MOST PEOPLE will have noticed that the number of confirmed cases of coronavirus in South Africa has been rising fast. More than a half of all cases since the start of the outbreak were recorded in the last two weeks.
During the course of this coming week, we can expect that the total number of cases will pass the 50,000 mark. Sadly, we are also likely to record the 1,000th death from this devastating disease.
Like many South Africans, I too have been worried as I watch these figures keep rising. While these numbers are broadly in line with what the various models had projected, there is a big difference between looking at a graph on a piece of paper and seeing real people becoming infected, some getting ill and some dying.
We can draw some comfort from the knowledge that the nation-wide lockdown in achieving the objective we had of delaying the spread of the virus and that it gave us time to prepare our health facilities and interventions for the expected spike in infections.
The lockdown was not only necessary but it has also given us all time to adjust to living with the virus. Various surveys show that South Africans have come to know a lot about the virus and are taking the necessary precautions to prevent its spread. I have been pleased to realise that a high percentage of South Africans wash their hands regularly, avoid contact with other people and wear face masks whenever they go out in public. I should however say that social distancing in public places is still a major challenge for us. We need to focus our attention on ensuring that we adhere to social distancing practices because it is through close contact between people that the virus will be spread.
It is pleasing to realise that businesses, government departments, schools and other institutions have used this time to get themselves ready for a gradual return to more-or-less normal activity. They have been putting stringent health protocols in place, thoroughly cleaning and sanitising their premises and are ensuring that people are regularly screened for COVID-19 symptoms. This is all necessary to ensure that we save lives and protect livelihoods.
Last Friday, I spent the day in Cape Town to get a better sense of the work that is being done to manage the disease there. The Western Cape is the epicentre of coronavirus infections in South Africa, with around two-thirds of all confirmed cases.
I was impressed by the preparations the Western Cape is making to contain infections and to ensure that there are enough beds, staff and medical supplies to accommodate the rapidly increasing number of people needing hospitalisation. They are increasing the number of beds by setting up field hospitals, including at the Cape Town International Convention Centre.
Yet, even with the preparations they have made, they will need more bed capacity as the disease reaches its peak. They need help from outside the province, including additional funding and health personnel.
This provides the clearest evidence yet that we are correct to treat coronavirus as a national disaster. We must mobilise and deploy all the necessary resources we have in the country. We need an integrated strategy that brings together the national, provincial and local spheres of government.
After the Western Cape, the Eastern Cape is the province with the fastest-growing proportion of people infected. And we know that some of the infections in the province were the result of people travelling from the Western Cape. What this tells us is that no part of the country is an island and that all South Africans, no matter where they live, need to remain vigilant and prepared. It is for this reason also that people are not permitted to travel between provinces while the country is at alert level 3, except under specific circumstances and with the necessary permits.
As we watch the number of infections rise further – probably far faster than most of us imagined – we should be concerned, but not alarmed. That is because we have the ability, as individuals, communities and as a country, to limit the impact of the disease on our people.
As we have shown, we can slow the spread of the disease, and we should continue to take all measures possible to continue to flatten the infection curve. Most importantly, we must be prepared to reduce the number of deaths by implementing the necessary health measures.
Working with our social partners, we in government are working hard to prepare for the increase of infections. We have been buying personal protection equipment from across the world and supporting local companies to produce them here. We have been improving the infrastructure in hospitals and setting up temporary hospitals and finding more beds for COVID-19 patients. We have deployed tens of thousands of community health workers to detect cases in areas where people live. We are intensifying the programme of screening, testing, contact tracing and, where necessary, isolation.
Although we have made progress, we still need to do much more in the coming weeks to meet the expected demand.
You can also do much to prepare as individuals and families. Already many have made the effort to learn as much as they can about the disease, how to identify the symptoms and how to avoid getting infected or infecting others. Many people have thought about how they can go to school or work safely, and how they can change their shopping behaviour or how they worship to minimise the risk of infection.
Each household should look at how they can protect elderly people and those with underlying conditions, such as diabetes, hypertension, cancer, TB or HIV. Do plan for the possibility that someone in the family may become infected and whether you will be able to isolate them from family members until they are better. If not, find out where the closest government quarantine site is. You should also plan ahead for what to do if someone gets sick.
Over the coming weeks, as we watch the coronavirus infections continue to rise, we must remember that we are not helpless.
And we should remember one simple, but fundamental, message: Don’t be alarmed. Be prepared
COVID-19: Don’t Be Alarmed. Be Prepared, Says Ramaphosa
Turn It Up For NWU Basketball Star Itumeleng Radiokana
SCORING POINTS, hitting teammates with the perfect pass and being an all-round contributor are just some of the characteristics of a top point guard in basketball. It would be safe to say that the NWU basketball chairperson and captain, Itumeleng Radiokana, fits these qualities and the sport of basketball like a glove.
Since Grade 5, basketball has been a perfect fit for Radiokana, who has been in love with the game filled with lay-ups, dribbles and crossovers.
The NWU captain and starting-point guard has guided his team to two league titles in the last three years and was named in the all-star team every year.
“My best memory with the NWU was when the team won the league and I was named an all-star for the first time in my career at university level. My goal is to push basketball to a high-performance sport at the NWU. If the sport had more support from the school, I believe nothing would stop it from making a major contribution towards the image of SA Basketball like Wits and UJ,” he stated.
Growing up, Radiokana and his father shared a love for the game, which has created legends like Michael Jordan, Shaquille O’Neal and Ray Allen in the NBA.
“I was a kid with many athletic talents; I like to believe I still am. In Grade 5, my father pushed me to try basketball. He would en-courage me to watch the sport and, from there, I started developing a deep love for the game,” remembers Radiokana, who went to King Edward VII School for Boys.
According to him, there is a lot of potential for basketball’s growth on campus.
He says the amount of interest has grown exponentially each year.
“It has grown to the point that the women have two teams and the men three – from one team each previously,” he elucidates.
Besides basketball, Radiokana also takes time out to strategise academically.
He is currently doing his second qualification, 2nd year in Sports Coaching and Human Movement Sciences.
Radiokana also has big dreams of making it in the top leagues in the world, to follow in the footsteps of his role models, Lebron James and the Greek Freak, Giannis Antetokounmpo.
“The best thing about basketball is the amount of creativity it takes to play. Being able to express who you are when you are on the court is nothing short of amazing. I wouldn’t mind playing in SA, but I plan to go overseas and see what I can do where basketball is not a Cinderella sport, but the main bread-and-butter.”
(Source: The Herald Potchefstroom)
Over 95% COVID-19 Compliant Schools Ready to Receive Learners on Monday – Basic Education Minister
CHARLES MOLELE and NYAKALLO TEFU
OVER 95% of schools are COVID-19 compliant and ready to open their doors for teaching and learning on Monday June 8, Basic Education Angie Motshekga said on Sunday evening.
Motshekga, addressing a media briefing on the state of readiness of schools, said Grade 7 and Grade 12 can return to schools because the majority of them have received necessary Personal Protective Equipment and were deep-cleaned.
This comes after teachers’ unions said on Sunday that they are willing to work with government to begin the phased reopening of schools as long as it can be done safely, amid concerns about a renewed coronavirus outbreak.
“We can now say with confidence that about 95% of our schools have been ably provided with the COVID-19 related imperatives,” said Motshekga.
Motshekga said Grade 7 and Grade 12 learners will be the first to return to school on Monday in a phased approach.
“Provinces should mop-up the outstanding deliveries of Personal Protective Equipment, as well as the outstanding provision of water and sanitation to the schools,” she said.
“The ongoing cleaning of schools should be accelerated and finalized within the week of 01 June 2020 and provinces should finalise the training of screeners, cleaners and volunteers for the national school nutrition programme (NSNP).”
Motshekga insisted that no school would be allowed to open without meeting necessary COVID-19 requirements.
“The golden rule is, there will be no school that will resume, if not ready to do so,” said Motshekga.
“We have since published the Directions in terms of the Regulations under the Disaster Management Act, 2002 – regarding the reopening of schools, and measures to address, prevent and combat the spread of the Corona Virus in the Basic Education Sector.”
“The Directions, as amended on 01 June 2020, do cater for deviations to the extent necessary, to be applicable to small schools, special schools, as well as independent and private schools. They also cater for instances where parents may choose to keep their children at home fearing that their children could be infected by the COVID-19; or schools may not be ready to resume schooling.”
The MECs of Education from all nine provinces also backed Motshekga’s plan to reopen schools on Monday despite experiencing a few COVID-19 hurdles, which includes lack of water and delays in the delivery of PPEs at certain schools.
Gauteng MEC Panyaza Lesufi said 14 schools were not ready to open on June 8. He added that at 30 schools (26 public and 4 private schools), teachers and learners have tested positive for COVID-19 and so those schools will not open.
Lesufi also said 1800 young people have been trained to assist quintile 1 – 3 schools with COVID19 related activities.
Mpumalanga MEC of Education Bonakele Majuba said the province was ready to receive learners on June 8. Majuba said, on the other hand, 43 schools are not ready to open in Mpumalanga because water tanks have not yet delivered.
KwaZulu Natal MEC Kwazi Mshengu said 104 schools in the province were not ready to open on Monday.
(Compiled by Inside Education staff)
Schools Reopening Breakthrough As SA’s Five Teacher Unions Back June 8 Return
CHARLES MOLELE
FIVE TEACHER unions have cautiously come out in support of government plans to start the phased reopening of schools on Monday June 8 following a recent clash between the unions and Basic Education Minister Angie Motshekga.
The five teacher unions (SADTU, NAPTOSA, SAOU, NATU, PEU), together with the school governing body associations (SGBs) said on Sunday that they met with Motshekga, the Director General, nine MECs of Education, Heads of department (HODs) and others, and they support the move to partially reopen schools.
In a statement, the unions and SGB associations said they noted the overall school readiness at 94% and cautiously welcome the progress.
However, they insisted that there is a clear understanding that no school that is not COVID-19 compliant may open.
“We wish to emphasize that the meeting was open, frank and in a positive collaborative spirit that sought to join forces in combating a threat that affects not only everyone involved in education but also the future development of our country as a whole,” the unions said in a statement.
“The Unions and SGB Associations heard of the progress made towards compliance. With the overall school readiness said to be 94%, the unions and SGB Associations consequently support the call to re-open schools on 08th June 2020 with the clear understanding that no school may open that is not COVID-19 compliant. It should be stated that three out of the nine provinces were still experiencing challenges with regard to the delivery of water tanks which will make the resumption of learning and teaching impossible unless alternative measures are taken to ensure that all learners receive education.”
Almost a week ago, Motshekga revealed plans to let the first children back to school at the start of June.
The move would apply to Grade 7 and Grade 12 pupils but it faced backlash from teaching unions, parents and SGB associations.
However on Sunday, the unions and SGB associations said they backed the government’s plans.
“We are particularly thankful for the extent of PPEs deliveries, the improvement in the number of completed water supply projects and the delivery and improvement of toilet facilities,” they said in a statement.
“This improvement came as a result of the constant emphasis by the U ions and SGB associations that water and sanitation are the non-negotiables in the fight against the spread of the virus.”
“We remain committed to the principle that all schools must be COVID-19 compliant and ready to open together. We will closely monitor the promise to complete the outstanding water deliveries, toilets, and additional classes.”
(Compiled by Inside Education staff)
UCT Launches Probe Into An Offensive, Racially Tinged Research Paper About Alleged Limitations Of Black Academics
THE EXECUTIVE management of the University of Cape Town has distanced itself from an offensive research paper by a professor which asks why black students in South Africa are less likely to consider studying biological sciences. The academic research paper, penned by UCT professor Nicoli Natrass, is entitled “Why are black South African students less likely to consider studying biological sciences?,” and appeared in the South African Journal of Science at the end of May.
The UCT executive said it was concerned that the paper has methodological and conceptual flaws that raise questions about the standard and ethics of research at UCT.
The executive said in a statement that it distances itself from the content of the paper and has launched an investigation into the matter.
“The paper is constructed on unexamined assumptions about what black people think, feel, aspire to and are capable of. The commentary by Professor Natrass offers an example of research that is unable to examine the historical and ideological roots of academic disciplines and that is equally unaware of the role that power differentials have in closing or opening possibilities and choices in the life of individuals and communities,” the university executive said.
“The paper is offensive to black students at UCT; black people in general and to any academic who understands that the quality of research is inextricably linked to its ethical grounding.”
The university said it viewed the incident as yet another opportunity to renew its resolve to foster a university culture that is aligned with UCT values and that is sensitive, inclusive and free of racial prejudices.
“UCT welcomes rigorous and respectful debate on all issues pertaining to transformation. We endorse the right of critical review and response to published academic work, including in this case, commentaries, and the right of reply in these academic forums. We affirm our commitment to dealing with any instances of racism, sexism, discrimination of any sort or any unethical behaviour.”
(Compiled by Inside Education staff)
Lesufi Confident Gauteng Schools Ready To Reopen On Monday Despite A Few COVID-19 Hurdles
NYAKALLO TEFU
GAUTENG MEC for Education Panyaza Lesufi said on Friday the majority of schools in the province have received Personal Protective Equipment ahead of schools reopening on June 8.
Lesufi said despite his confidence with the state of readiness in the province, 53 schools in Gauteng were not ready to reopen due to water and sanitation issues.
He said, however, his department has made alternative plans for learners and staff from these schools.
At the 53 schools which will not reopen yet on Monday, 27 are in the Sedibeng area, 8 in Johannesburg South, 7 in Gauteng West, 1 in Ekurhuleni South, 1 in Gauteng East.
Lesufi said only three schools have been vandalized and cannot reopen yet.
“Until we can fix the issues at these schools they will remain closed and learners will be provided will alternative measures,” said Lesufi.
With learners set to be using different modes of transportation to go to school, the MEC said the registration of drivers who take learners to school will continue after reopening.
“Private and subsidised operators will all have to register through the Department of Transport and we will provide relevant support on the basis of their registration”, said Lesufi.
So far, he said, government has contracted 212 service providers operating with 2 500 commissioned buses.
Lesufi said 1 800 Youth Brigades have been deployed, two pe quintile.
“50% of schools have 2 allocated youth, the department is working on training more every week as we aim to have 7000 Youth Brigades in total,” said Lesufi.
Lesufi said one learner and 11 educators have tested positive for COVID-19 in the province.
“Some schools were closed and decontaminated and reopened after a few days, but some remain closed,” said Lesufi.
He assured parents and staff that any school which is considered unsafe will be immediately shut down.
(Compiled by Inside Education staff)
In Repurposing Education, Leave No Student – Or University – Behind
KAREN MCGREGOR
IMPROVING ACCESS to higher education is not only about opening doors to more people, says Professor Mpine Makoe, director of open distance e-learning at the University of South Africa. In thinking beyond COVID-19, universities should also strive for greater inclusivity, equity and quality – especially in countries where there is a development backlog.
Higher education after the pandemic should not leave any student behind, agreed presenters at a webinar on 27 May hosted by the Alliance for African Partnership, a consortium of 11 universities in Africa and Michigan State University in the United States.
It should also not leave any university behind, said Professor Tawana Kupe, vice-chancellor of the University of Pretoria. To achieve this, there need to be new forms of support. For instance, in e-learning, Makoe pointed out, student support should be embedded in course resources as it has been in ‘traditional’ distance education, as well as in university units.
“Dialogue #3 – Educational access at higher education institutions in the age of COVID-19” was the third in a six-part dialogue series on universities and COVID-19. University World News – Africa is one of the partners.
Access challenges
Opening the webinar, moderator Professor Paul Zeleza, vice-chancellor of the United States International University-Africa in Kenya, said that in terms of access, there were three major COVID-inspired challenges facing governments, international and inter-governmental agencies, and institutions.
“First, slowing and stopping the spread of the pandemic. Second, how best to mitigate the extensive and damaging effects of the pandemic in the immediate and short term. Third, how to ensure survival and growth after the pandemic.”
The impact of COVID-19 in terms of educational access can also be seen in three ways.
First, said Zeleza, is institutional capacities to manage the crisis. Many universities have faced a chronic lack of infrastructure to deliver e-learning resources, under-preparedness among students and staff, and gaps in their access to computers and the internet.
Second, when educational institutions reopen, what will their level of preparedness be to continue mitigation efforts in terms of social distancing and other health measures?
A third issue is ensuring quality and equity. Faculty and students must be trained in the optimal use of online teaching and learning. “There is a need to implement remote learning platforms that optimise reach and equity, and promote targeted outreach to disadvantaged groups.” Also, curricula must be adapted to enhance the feasibility and effectiveness of remote learning. “A final issue is integrity of assessment and examinations.”
Regarding recruitment and enrolment, COVID-19 has wreaked havoc.
Devastated economies will erode the capacity of governments to fund universities, and of (especially poorer) families to pay student tuition and living costs. How can universities leverage more aid for needy students? In many countries, school and university entrance exams have been postponed, shrinking the pipeline of available students.
Many universities have seen their international student market dry up. Some have sought overseas partners where students can temporarily enrol; some are trying to make online education delivery work better for students overseas; and others are working to create a sense of community for international students, such as via supportive alumni networks.
Intriguingly, Zeleza suggests this might be a good moment for African universities to close the gap between outbound and inbound international students. According to UNESCO, Africa counts for 10.35% of the world’s outbound students who totalled 5.3 million in 2017, against 4.26% of inbound students. Can some Africans who are planning to go abroad be tempted to study in local universities?
Guiding principles
Professor Makoe told the webinar that three principles guide her approach. First, education is a fundamental human right, without which many people are unable to reach their potential. Second, education is a public good, not a commodity. “It is something that all of us need access to.” Third, education ensures equitable access to life opportunities.
The University of South Africa, or UNISA, was founded as an examining body and became a dedicated teaching university in 1946. It is Africa’s largest distance university, with more than 400,000 students across the continent and the world.
UNISA has enabled access because it is a distance learning university, and has supported inclusivity and flexibility. Anybody can study anything, anywhere and whenever they like.
COVID-19 poses threats to access, Makoe said. For instance, it has forced many people to stay home – including 1.6 billion children and youth. As a result, there will have been losses in learning and increased drop-out rates are likely going forward. Further, progress towards the Sustainable Development Goals will be reversed.
Since COVID-19 lockdowns, online education has provided a stop-gap solution. But it has starkly highlighted the challenges of the digital divide, which has excluded many people from participating in education during the pandemic, especially in developing contexts.
Critical for support
As much as ‘contact’ universities have wanted learning to continue online, most have not had the skills and competencies to do so effectively. “Online learning requires structures, systems and resources to support it. These are completely different from face-to-face systems,” said Makoe, who is also the director of the African Council for Distance Education.
Infrastructure is crucial for online education, as are different types of education technology. UNISA draws on different technology combinations to widen access to different types of students. For instance, some students with limited internet access use a USB packed with course materials. “They work offline, and only go online when they upload info and when they work in the materials.” Mobile learning is critical, as many Africans have access to it.
Support for students is also critical. UNISA students study on their own. “Therefore, support must be integrated into the programme itself; it is not separate entity,” said Makoe.
“Students have to be supported cognitively within the study material, they have to be supported emotionally, they also have to be supported administratively. All these different types of support are integrated within the learning materials.”
In early March, Makoe launched a pilot initiative that has helped some 300 school teachers with the transition online, for instance introducing them to open educational resources and mobile learning, study groups and ways of using the online space for teaching.
“It’s a short programme but the idea is to introduce teachers to the concept of what online learning means and how different it is,” said Makoe. “And we make sure that we include issues of accessibility, inclusivity, equity and connectivity.”
As universities have planned for and responded to the coronavirus crisis, they have also had to plan for post-COVID.
“We should strive for an education system that is inclusive, equitable and accessible, and that enables parity of participation,” she concluded.
“As we are rethinking education beyond COVID-19, colleagues, we need to come to an understanding that it should not exclude anyone.” By developing study materials for the lowest common denominator, it is possible to pick up students who are struggling and support them to achieve the level they need. That is what equity is all about.
(Source: University World News)
Constitutional Court Dismisses Bid By Mmusi Maimane’s OSAM To Stop School Reopening On Monday
THE CONSTITUTIONAL Court on Friday dismissed with costs an application by Mmusi Maimane’s One South Africa Movement party to stop the reopening of schools on Monday. In an order made on Friday, the Constitutional Court said it had considered the application for direct access to the court on an urgent basis.
“It has concluded that [One South Africa Movement] has not made out a case for direct access and thus the application should be dismissed as it is not in the interests of justice to hear it at this stage,” the ConCourt said.
In an urgent application to the Concourt, Maimane’s party challenged the government’s decision to reopen schools on June 8, citing poor infrastructure, school overcrowding, staff shortages and sanitation as some of the reasons not to reopen schools.
Reacting to the court verdict on Friday, Maimane said: “It must be clear that the Concourt did not consider the merits of our case or pronounce on such. The court only considered whether it was the appropriate body to adjudicate the case from inception. The merits of our case stand.”
“We maintain that schools are not ready to safely reopen, and doing so will put in danger the lives of students, teachers and support staff as COVID-19 infections continue to rise. We cannot risk allowing our country’s places of learning to become petri dishes for increases in infections which may undo the value of the national lockdown.”
(Compiled by Inside Education staff)
Schools Reopening: Government Asks For More Time To Respond To Mmusi Maimane’s Constitutional Court Challenge
THE GOVERNMENT has asked for more time before filing a responding affidavit to the One South Africa Movement’s challenge to the reopening of schools by Basic Education Minister Angie Motshekga. The One South Africa Movement leader Mmusi Maimane filed court papers this week to challenge the decision by government and the Department of Basic of Basic Education to re-open schools on June 8.
Government legal representatives have asked to respond by Monday, according to Maimane’s lawyers.
Responses by government in the matter were due on Wednesday.
Maimane has requested the Constitutional Court to intervene after the government failed to respond to his letter asking for an explanation on the move to reopen schools.
“It’s not a matter of choice between staying at home and be uneducated or go to school and risk contracting a virus that could kill them. It is actually that we must guarantee the safety of every learner and only the Constitutional Court can give us that because clearly the Department of Basic Education cannot do that,” said Maimane.
Maimane said he has asked the court to play a supervisory role in the process of reopening schools.
In the founding affidavit to the Constitutional Court, Maimane challenged the government’s decision to reopen schools.
In the affidavit, Maimane highlighted poor infrastructure, school overcrowding, staff shortages, sanitation and public transport as the motivation behind his application.
He also argued for a supervisory relief for Level 4 regulations to be restored.
“We seek to invoke the court’s wide remedial powers by seeking structural or supervisory relief stipulating stringent conditions, without which the respondents may not implement any of the Level 3 measures and/or more specifically the reopening of schools for a period of 60 days, during which the constitutional breaches may be cured. In the supervening period and in order to avoid a vacuum, the Level 4 regulations must be restored,” Maimane argued.
(Compiled by Inside Education staff)
U.S. Schools Lay Off Hundreds Of Thousands Of Teachers, Setting Up Lasting Harm To Kids
LATE last month, San Diego high school teacher Jessica Macias put aside her worries about her future, psyched herself up and launched into an enthusiastic lesson via video feed to her class on the theory of knowledge. Macias, a 26-year-old English teacher, had attended Castle Park High School herself as a student. While delivering that lecture, she said, she was “pushing to the back of my head” that she’d soon be unemployed.
Macias, along with 204 other teachers in San Diego’s Sweetwater Union High School District, will lose her job when the school year ends June 5.
The night before the class, she said in an interview, “I couldn’t sleep because I was thinking about not having a job.”
Macias will join the staggering number of public school personnel across the United States who have lost their jobs in the wake of school closures amid the Covid-19 pandemic. In April alone, 469,000 public school district personnel nationally lost their jobs, including kindergarten through twelfth-grade teachers and other school employees, a Labor Department economist told Reuters.
That is more than the nearly 300,000 total during the entire 2008 Great Recession, according to a 2014 paper by three university economists financed by the Russell Sage Foundation. The number of public school teachers hasn’t recovered from that shakeout, reaching near-2008 levels only in 2019.
Multiple school district administrators, public officials and teaching experts have warned that the current school personnel job loss will last for years, hurting the education of a generation of American students. It also could be a drag on economic recovery, for one thing because school districts are big employers.
The Labor Department reported on May 8 that 20.5 million non-farm workers lost jobs in April, including 980,000 government workers. Of those, 801,000 were local government employees. Although the Labor Department report does not break out the number, 469,000 of the 801,000 local government workers were K-12 public school teachers and other school personnel, the department economist told Reuters.
BIG BLOW TO POOR AREAS
School districts in poor areas face the most punishing blows. A Brookings Institution paper in April predicted that education layoffs “would come at the worst possible time for high-poverty schools, as even more students fall into poverty and need more from schools as their parents and guardians lose their own jobs.”
Low-income districts are particularly troubled because of plunging revenue amid the Covid-19 recession. Districts rely for revenue on local property taxes and state subsidies. Poorer districts, where property tax revenue is low, rely on states for most of their income. With states hit hard by falling income and sales taxes, aid to school districts is dwindling in many places.
The job losses at public K-12 schools are bigger and coming faster than experts anticipated. Michael Griffith, a senior researcher at the Learning Policy Institute, says “we’re looking at record cuts in teaching positions.”
In addition, many librarians – who now perform a variety of essential classroom functions – are expected to be let go. So may college advisors and the aides who work with developmentally and physically disabled students.
Many teachers and administrators are predicting class sizes will double with fewer teachers on the payroll. Some say the teacher losses will be felt in other ways.
Robert Hull, chief executive of the National Association of State Boards of Education, which represents states’ interests, told Reuters most class sizes actually will shrink when schools reopen. That is because of COVID-19 and the need for social distancing. One adaptation will be to have students come to school, on a staggered basis, only on certain days of the week, and possibly receive video instruction other days. He predicted that some of these changes would be permanent.
DEMOCRATS SEEK AID BILL
A bill passed recently by the Democratic Party-controlled U.S. House of Representatives would provide $13.5 billion in aid to K-12 public schools. Republicans, who control the Senate, oppose the bill as written. Its fate hangs in the balance as school teachers and administrators hope for the bailout.
April was an especially cruel month for education. The Labor Department report said that in addition to the 469,000 K-12 personnel, state-run colleges and universities laid off 176,000 professors and other employees. Private schools, including well-known colleges and universities and K-12 private schools, were down by 457,000.
On average, 80% of public K-12 school budgets go to salaries and benefits, according to data from the Learning Policy Institute, leaving little besides employees to cut.
Susanna Loeb, a professor of education at Brown University, said she believes most of the 469,000 laid off in April were non-teacher personnel, as districts tend to fire teachers last. But anecdotal evidence from interviews and press reports suggests that the toll includes significant numbers of teachers.
The Paterson, New Jersey, school district is laying off 243 teachers. The school board of Rochester, New York, has authorized laying off up to 198 teachers. The Napa school district in California’s Napa Valley has voted for 145 teacher layoffs. Many small districts are laying off proportionately large numbers of teachers.
Like schools across the country, San Diego’s Sweetwater already had severe financial problems before Covid-19 hit. Sweetwater Superintendent Karen Janney did not respond to attempts to reach her for comment.
English teacher Macias is out of luck. Because she had been a teacher there for only four years, her lack of seniority put her on the chopping block. There would be no reprieve even though she taught challenging classes, including baccalaureate degree courses required by European universities. She says she hasn’t yet seen any other openings in California.
“One of my biggest dreams was to teach at Castle Park,” Macias says.
(Source: REUTERS)
