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Teachers and school leaders are critical in solving the COVID-19 crisis
Tom Vandenbosch is Global Director of Programmes at VVOB - education for development is a non-profit organisation founded in 1982. Commissioned by the Flemish and Belgian governments it contributes to the quality of education in developing countries.
As the driving force of learning, teachers and school leaders are the key to achieving all of the SDG4 agenda. But the roles of teachers and school leaders are complicated by the increasing demand for 21st century skills, emerging effects of technologies on teaching and learning, as well as the full consequences of COVID-19.
We cannot expect teachers and school leaders to bear the brunt of today’s education disruptions by themselves. In our quest to mitigate this and future crises the best way we can, we need to invest in professional development and support for teachers and school leaders.
If teachers and school leaders are placed at the front and centre of COVID-19 responses, they can be a critical part of the solution to the crisis. If children receive the quality education they deserve, they can fulfil the roles needed by society to build more resilient systems for the future. At VVOB – education for development, , we have been inspired by the many powerful examples of resourcefulness and resilience of our staff, our partners and teachers and school leaders to keep children learning throughout the crisis. Around the world, many have united in a drive for change, putting education front and centre on the recovery agenda.
Take the example of Honorée Dukuzumuremyi, who teaches chemistry in lower secondary at Ecole des Sciences de Musanze, in Musanze district in Rwanda. She says: “My mother was a teacher, but also a role model. This was so inspirational to me as a child. I feel uplifted when my students uplift their knowledge and skills. When I see how students like my lessons, so interested and curious to know more, I feel very excited.” But she is also worried about deepening inequalities because of the COVID-19 crisis: “I try to communicate to some of my students/ parents through WhatsApp and through emails but I can only reach a few. Some of them don’t use WhatsApp or don’t have access to internet. I always ask parents to support their children to continue learning during the COVID-19 crisis. We prepare assignments and upload them on the school website.”
We praise and thank teachers and school leaders for their tireless efforts in support of learners throughout this crisis. Teachers and school leaders are navigating a constantly shifting landscape, with not only their own health, but also the health of learners and the community at large at stake. As schools closed their doors, teachers and school leaders reinvented the way they teach and lead. When schools reopened, teachers and school leaders returned courageously to their classrooms and schools and made the necessary arrangements for health precautions and learning continuity.
Without decisive, bold action, the global learning crisis will only worsen amid the social and economic challenges exacerbated by COVID-19. Addressing challenges to children’s education is urgent, but it’s not too late. Leveraging innovations and tools already at our disposal, as well as the creativity and commitment of teachers and school leaders, there is a massive opportunity to come together and improve the quality of education for millions of children and young people around the world.
TOM VANDENBOSCH • April 16, 2021
Sparks Bristol is a collaborative community project initially envisioned by The Global Goals Centre, (GGC) more of which below. A few years ago, GGC took over an empty Marks and Spencer store and that’s how Sparks was born. Sparks is a department store with a difference, co-created by Global Goals Centre and Artspace Lifespace. On the ground floor is a huge range of shops, installations, events and more. Upstairs is a hub for local artists, it offers affordable studios as well as rehearsal and performance space. The Global Goals Centre is a Bristol-based educational charity inspired by the Sustainable Development Goals. (SDGs). GGC believe the SDG’s or Global Goals as they are sometimes known, can be reached, with imaginative solutions and widespread education and engagement. They work with partners to promote creative solutions and deliver ground breaking projects that work towards these ambitious goals. The Steve Sinnott Foundation supported the Global Goals Centre with seed funding when it first started over 5 years ago. This month we went to visit them to see how they are getting on and we were taken aback by the volume of work they have achieved since they started. It is amazing to see how though working together with other local community groups it has grown into the vibrant centre it is today. All of the creative projects they host are linked to the SDGs. They cover topics that tackle poverty, education, climate change, fashion recycling and upcycling, to name a few.
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.
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