Difficult circumstances
"Every circumstance has difficulties. Explore ways to work within the difficulties: the human capacity to change and adapt to perform in extraordinary circumstances shouldn't be underestimated. And for that to occur, resources should be allocated to backing the people who provide the skills. Change is to be embraced."
There was a vast disparity of experience and expertise among those participating the commonality of difficulties outlined was remarkable, While the quotations indicate that providing education is difficult in almost all circumstances, some situations are much more difficult than others and need special attention. The question of embracing change was qualified, in that it raised the question of what the change is supposed to improve. This gave rise to these questions:
This opened discussion on a number of aspects of education that exacerbate difficulties in providing education and that need to be addressed.
The factors causing disparity in the provision of education broke down into the following categories:
-
political
-
geographical;
-
social: access, universality and quality; educating the most marginalised groups;conflict/post conflict situations; HIV/AIDS; special situation of girls, women and those with disabilities; young offenders
-
religion.
Other issues raised centred on curriculum; language of instruction; initial teacher education and on-going training; the use of technology in education, particularly through distance education (DE or ODL). Each issue will be looked at separately although some of the problems cross several areas.
Political issues:
The question of whether education policies are developed to address what is feasible or desirable for children or articulated to cater to the political will of the majority raised interesting debate. Policy statements are obviously not backed by the necessary resources to realise them. The declaration of universal access does nothing for children unless it is accompanied by the funding necessary to get children to school and to ensure that the poor are not expected to provide additional funding for tuition, uniforms, transport etc. that negates their options is access to education. The lack of funding to ensure a professional workforce was also highlighted. While it was generally agreed that funding should be directed to the local level the apparent reluctance of some leaders, combined with forces in society who benefit from maintaining an uneducated work force, requires advocates to ensure that education is available to the poorest in society. The need for educators who have knowledge of curriculum, tradition, child development and who will stand up for the rights of children to education against other vested interests was seen as necessary. Examples were provided of how small grants to local communities help to improve schools and how the community control of funds is at variance with the policies of some funding agencies that speak of local empowerment but are reluctant to allow local leaders to handle funds. Use of available funds by ministries also came in for criticism. Too often it appears that priority for use funds is at the level of the ministry and not at the point of delivery of education.
Ways must be put in place that ensure that the initiatives taken are what are wanted by the community and not the agenda of others. An example of cultural imperialism cited was of some NGO's bringing a reform agenda not related to community desires. The use of high-level conferences to develop strategies for local improvement and involvement was also questioned. It was deemed to be more appropriate for such conferences to be held in areas where people are poor, where access is difficult, where the problems highlighted are acute and can be seen firsthand. Conference participants would then be able to hear directly from those affected and this might make the outcomes more practical and realistic.
Good research, planning and supervision with local input are needed to ensure successful implementation of initiatives.
Geographical factors:
Isolation, the ratio of people to landmass, the lack of trained teachers from rural areas all compound the difficulties faced in rural communities. In some parts of the world, inexperienced teachers are sent to isolated areas when they begin their careers and are sometimes returned to isolated areas as a disciplinary action. Staffing schools with qualified personnel is difficult and leads to disparity in the provision of education.
Finding innovative ways to train people from the rural communities to work in rural/isolated communities is the way forward. Innovative training programmes were cited that cater to indigenous and tribal students in isolated communities as well programmes catering to nomadic peoples. While these have some technological components, this aspect is not the main focus of the training. Such programmes deserve further analysis and it might be useful for the Commonwealth Secretariat to bring together some people who have worked on such initiatives to help develop programmes with colleagues in isolated communities in other parts of the world. The progammes would ensure that content, knowledge and identity issues are relevant to the communities concerned.
As always, nothing is simple in this discussion. The issue of young indigenous students now opting for the trappings of contemporary Australian society and moving to get education that will help provide this was raised. Obviously choices will have to be given to those who wish to make such choices as well as to those who want to have a more traditional lifestyle.
Rural/urban disparities are clear in matters of access, universality and quality in education. A comment was made that universality has been provided at the cost of quality in education. I assume that what we are asking for is, universal, relevant, quality, free education and that the comment did not suggest that we should deny education to some to be able to provide more to a select few. Lack of materials, poor facilities, a centralised exam-focused curriculum and lack of access to secondary education for those who complete primary education are seen as reasons for drop outs in the upper primary levels of school.
Involving the village elders, band councils or headmen has been found to improve completion rates in some parts of the world. This is also necessary if girls are to be given the opportunity to complete their education. Counterparts of village elders in urban communities need to be identified. Conditions may be better in the urban schools in some ways but anonymity causes other problems that need to be dealt with. The elders do not have the same influence in cities.
Examples were given of how housing might be provided for teachers in rural communities. Funds are provided by funding agencies, labour is provided by the local community to build standard housing. When combined with opportunities for completion of teacher training - either through distance education or through residential programmes during holidays - are ways to help keep teachers in rural communities who want to be in the community.
Ways to involve communities to help get children into school and to keep them in school need to be explored futher. In this regard, the work of Dr. Shanta Sinha in Hyderbad India is worth looking at. Shanta involves mothers in the community to get child labourers into school.
Social Issues:
Provision of education when there is no functioning government in
some parts of a country raised special concern. Funding agencies appear reluctant to assist groups working in such circumstances even when conflicts have meant that a generation of children has no opportunities for education unless someone helps provide funds. Surely this is when funding agencies should work through reputable NGO's who can help fill the gap and provide some opportunity for children. The policy of some governmental agencies to work only with governments should be reviewed in such situations.
Children with HIV/AIDS:
Continuing education of children with HIV/AIDS or who have had to assume the role of family carer and provider requires urgent attention. The example given stresses the importance of the community taking responsibility for helping care for orphan children. Community based orphan care strategies enabling children to remain in their homes and to attend school were discussed. Providing food for children in these circumstances could be done through community support to the school with funding assistance provided to local communities. School meal programmes would go a long way to help both poor and orphaned children. Many children caring for siblings spend the better part of their day trying to earn a little money to buy and prepare food. Initiatives to support communities willing to take on such tasks should be a priority for governments and funding agencies.
Conflict and post conflict:
The funding provided in conflict and post conflict situations has to be re-evaluated. In times of crisis when traumatised children are in situations that terrify them provision of education - whether this is in refugee camps in foreign countries or for internally displaced children - must be one of the top priorities for funding agencies and governments. The routine of school brings back some normality into their lives. It also means that programmes such as trauma counselling, mine awareness and the multitude of other issues that children have to deal with in such situations can be addressed as part of the education programme. NGO's offering other services such as counselling to women who have been traumatised by war and conflict can do so when children are in schools.
We must also look at the education of children in conflict and post conflict situations that go beyond primary school. Young people from 13 to 18 years old are very vulnerable to being recruited by warring factions or for prostitution. If they can attend school and continue their education they can be counseled about those who would use their vulnerability to put them into other types of danger. These young people will be the future leaders of their society and they need to continue their education. Given the numbers of children in conflict and post conflict situations this needs serious attention.
An example of what is being done to help provide education for Palestinian children whose education has been disrupted by the ongoing Israeli-Palestinian conflict speaks of community mobilisation, use of TV, radio, video cassettes to be able to get lessons to children. The UNRWA schools have also been providing good educational opportunity and using innovative techniques to help provide education in a conflict situation. Such initiatives should be encouraged and lessons taken from them for use in education provision in other conflict situations.
Religion:
Religious leaders can be useful allies in ensuring that children attend school but governments and communities must ensure that religion is not used as a way to exclude children from education. Initiatives that allow girls, who are pregnant or have children, to complete their schooling must be addressed. Again community participation can help make this possible.
Some programmes that teach students about HIV/AIDS have been criticised by religious leaders and teachers who have taught such programmes have been disciplined. Given the impact of the global pandemic in many countries of the world it is urgent that governments, communities and funding agencies find ways to ensure that religion is not used to stop education that will provide information to help change sexual practices that contribute to the spread of HIV.
Other issues
Relevant curriculum that relates to the life of the community is essential. Too often the materials used have been developed elsewhere and so have no relevance to local situations. Helping teachers develop materials to teach concepts with reference to local situations would be a good initiative. The current focus on exam centred curricula lessens the opportunities for curricula to be adapted to meet local situations. Giving teachers the necessary skills and access to the required technology to help develop such materials would be a good policy initiative.
Language of Instruction:
There is a great deal of literature on the topic of language of instruction and the use of the local language in the early stages of education has been shown to benefit young children. In some places assistance is needed to make sure that local language materials are available. The language of trade may be different from the local language and from the national language. Dropout rates in some countries have been related to children who performed poorly in early years because they were taught in a second language which was not used in their home or local community. The issue of the language of instruction needs to be given more attention.
Teacher training:
Helping teachers receive initial and on-going training is essential. Ways of providing training at local levels were explored. A different paradigm going beyond the usual teacher training models that supports professionalism is needed.
This involves encouraging teachers to innovate and to be confident enough to take risks. Flexible and innovative approaches are needed that provide support and development to those working in difficult circumstances. Technology should be used to assist with this process but should not be seen as a way to magically solve the important issues that need attention in this area. Without training, support and back-up however, it is often money that is not well spent.
Technology in Education
Many contributions were received on this topic. Distance Education (DE or ODL) is a useful tool to assist with education but is not a panacea. As is the case for traditional formal education those working in distance education need to be aware of the ethical dimension of their work and they must question to what degree they may be colluding in perpetuating inequalities in the communities they serve. The use of materials which are riddled with cultural pre-conceptions was described as cultural imperialism.
The provision of community technology centres (CTC) that would be used in education was generally seen as the best use of resources. Such centres would serve a number of different learners. The idea that CTC should be self-funded raised questions of how this is possible for the poor who do not have enough income for basic needs. It was suggested that a central support system with funding assistance is necessary in poor communities.
A good example of the use of technology was given of software programs developed specifically to train technicians in the use and maintenance of medical equipment. This was seen as an innovative use of technology.
The need for standards to be set for recycled computers provided to poor communities was raised by a number of participants. Many felt that outdated computers and inappropriate software are discouraging to those who try to use them. While significant learning opportunities can be provided through the use of technology it is not a cheap option and it requires a core of literate workers in the community. Questions on how useful DE is in teaching literacy and numeracy were raised and it was seen to be a more efficient use of funds to train and support literacy tutors. Technology may be used to assist but a degree of literacy and numeracy is required to use the programmes.
The potential for DE to help improve curriculum and lesson planning was seen as a good use of technology. This however requires educators to be trained to use technology, to have access to it and to have the resources required making good use of the information available. Quality standards for materials used in distance education need to be developed and stringent accountability is required to ensure the necessary quality. Materials that are produced by those with no knowledge of pedagogy are not seen to be effective.
The gender divide in access to technology was also raised as an issue that needs to be dealt with. Well-developed regional technical centres in India were given as an example of how can be accomplished. There are however costs attached for students. Self-instructional materials supplement instruction; radio, TV, AV cassettes, interactive teleconferences and toll free access to resource persons to assist students. The training is provided in different Indian languages. To encourage girls to participate free bus passes are given and midday meals are provided. While this method works well we were told it is not inexpensive.
The perception of Distance Education compared to traditional education raised the need for studies to be undertaken. In some places it is believed that it is easier to take courses through DE than through tradtional education.Studies cited showed that the outcome of distance education at the tertiary level in South Asia provided the following information:
-
pass rates in developed and developing countries is mixed. China has the most successful experience with 80%of students enrolled completing their courses.
-
In a study of thirty programmes in 10 institutions it showed that almost half of the programmes had graduating rates of less than 20% of those enrolled;
-
2 have pass rates above above 50%;
-
shorter courses have higher completion rates as do post graduate courses;
-
completion rates for degree programmes are a little over 10%;
-
student dropout rather than failure explains the poor graduation rates.
-
A study with Indian employers with DE students indicated that there was no interaction betwwen distance education institutions and industry with only 8% of employers saying that they would hire students from DE systems.
Obviously a great deal of work needs to be done to on further studies to see how this situation can be improved.
When used innovatively technology is another tool to help provide education. While it has many drawbacks in developing countries new technologies may be able to address some of the problems. We were reminded however that building knowledge societies entails many issues other than technology and connectivity. Some felt the resources for technology should be used to provide a hub to assist in teacher training and that face to face to face classes by local teachers for learners is more beneficial thana faceless outdated computer software course.
Conclusion
There is great interest among many groups to help close the gap. There are many in the western world who would be willing to share their skills to help close the gap. Sharing skills and expertise with colleagues would be a valuable professional development for all concerned.
The issues raised show the complexity of the problems. Owning the programme that is developed, whatever the situation is important if it is to succeed. Community involvement and respect for the traditions and culture are essential. There is a high risk of failure of top-down policies. When planning any training, working from where teachers are and taking account of local best practice in schools is the way forward.
Regardless of the situation that people are facing and the poverty of their lives they must be given the respect and dignity that allows them to help determine what they believe will make a difference in their lives.
Sheena Hanley Wed 22/10/2003 11:35 PM
