Opinion
Impact of pandemic on right to education
Dr Laksiri Fernando
The World University Service (WUS) initially planned to celebrate its 100th anniversary in Vienna on 14-16 May 2020. The theme of the world conference was ‘Human Right to Quality Education for All,’ promoting the sustainable development goals on education, SDG 4.
Due to the pandemic, however, it had to be postponed and it is now scheduled to be held on 21-23 September 2021. Because of the pandemic, not only the conference but its theme is also affected. There are new challenges to the right to education because of the pandemic and new thinking also might be necessary to carry forward the intended primary goals of the WUS’ attempts on the subject.
Basic Facts
Nearly 875 million school population, and over 200 million university population are affected by the pandemic. Students, school teachers, and academics, are included in these figures. This is nearly 15% of the world population and in terms of education, career opportunities, and knowledge production and research this is devastating. Of course, the whole of the world population is affected by the Covid pandemic. But the above facts and figures are highlighted, given we are here focusing on education and the impact of Covid pandemic on the right to quality education.
When a right is normally violated or even infringed, there are culprits, or violators who are responsible. But in this case, it is difficult to pinpoint a violator, except in terms of who have aggravated or neglected the situation. Therefore, the Covid impact on education appears a common predicament, nevertheless exposing many underlying defects in the world education system or systems that this article would focus on.
Underlying Defects
What are these underlying defects? Inequality, lack of opportunity and discrimination are the most important causes even before the eruption of the pandemic. These three causes are interlinked although for the sake of simplicity or even otherwise they can be separated.
Inequality (1) between rich and poor countries, (2) between urban and rural (or remote) areas within countries, and (3) between rich and poor students/families are some of the features. In terms of schooling, 850 million children, equal to those who are in school, are always out of school for these and other reasons. This is even before the pandemic, and the situation has now worsened because the poor countries, poor areas and poor people have newly faced enormous difficulties. A new distinction is between ‘rich online’ and ‘poor online’ or ‘absence of online’
When parents are poor and also uneducated (or less-educated) for the same reason, the motivation to send children to school is low.UNICEF estimates roughly 160 million children are in child-labour or illicit employment due to various reasons. This is about neglect and exploitation. Even if some parents are motivated to send children to school, and even if school education is free and fair, there are certain amenities that the parents might not be in a position to afford. These are lack of opportunities from the demand side; no opportunity to claim even the right to education.
The lack of opportunities also come from the supply side, or the side of the governments or States. Some States might not give priority to education. (1) In conflict ridden countries, higher amounts of money, double or treble, are spent on defence or on military. This is unfortunate to say the least. (2) The neglect of public education also come from other sources of public policy. Privatisation of education is one. When it is done, the rich people might benefit, but not the poor or the marginalised. (3) The poverty of supply side of education also can be a vicious cycle. When inadequate money is spent on public education, the quality of education is inevitably poor. When the teachers are recruited from the same system, their inputs into the learning processes are also poor.
Most regrettable is discrimination in education. Discrimination in education (even if you are in school or university) can come from ethnic, racial, religious, indigenous, class or gender basis. Most widespread discrimination in some regions is based on gender. Women are discriminated either on religious interpretations or cultural basis. All these religious or cultural interpretations are given by men! All these are difficult to unravel because of political reasons. Men dominate politics. During the pandemic, these interpretations have become strengthened on easy excuses.
Different Effects of the Pandemic
One of the most direct effects of the pandemic on education is the closure of schools and universities. It is a disaster. On school closures, UNESCO has collected data and UNICEF has compiled a substantial report.i On university closures, the International Association of Universities (IAU) has collected information through a survey. ii
What are the key findings on school closures? (1) During one year between March 2020 and February 2021, schools in the whole world have been fully closed for 95 days and this means half the time intended for teaching and learning. (2) Countries in South America were the most affected with 158 days of full school closures, followed by countries in South Asia with 146 days. Countries in the Eastern and Southern Africa region were the third most affected with an average of 101 days. All these means the poor and developing countries. (3) Worldwide, 214 million students have lost three fourths of school hours in 23 countries. Among these students, 168 million had missed all classroom hours in 14 countries due to school closures.
What are the key findings on university closures? IAU survey was conducted during March and April 2020 covering 109 countries. Almost all countries reported that they have been impacted by the pandemic and 59 percent of them replied that all campuses were closed at that time. In the case of Africa, closures reported were high as 77 percent. The main concern of 80 percent of responding institutions was on the impact on student enrollment in the new academic year. 46 percent believed impact would be on both local and international students. Private universities were more concerned about the impact on financial consequences.
In terms of research, 80 percent of higher educational institutions have been directly impacted. The most common impact has been the cancellation of international travel (83 percent) and the cancellation or postponement of scientific conferences (81 percent). This is what happened even to the WUS conference although it is not directly a higher education institute or a research forum. Even at present, scientific projects are at risk of not being able to complete on time at various institutes and by individuals.
It is true that the pandemic, as a positive challenge, has opened up new research on Covid-19 and other diseases. However, without being limited to medical and pharmaceutical research, social impacts of the pandemic also should be investigated and researched. Apart from valid restrictions on travel that has affected international cooperation and research travel, there has emerged unnecessary bureaucratic barriers in some countries.
For example, to participate at the WUS conference in Vienna, over a dozen of Sri Lankan academics have received funding from the Austrian ministries/universities. But for nearly two months now their leave, approvals and exist permits have been delayed unnecessarily. This appears infringing on academic freedom and educational benefits to the country. This is unfortunate.
Expansion of eLearning
Of course everything is not hopeless. Facing the Covid challenge the world has positively shifted to more and more eLearning. This trend has been there even before but not in this scale. This is easy in the university sector, but not so much in the school sector. This is easy in rich countries, but not in poor or developing countries.
According to the UNICEF report, schoolchildren in the countries with the longest duration of school closures are the ones who have had the lowest opportunity for fixed online connections. Although the radio or TV must have been used in these countries, these are not that effective as internet or zoom teaching. Interactive learning is something lost in these media.
The repercussions of school closures can be diverse and long standing. Through eLearning alone these cannot be rectified. Schools are important not only for children’s learning, but also for health, safety and well-being. Most vulnerable children in some countries have lost their single most nutritional meal a day. For children coming from dysfunctional (or violent) families, schools are also a safe and a pleasing place. In many countries schools also play a major role in immunisation and health support.
Even in the university sector, the (quick) adoption of eLearning has not been easy. Although two-thirds of them had reported that they have replaced classroom teaching with distance teaching and learning, they reported that it has not come without challenges. The main challenges being access to technical infrastructure, competencies of both teachers and students to adopt them, and pedagogical impact on some specific fields of study. However in the medium term or in the long-run, eLearning can be an escape route from future pandemics, lockdowns or travel restrictions.
Facing the Challenge
The challenge for the university sector and academics is not limited to the pandemic or themselves alone. Without uplifting the school sector, the university sector cannot thrive or survive. Without addressing the education problems in poor countries, education in rich countries cannot prosper. This is also a moral obligation. This was a main message of the UNDP initiated sustainable goals, SDG 4. Now there is a clear setback for these goals because of the pandemic, initially to be achieved by 2030.
In answering the pandemic question, university academics or the World University Service should stand for full vaccination of all sections and particularly the school students, children of that age, university students and teachers and administrators in schools and universities. Vaccine hesitancy should be overcome and a booster might be necessary.
Universities in all countries should reach the broader communities and extend education, assistance and relief. They should have the academic freedom to do so. There can be risks involved. But this is a duty. If the vaccination programmes are expedited and covered all countries, rich and poor, schools can be reopened fully soon or by 2022. There can be many mitigating and catchup measures that needs to be implemented in terms of learning and other ways. There can also be a necessity to develop and introduce new modalities in education. Blended or hybrid methods might be more appropriate. This is applicable to both schools and universities. University academics and academic cooperation between countries might be able to play a major role in this sphere.
There can be gaps that might emerge compared to the past. Truly estimating them and innovating devices to optimise the existing resources, while seeking necessary resources to bridge those gaps through international cooperation between governments, ministries of education and universities can be some tasks. Academics can take a lead. The main public policy advocacy of this article is for the universities and academics to get involved in school education more than before, and bring benefits to the society.
by Dr B.J.C.Perera
MBBS(Cey), DCH(Cey), DCH(Eng), MD(Paed), MRCP(UK), FRCP(Edin),
FRCP(Lon), FRCPCH(UK), FSLCPaed, FCCP, Hony FRCPCH(UK), Hony. FCGP(SL)
Specialist Consultant Paediatrician and Honorary Senior Fellow,
Postgraduate Institute of Medicine, University of Colombo, Sri Lanka.
Joint Editor, Sri Lanka Journal of Child Health
In an age of unprecedented global development, technological advancements, universal connectivity, and improvements in living standards in many areas of the world, it is a very dark irony that child food poverty remains a pressing issue. UNICEF defines child food poverty as children’s inability to access and consume a nutritious and diverse diet in early childhood. Despite the planet Earth’s undisputed capacity to produce enough food to nourish everyone, millions of children still go hungry each day. We desperately need to explore the multifaceted deleterious effects of child food poverty, on physical health, cognitive development, emotional well-being, and societal impacts and then try to formulate a road map to alleviate its deleterious effects.
Every day, right across the world, millions of parents and families are struggling to provide nutritious and diverse foods that young children desperately need to reach their full potential. Growing inequities, conflict, and climate crises, combined with rising food prices, the overabundance of unhealthy foods, harmful food marketing strategies and poor child-feeding practices, are condemning millions of children to child food poverty.
In a communique dated 06th June 2024, UNICEF reports that globally, 1 in 4 children; approximately 181 million under the age of five, live in severe child food poverty, defined as consuming at most, two of eight food groups in early childhood. These children are up to 50 per cent more likely to suffer from life-threatening malnutrition. Child Food Poverty: Nutrition Deprivation in Early Childhood – the third issue of UNICEF’s flagship Child Nutrition Report – highlights that millions of young children are unable to access and consume the nutritious and diverse diets that are essential for their growth and development in early childhood and beyond.
It is highlighted in the report that four out of five children experiencing severe child food poverty are fed only breastmilk or just some other milk and/or a starchy staple, such as maize, rice or wheat. Less than 10 per cent of these children are fed fruits and vegetables and less than 5 per cent are fed nutrient-dense foods such as eggs, fish, poultry, or meat. These are horrendous statistics that should pull at the heartstrings of the discerning populace of this world.
The report also identifies the drivers of child food poverty. Strikingly, though 46 per cent of all cases of severe child food poverty are among poor households where income poverty is likely to be a major driver, 54 per cent live in relatively wealthier households, among whom poor food environments and feeding practices are the main drivers of food poverty in early childhood.
One of the most immediate and visible effects of child food poverty is its detrimental impact on physical health. Malnutrition, which can result from both insufficient calorie intake and lack of essential nutrients, is a prevalent consequence. Chronic undernourishment during formative years leads to stunted growth, weakened immune systems, and increased susceptibility to infections and diseases. Children who do not receive adequate nutrition are more likely to suffer from conditions such as anaemia, rickets, and developmental delays.
Moreover, the lack of proper nutrition can have long-term health consequences. Malnourished children are at a higher risk of developing chronic illnesses such as heart disease, diabetes, and obesity later in life. The paradox of child food poverty is that it can lead to both undernutrition and overnutrition, with children in food-insecure households often consuming calorie-dense but nutrient-poor foods due to economic constraints. This dietary pattern increases the risk of obesity, creating a vicious cycle of poor health outcomes.
The impacts of child food poverty extend beyond physical health, severely affecting cognitive development and educational attainment. Adequate nutrition is crucial for brain development, particularly in the early years of life. Malnutrition can impair cognitive functions such as attention, memory, and problem-solving skills. Studies have consistently shown that malnourished children perform worse academically compared to their well-nourished peers. Inadequate nutrition during early childhood can lead to reduced school readiness and lower IQ scores. These children often struggle to concentrate in school, miss more days due to illness, and have lower overall academic performance. This educational disadvantage perpetuates the cycle of poverty, as lower educational attainment reduces future employment opportunities and earning potential.
The emotional and psychological effects of child food poverty are profound and are often overlooked. Food insecurity creates a constant state of stress and anxiety for both children and their families. The uncertainty of not knowing when or where the next meal will come from can lead to feelings of helplessness and despair. Children in food-insecure households are more likely to experience behavioural problems, including hyperactivity, aggression, and withdrawal. The stigma associated with poverty and hunger can further exacerbate these emotional challenges. Children who experience food poverty may feel shame and embarrassment, leading to social isolation and reduced self-esteem. This psychological toll can have lasting effects, contributing to mental health issues such as depression and anxiety in adolescence and adulthood.
Child food poverty also perpetuates cycles of poverty and inequality. Children who grow up in food-insecure households are more likely to remain in poverty as adults, continuing the intergenerational transmission of disadvantage. This cycle of poverty exacerbates social disparities, contributing to increased crime rates, reduced social cohesion, and greater reliance on social welfare programmes. The repercussions of child food poverty ripple through society, creating economic and social challenges that affect everyone. The healthcare costs associated with treating malnutrition-related illnesses and chronic diseases are substantial. Additionally, the educational deficits linked to child food poverty result in a less skilled workforce, which hampers economic growth and productivity.
Addressing child food poverty requires a multi-faceted approach that tackles both immediate needs and underlying causes. Policy interventions are crucial in ensuring that all children have access to adequate nutrition. This can include expanding social safety nets, such as food assistance programmes and school meal initiatives, as well as targeted manoeuvres to reach more vulnerable families. Ensuring that these programmes are adequately funded and effectively implemented is essential for their success.
In addition to direct food assistance, broader economic and social policies are needed to address the root causes of poverty. This includes efforts to increase household incomes through living wage policies, job training programs, and economic development initiatives. Supporting families with affordable childcare, healthcare, and housing can also alleviate some of the financial pressures that contribute to food insecurity.
Community-based initiatives play a vital role in combating child food poverty. Local food banks, community gardens, and nutrition education programmes can help provide immediate relief and promote long-term food security. Collaborative efforts between government, non-profits, and the private sector are necessary to create sustainable solutions.
Child food poverty is a profound and inescapable issue with far-reaching consequences. Its deleterious effects on physical health, cognitive development, emotional well-being, and societal stability underscore the urgent need for comprehensive action. As we strive for a more equitable and just world, addressing child food poverty must be a priority. By ensuring that all children have access to adequate nutrition, we can lay the foundation for a healthier, more prosperous future for individuals and society as a whole. The fight against child food poverty is not just a moral imperative but an investment in our collective future. Healthy, well-nourished children are more likely to grow into productive, contributing members of society. The benefits of addressing this issue extend beyond individual well-being, enhancing economic stability and social harmony. It is incumbent upon us all to recognize and act upon the understanding that every child deserves the right to adequate nutrition and the opportunity to thrive.
Despite all of these existent challenges, it is very definitely possible to end child food poverty. The world needs targeted interventions to transform food, health, and social protection systems, and also take steps to strengthen data systems to track progress in reducing child food poverty. All these manoeuvres must comprise a concerted effort towards making nutritious and diverse diets accessible and affordable to all. We need to call for child food poverty reduction to be recognized as a metric of success towards achieving global and national nutrition and development goals.
Material from UNICEF reports and AI assistance are acknowledged.
By Dr Upul Wijayawardhana
The colossal failure of not a single opinion poll predicting accurately the result of the Indian parliamentary election, the greatest exercise in democracy in the world, raises the question whether the importance of opinion polls is vastly exaggerated. During elections two types of opinion polls are conducted; one based on intentions to vote, published during or before the campaign, often being not very accurate as these are subject to many variables but exit polls, done after the voting where a sample tally of how the voters actually voted, are mostly accurate. However, of the 15 exit polls published soon after all the votes were cast in the massive Indian election, 13 vastly overpredicted the number of seats Modi’s BJP led coalition NDA would obtain, some giving a figure as high as 400, the number Modi claimed he is aiming for. The other two polls grossly underestimated predicting a hung parliament. The actual result is that NDA passed the threshold of 272 comfortably, there being no landslide. BJP by itself was not able to cross the threshold, a significant setback for an overconfident Mody! Whether this would result in less excesses on the part of Modi, like Muslim-bashing, remains to be seen. Anyway, the statement issued by BJP that they would be investigating the reasons for failure rather than blaming the process speaks very highly of the maturity of the democratic process in India.
I was intrigued by this failure of opinion polls as this differs dramatically from opinion polls in the UK. I never failed to watch ‘Election night specials’ on BBC; as the Big Ben strikes ‘ten’ (In the UK polls close at 10pm} the anchor comes out with “Exit polls predict that …” and the actual outcome is often almost as predicted. However, many a time opinion polls conducted during the campaign have got the predictions wrong. There are many explanations for this.
An opinion poll is defined as a research survey of public opinion from a particular sample, the origin of which can be traced back to the 1824 US presidential election, when two local newspapers in North Carolina and Delaware predicted the victory of Andrew Jackson but the sample was local. First national survey was done in 1916 by the magazine, Literary Digest, partly for circulation-raising, by mailing millions of postcards and counting the returns. Of course, this was not very scientific though it accurately predicted the election of Woodrow Wilson.
Since then, opinion polls have grown in extent and complexity with scientific methodology improving the outcome of predictions not only in elections but also in market research. As a result, some of these organisations have become big businesses. For instance, YouGov, an internet-based organisation co-founded by the Iraqi-born British politician Nadim Zahawi, based in London had a revenue of 258 million GBP in 2023.
In Sri Lanka, opinion polls seem to be conducted by only one organisation which, by itself, is a disadvantage, as pooled data from surveys conducted by many are more likely to reflect the true situation. Irrespective of the degree of accuracy, politicians seem to be dependent on the available data which lend explanations to the behaviour of some.
The Institute for Health Policy’s (IHP) Sri Lanka Opinion Tracker Survey has been tracking the voting intentions for the likely candidates for the Presidential election. At one stage the NPP/JVP leader AKD was getting a figure over 50%. This together with some degree of international acceptance made the JVP behave as if they are already in power, leading to some incidents where their true colour was showing.
The comments made by a prominent member of the JVP who claimed that the JVP killed only the riff-raff, raised many questions, in addition to being a total insult to many innocents killed by them including my uncle. Do they have the authority to do so? Do extra-judicial killings continue to be JVP policy? Do they consider anyone who disagrees with them riff-raff? Will they kill them simply because they do not comply like one of my admired teachers, Dr Gladys Jayawardena who was considered riff-raff because she, as the Chairman of the State Pharmaceutical Corporation, arranged to buy drugs cheaper from India? Is it not the height of hypocrisy that AKD is now boasting of his ties to India?
Another big-wig comes with the grand idea of devolving law and order to village level. As stated very strongly, in the editorial “Pledges and reality” (The Island, 20 May) is this what they intend to do: Have JVP kangaroo-courts!
Perhaps, as a result of these incidents AKD’s ratings has dropped to 39%, according to the IHP survey done in April, and Sajith Premadasa’s ratings have increased gradually to match that. Whilst they are level pegging Ranil is far behind at 13%. Is this the reason why Ranil is getting his acolytes to propagate the idea that the best for the country is to extend his tenure by a referendum? He forced the postponement of Local Governments elections by refusing to release funds but he cannot do so for the presidential election for constitutional reasons. He is now looking for loopholes. Has he considered the distinct possibility that the referendum to extend the life of the presidency and the parliament if lost, would double the expenditure?
Unfortunately, this has been an exercise in futility and it would not be surprising if the next survey shows Ranil’s chances dropping even further! Perhaps, the best option available to Ranil is to retire gracefully, taking credit for steadying the economy and saving the country from an anarchic invasion of the parliament, rather than to leave politics in disgrace by coming third in the presidential election. Unless, of course, he is convinced that opinion polls do not matter and what matters is the ballots in the box!
By Prof. Kirthi Tennakone
ktenna@yahoo.co.uk
Thoughtfulness is the quality of being conscious of issues that arise and considering action while seeking explanations. It facilitates finding solutions to problems and judging experiences.
Almost all human accomplishments are consequences of thoughtfulness.
Can you perform day-to-day work efficiently and effectively without being thoughtful? Obviously, no. Are there any major advancements attained without thought and contemplation? Not a single example!
Science and technology, art, music and literary compositions and religion stand conspicuously as products of thought.
Thought could have sinister motives and the only way to eliminate them is through thought itself. Thought could distinguish right from wrong.
Empathy, love, amusement, and expression of sorrow are reflections of thought.
Thought relieves worries by understanding or taking decisive action.
Despite the universal virtue of thoughtfulness, some advocate an idea termed mindfulness, claiming the benefits of nurturing this quality to shape mental wellbeing. The concept is defined as focusing attention to the present moment without judgment. A way of forgetting the worries and calming the mind – a form of meditation. A definition coined in the West to decouple the concept from religion. The attitude could have a temporary advantage as a method of softening negative feelings such as sorrow and anger. However, no man or woman can afford to be non-judgmental all the time. It is incompatible with indispensable thoughtfulness! What is the advantage of diverting attention to one thing without discernment during a few tens of minute’s meditation? The instructors of mindfulness meditation tell you to focus attention on trivial things. Whereas in thoughtfulness, you concentrate the mind on challenging issues. Sometimes arriving at groundbreaking scientific discoveries, solution of mathematical problems or the creation of masterpieces in engineering, art, or literature.
The concept of meditation and mindfulness originated in ancient India around 1000 BCE. Vedic ascetics believed the practice would lead to supernatural powers enabling disclosure of the truth. Failing to meet the said aspiration, notwithstanding so many stories in scripture, is discernable. Otherwise, the world would have been awakened to advancement by ancient Indians before the Greeks. The latter culture emphasized thoughtfulness!
In India, Buddha was the first to deviate from the Vedic philosophy. His teachers, Alara Kalama and Uddaka Ramaputra, were adherents of meditation. Unconvinced of their approach, Buddha concluded a thoughtful analysis of the actualities of life should be the path to realisation. However, in an environment dominated by Vedic tradition, meditation residually persisted when Buddha’s teachings transformed into a religion.
In the early 1970s, a few in the West picked up meditation and mindfulness. We Easterners, who criticize Western ideas all the time, got exalted after seeing something Eastern accepted in the Western circles. Thereafter, Easterners took up the subject more seriously, in the spirit of its definition in the West.
Today, mindfulness has become a marketable commodity – a thriving business spreading worldwide, fueled largely by advertising. There are practice centres, lessons onsite and online, and apps for purchase. Articles written by gurus of the field appear on the web.
What attracts people to mindfulness programmes? Many assume them being stressed and depressed needs to improve their mental capacity. In most instances, these are minor complaints and for understandable reasons, they do not seek mainstream medical interventions but go for exaggeratedly advertised alternatives. Mainstream medical treatments are based on rigorous science and spell out both the pros and cons of the procedure, avoiding overstatement. Whereas the alternative sector makes unsubstantiated claims about the efficacy and effectiveness of the treatment.
Advocates of mindfulness claim the benefits of their prescriptions have been proven scientifically. There are reports (mostly in open-access journals which charge a fee for publication) indicating that authors have found positive aspects of mindfulness or identified reasons correlating the efficacy of such activities. However, they rarely meet standards normally required for unequivocal acceptance. The gold standard of scientific scrutiny is the statistically significant reproducibility of claims.
If a mindfulness guru claims his prescription of meditation cures hypertension, he must record the blood pressure of participants before and after completion of the activity and show the blood pressure of a large percentage has stably dropped and repeat the experiment with different clients. He must also conduct sessions where he adopts another prescription (a placebo) under the same conditions and compares the results. This is not enough, he must request someone else to conduct sessions following his prescription, to rule out the influence of the personality of the instructor.
The laity unaware of the above rigid requirements, accede to purported claims of mindfulness proponents.
A few years ago, an article published and widely cited stated that the practice of mindfulness increases the gray matter density of the brain. A more recent study found there is no such correlation. Popular expositions on the subject do not refer to the latter report. Most mindfulness research published seems to have been conducted intending to prove the benefits of the practice. The hard science demands doing the opposite as well-experiments carried out intending to disprove the claims. You need to be skeptical until things are firmly established.
Despite many efforts diverted to disprove Einstein’s General Theory of Relativity, no contradictions have been found in vain to date, strengthening the validity of the theory. Regarding mindfulness, as it stands, benefits can neither be proved nor disproved, to the gold standard of scientific scrutiny.
Some schools in foreign lands have accommodated mindfulness training programs hoping to develop the mental facility of students and Sri Lanka plans to follow. However, studies also reveal these exercises are ineffective or do more harm than good. Have we investigated this issue before imitation?
Should we force our children to focus attention on one single goal without judgment, even for a moment?
Why not allow young minds to roam wild in their deepest imagination and build castles in the air and encourage them to turn these fantasies into realities by nurturing their thoughtfulness?
Be more thoughtful than mindful?
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