Equality of learning in lockdown …
In the seventh in a series of blog posts, Dr Verity Jones, Senior Lecturer in the Department of Education and Childhood at UWE, and Online Project Lead considers some of the challenges families from disadvantaged groups are facing in lockdown and what is needed to combat these inequalities.
Nine weeks in…
… here in England things are changing. We’re now allowed to sit in a park and have a picnic. We can have as much exercise as we like and even go to garden centres. The first steps of returning to ‘normality’ are tentatively taking shape. However, the outlook for young people to return to schools and colleges is not on the horizon and our youth continue to be home schooled.
For some youngsters home schooling is working. Lessons are emailed in, downloaded and supported by parents and carers. However, there has been and continues to be a disproportionate impact of Covid19.
Home schooling has been dominated by online access. Week after week we welcome more organisations supporting online learning with free access to their resources, daily online activities and a social media frenzy of ideas to keep young people engaged while stuck at home. This blog has done its fair share of sharing such websites. But what about those who haven’t got access to the internet?
This week, the Good Law Project has argued that the reliance on online learning during lockdown is illegally disadvantaging some young learners who don’t have access to tablets and laptops and inadequate broadband. If hardware is available it may be shared by the family and pupils won’t have access to it for school work when they need it.
Add to this how greater numbers of lower income families, in what tend to be more densely populated homes, are having to turn to food banks. Those pupils who would normally receive free school meals are having to negotiate new systems and pressures to ensure they have food. In such circumstances it is not surprising that these groups have been the most harshly hit by the virus.
Covid19 has shown the reality of inequality in the UK.
Over the coming weeks it is essential that educational inequalities are addressed else the most vulnerable will become yet more vulnerable. But what intervention would work? Many schools are reporting distributing laptops and tablets to their most disadvantaged pupils, but this doesn’t ensure there is access to broadband or even electricity to support them. This cannot be the answer.
Our most disadvantaged learners need a clear and supported educational strategy to ensure that the gap in achievement is not increased; every individual needs to be supported in order to meet their potential.
Reopening schools as soon as possible is not the answer.
It needs to be safe for both pupils and staff. Once back, the gaps need to be assessed and the curriculum adjusted. Reform is essential in order to rebalance teacher workload and improve the retention of our teachers so consistency can be maintained for our learners. Reform is essential to rethink the exams and assessments undertaken at all school stages and take account of the inequalities the pandemic has accentuated. We cannot just expect the gaps to grow and mind them.
Our education system needs to be right for all, not just for some. It is failing and will continue to fail if systematic change does not occur.
Dr Verity Jones is Senior Lecturer in Education at the University of the West of England, Bristol. Online Learning Project Lead and Acting Associate Head of Department for Learning, Teaching and Student Experience.
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