The Lost, Forgotten and the Left Behind

Since the resumption of the school year, the challenges being faced by the different stakeholders have been emerging. Voice and video recordings highlighting the frustration of teachers, parents, and students have gone viral on social media platforms. We’ve heard a student deciding to take a break and watch a movie during the time allocated to a virtual class session. We’ve heard a parent use profane language during a live online class. We’ve listened to a parent expressing her annoyance with her child seemingly not responding well to online lessons. And we’ve heard another parent prioritising the potential winnings from her gambling over her child’s education.

These are only some of the examples but what they point to is the struggle that parents, teachers and most importantly, our children are enduring during this transitional period into distance learning. There is some humour in the style and delivery in many of these recordings. However, there’s nothing to laugh about when the reality is considered. This is real life, and real people are suffering. There is a multiplicity of issues impacting the education sector currently. Without rapid and effective intervention, I fear for the future of our nation.

A recent news report I watched brought to light data from the Ministry of Education which revealed that approximately 400,000 children are at risk of being left behind as a result of the digital divide. Now, that troubles me deeply. This is a considerable portion of our future, falling through the cracks. Cracks they didn’t create. Cracks they didn’t ask for. These are children who may very well have immense potential and are academically gifted but lack the resources and support to maximise said potential. But these could also be children who were already at risk, children who have learning disabilities, victims of abuse, victims of extreme poverty and many more challenging circumstances. These could be children who are being further setback by a pandemic coupled with inadequate preparation and effort on the government’s part.

I accept that amid a global pandemic caused by a highly infectious and deadly virus, face to face learning in our already overpopulated public schools would almost be impossible and quite foolish. However, I don’t believe enough thought was given to those among us who don’t have access to the resources on which successful distance learning depends. Many times, I think we forget that a significant number of Jamaicans are poor. And that’s just the truth. I agree that face to face learning as we are accustomed to it is not the best approach. But I disagree with the lack of creativity in coming up with strategies to best serve the disadvantaged among us.

Many children don’t have access to the internet. Many children don’t even have access to electricity. Many children don’t have access to the devices needed to get into these classes. And for many of those who do, their internet connection is unstable and unreliable. Many children don’t have parental support to guide them through distance learning. Parents either don’t have the time as they must work to provide for the family or parents aren’t academically advanced enough to offer any substantive support to their child. Teachers, too, are faced with many of these problems, and many of our teachers are parents as well.

Ignoring statistics and hypothetical scenarios for a moment, let’s look at two real examples. Let’s go to Cluffy Gully in St. Mary where earlier this week residents were complaining that they haven’t had internet access since May 2020. But they have still been receiving bills from their internet service provider. And let’s go to Dalvey in St. Thomas where residents complained that they are affected by regular power outages, and they can’t afford data plans. One mother said her smartphone is the only access her three children have to school, and she has to take it to work with her – real people, real problems, real life.

Now think about our students. All these problems mixed in with a possibly dysfunctional home situation, the difficulty it takes to maintain focus in an online class, not being able to socialise as you once could and not having access to your teachers like you once would. It sounds like a recipe for failure and disaster to me. However, I refuse to believe that all is lost. I refuse to accept that the situation can’t be improved. I don’t have the answers, and there isn’t a perfect solution. But I firmly believe that our policymakers, educators and all the relevant stakeholders have the capacity and wherewithal to come up with the solutions that work best for our nation’s children.

I do think a few ideas could be considered. PNPYO President Krystal Tomlinson mentioned in an Instagram video this week that the government could incentivise the mobilisation of our retired educators who are willing and able to assist in their communities. Furthermore, I share the view that our teachers should be receiving some COVID-19 allowance to help with their internet bill, maintenance of devices, and other expenses. Additionally, I urge the government to forge stronger partnerships with our private telecommunications companies and exercise every avenue available in holding them accountable for providing quality service. I also think the necessary needs assessments that are to take place for the swift distribution of digital devices must happen more efficiently. As more time goes by, the more our children suffer. Finally, while I am very uncertain of the logistics, a blended approach should not be overlooked entirely.

However, health and safety come first, and the duty of saving our future falls on every citizen. Therefore, parents must understand that these are exceptional circumstances that require them to step up in supernormal ways. Teachers must become more patient and resourceful. Students must understand and appreciate the necessity of this change in modality and the responsibility they have in trying to adapt. And the wider society must work together to recognise the needs of our communities and support where and how we can.

The #digitaldivide is widening, and so is the socioeconomic abyss. The children are our future, and that’s an unchangeable truth. However, suppose there isn’t swift and decisive action. In that case, this future will be the generation of the lost, forgotten and left behind. I’m fearful of the consequences that will accompany it.