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2022 - A framework for education - Trinidad and Tobago Newsday

THE EDITOR: Education should not be based solely on the amount of book knowledge stored in the brain, called banking, or by rote learning, but on critical thinking, the ability to create knowledge within the domain of practice, praxis. By extension, metacognitive and metalinguistic reasoning skills are part of this critical thinking. Within this framework, multiculturally-designed curricula (the Australian model is exemplary) should define the instructional objectives, standards and goals of each unit, with teachers having a significant input, especially at the school level, to bolster grasp and ownership.

Besides direct subject content built into curriculum planning, skill sets and standards that foster intelligence, analysis and synthesis have to be taught and modelled continuously, especially given that they are neither static nor immutable.

The pedagogy of Pablo Freire is a good starting point in this respect. In this context, the Ministry of Education should seek to strengthen instructional leadership and promote equitable learning via culturally responsive and effective instructional output and accountability. They must enable methodologies that inculcate all of the above and cater to various learning styles, pace and intelligence types of all students.

The workshop model, for example, is a methodology that pushes students to be creative and responsible for their own learning. It enables students to take charge of their own learning, become active and engaged in their work and development of understanding. It also is a language-inclusive approach that fosters language learning regardless of the subject content. And it can be supplemented by various other approaches that may include:

* Alternative teaching: a co-teaching model in which one teacher works with a small group of students as the other teacher instructs the large group.

* Peer instruction: students work in pairs or small groups engaged in active learning from, and teaching to, their partners or the rest of the group. According to physicist and educator Eric Mazur of Harvard University, students are able to explain it in terms that other students can easily understand.

* Small group work: gives students the opportunity to engage in process skills that are critical for processing information, solving problems and evaluating management skills and self-responsibility through the use of roles within groups; assessment skills involved in assessing options to make decisions about their groups' final answers and presentation skills, as each group must present to the whole class.

* Flipped classroom: the teacher acts as a facilitator, monitoring students' progress on assigned work and stepping in to help when they get stuck.

* Project-based learning: students engage in projects and are responsible for doing their own research and solving problems for themselves, with minimum guidance. Class time is devoted to group collaboration and class presentation of completed projects and

2020 - Late resumption of schools in Senegal amid COVID safety concerns | Africanews

After months of closure, schools have reopened Thursday in Senegal.

Unicef had deplored in early October that only one country in three from West and Central Africa has managed to reopen its schools for the start of the school year 2020-2021 on schedule.

Most of the students sitting Thursday in groups under the courtyard of an elementary school in Mbao, a suburb of Dakar, were not wearing masks. On the contrary, in a high school in Yoff, a working class neighborhood of the capital, most were wearing masks.

But these same students passed through the doors of the school without any provision to keep them at a distance from each other.

Four million students, from primary to secondary school, were expected to return to classes, but a number of them delayed their return, a common practice even outside of a pandemic.

Schools were closed in March after the first case of Covid-19 in the country. Only 500,000 students in examination classes had returned to school by June.

Since then, the pandemic appears to have been contained at low levels. Senegal reported 15,744 cases and 326 deaths.

Economic activity, which has been severely affected, is slowly resuming its course. But there is also a slackening of daily vigilance.

"We have defined a health protocol with the Ministry of Health for the compulsory wearing of masks - except in preschool - hand washing, physical distancing," Ministry of Education spokesman Mohamed Moustapha Diagne said.

The authorities also assured that masks and gel would be transported for schools to remote localities.

"We have not yet received a supply of masks and hydro-alcoholic gel," an official of the school in Mbao said anonymously.

"Until last night, some schools in inland localities had not received their equipment in masks and gel," said a teacher union official, Abdoulaye Ndoye.

The start of the school year is also undermined by a financial dispute between private schools, which accommodate nearly a third of students, and parents.

Private schools demanded that parents pay for two to three months of schooling between April and June. Some parents reported in the press that they did not owe anything because classes were closed.

"We recommend discussion between the schools and the families," said the ministry spokesman, assuring that the ministry had "no legal basis to intervene".

"Only the state can settle this issue. It must have the political courage to do so," replied trade unionist Ndoye.