Photo credit: Vincent Reynaud-Lacroze
In the face of the VREC-19 pandemic, teachers have shown untold selflessness in preventing millions of children from dropping out of school. Paying tribute to them on this World Teachers' Day (5 October 2020) is therefore unavoidable and richly deserved. But urgent and essential measures are needed to finally give them the means to become the pillars of an inclusive and quality education system.
Covid-19 is one of those crises that catches everyone off guard and for which there is no manual or instructions. At the worst moment of the pandemic, with 1.6 billion children Over 63 million teachers (primary and secondary) around the world had to deal with the immediate consequences of the pandemic with professionalism and courage. It is hard to imagine a tribute today that is commensurate with the commitment of these men and women, who have met countless challenges to enable millions of children and young people to learn. And yet teachers everywhere deserve it more than ever.
A unique tribute
Far from being staff trained to intervene in crisis situations, teachers have nevertheless been able to adapt in an emergency, to reflect and innovate to maintain distance learning, to work hard to adapt their teaching to the context, to new practices and to children with very heterogeneous levels. They have also had to ensure that their teaching is disseminated to as many people as possible, to tame digital resources and sometimes to innovate in order to reach people who do not have Internet connections or computer tools.
And many of them did so in poor conditions: without training, without adequate equipment, without resources, without internet connection, without support or advice from their superiors and blindly. But despite the difficult conditions, the teachers rolled up their sleeves and saw their mission through to the end. The majority of female teachers showed even greater courage: in addition to their work, they had to take on all the housework and childcare while teaching from home.
Teachers often left behind
The Aide et Action teams that accompanied the teachers during this period have seen their courage and determination. They did not count their hours or their efforts to ensure that as many children as possible had access to quality education. In northern Cambodia, our teams accompanied them In order to ensure that the poorest and most vulnerable children, those without any connection or digital tools, also have access to educational continuity, teachers have also used mobile phones and applications such as Whatsapp or Messenger. And to ensure that the poorest and most vulnerable children, those deprived of any connection or digital tools, also have access to continuity in teaching, the teachers have also used mobile phones and applications such as Whatsapp or Messenger. In Vietnam, on the advice of our teams, they used video. Teachers have asked the poorest families to film their children reading or revising their lessons and to send them videos so that they can see for themselves what the children are learning and working on, and give them appropriate advice on a case-by-case basis. Over the last few months - and for many this is still not over - teachers have thus made flexibility and adaptation the key words in their teaching since March 2020 and for this they deserve our admiration.
From " soldiers " sent to the front
So, of course, there was a lot of praise and thanks for the teaching teams and many parents understood better the reality of this "not so easy" work. But beyond the fine words, there is a lack of action. Before the pandemic, teachers' working conditions were already difficult (lack of materials, overcrowded classes, lack of respect, increase in incivilities, lack of adequate training...), the health crisis has only made things worse. And today there is a great risk that many teachers will throw in the towel, tired from months of mobilisation and discouraged by the lack of consideration and listening to which they are entitled.
In the countries of the South, in the aftermath of the COVID-19 pandemic, there is a strong risk that governments will prioritise investments in health or the economy and further reduce education budgets: some have already started to stop paying teachers' salaries, in others they will probably reduce them in the coming weeks. They will not hesitate to cut back on teacher training, to recruit even more untrained and unqualified temporary staff to ensure a semblance of school continuity at the expense of the quality of education. Without adequate resources, the reopening of schools will not take place in optimal conditions: teachers will have to deal with children traumatised by months of confinement, needing psychological and academic support to prevent them from dropping out. But without adequate resources, teachers will not be able to provide them with the appropriate educational response to prevent an entire generation of children from being sacrificed on the altar of the COVID-19.
Building teacher leadership
At a time when the education system needs to be rebuilt, the teacher can no longer (and never should have been) content to be the handmaiden of ministerial decisions. At Aide et Action, we believe that the teacher is a key element in the reconstruction of a resilient and sustainable education system and that his or her role as a driving force in the classroom and in the school should be strengthened.
The teacher is the one who shows the way to knowledge. He is at the same time a transmitter of knowledge, a role model and a builder of minds, on the front line with the adults of tomorrow. Only he or she knows, knows, has put his or her knowledge into practice and can attest to what works and what does not, and what can be done. Therefore, it is essential that his experience and know-how be used to create the most appropriate pedagogies and programmes. It must be given the freedom and support to accompany - to lead on the path of education - all pupils and to ensure that none are ever left by the wayside.
This leadership role of teachers should not only apply to "teaching and curriculum, but also to governance, efficiency, effective coordination, monitoring and evaluation of student learning and achievement" as already stated in the Incheon Declaration in 2015. However, time passes and as UNESCO points out this year at the time of the World Teachers' Day the issue of teacher leadership has been largely neglected. The COVID-19 crisis shows us that it is no longer possible to wait to finally give teachers the place and recognition they deserve: the achievement of a quality and inclusive education for all depends on it.
