COVID-19 forces educational and societal reform

cyclone-2102397_1280

The last couple of weeks have been hectic around the world and the pace of change at all levels has been rapid and relentless. In Australian schools, leadership teams and teachers have been preparing for distance learning. Parents have been making decisions about whether or not to send their children to school. Worry in households and panic in shopping centres have reached climactic levels. School leaders are doing their best to remain calm and methodical while preparing their schools for what seems like imminent closure in the near future.

It is surreal to watch corporate and education reform happen at such a rapid rate. We are reforming the workplace and rethinking how we go about our work. We are reimagining how we interact and collaborate. We are reframing education and redesigning schooling on the fly.

Those who have been calling for the abolition of standardised tests and the rethinking of university entrance are seeing education systems transform before their eyes. The COVID-19 pandemic has meant the cancelling of standardised tests (GCSEs and A-Levels in the UK; NAPLAN in Australia so far) and the consequent abolishing of league tables derived from these tests. Those who have been calling for the end of traditional schooling are seeing the swift move to remote learning and the upskilling of teachers in learning technologies and online platforms.

Australian teachers and school leaders, whose jobs are already incredibly complex, are supporting increasingly anxious students and parents. They are communicating work to students who are not coming to school. They are preparing for a move to teaching remotely. They are considering how learning might look different, authentic and meaningful when done from home. They are considering issues of equity and access for their communities. They are worrying about their own children, parents, families, livelihood, groceries.

Educators are collaborating within schools, they are collaborating with other schools. They are sharing their distance learning plans and teaching resources, because as a profession and as a society, we are better together.

We are one society, one humanity. All of our jobs and job descriptions are now in flux. What does our workplace, our clientele, our society need now, at this moment in time? Grounded flight attendants stocking supermarket shelves? Military personnel assisting surgical-mask-producing and toilet-paper-manufacturing facilities? Consultants training teachers to use online technologies? Office staff filling bottles with hand sanitiser and disinfecting workplace surfaces? All of us rearranging furniture and staying at a distance from one another?

We are needed in new ways, and there is an almost wartime redeployment of labour and a need for banding together as whole workplaces, as a whole society and as a whole world.

This is a time for us all to think about what leadership means, regardless of title or position. We can reach out (from a physical distance) to others and support one another as best we can, even though isolation feels like it goes against our biology. We can consider carefully where we get our information, and how we respond to that information. We can all lead by example, by clear communication with one another, and by clarity of purpose and cohesiveness of action.

During the current crisis, Canadians began a ‘caremongering not scaremongering’ campaign. This week is Kindness Week, a week to think about how we move beyond fear and individualism to compassion and courage. Australia has not yet seen the full force of COVID-19 and its real, human ramifications. There is no more important time to be kind to ourselves and each other than right now. We are in a time of adaptation and evolution, by necessity. When we come out the other side, society, work and education may be reformed for good.

4 thoughts on “COVID-19 forces educational and societal reform

  1. Pingback: Distance Learning: Day 1 | the édu flâneuse

  2. Pingback: Week 1 of Distance Learning | the édu flâneuse

  3. Pingback: 5 anchors for leading in a time of crisis | the édu flâneuse

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s