know them individually and we all helped each other to grow as performers. This showcase has helped me to create my own community of actors around me. When it came to talking with other creatives after the show case, I became so much more aware of how large and welcoming the industry is in Ireland and how much work is being produced here. I think this show case is so important as it highlights how vibrant and growing the industry is in Ireland. I feel so lucky that I was able to take part thanks to the help of the Steve Sinnott Foundation. For more information on the Federation of Drama Schools, professional industry showcases, and it’s partner schools please visit www.federationofdramaschools.co.uk
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