SCHOOLS ARE SCHEDULED to open as usual on September 1 despite the world being in the midst of the Covid-19 coronavirus pandemic. However, instead of face-to-face classes remote teaching will continue to be utilised. Since teachers and students will be unable to meet physically meet, it presents a challenge. Although attending classes over the Internet keeps students from gathering and reduces risks of infection, this may inevitably cause loneliness. Schools need to find ways to help students to adapt and cope, as well as build good life habits and a value system.
The pandemic has distanced young people from low-income families from schools and the support system provided by community agencies. Coupled with a shortage of resources, they struggle more when face with remote learning. Schools should seek to mitigate the digital divide encountered by these students. Recently, a report released by the Faculty of Education, the University of Hong Kong, pointed out that the better prepared teachers are for online classes, the more socio-economically disadvantaged students will benefit.
Schools have made efforts in bringing together concerned government departments, fellow graduates and community resources to ensure that students have sufficient resources to cope with home schooling during the pandemic. Caritas-Hong Kong and other organisations are working together to provide students from low-income families with computers and online facilities to help them with online learning.
In the The Vatican’s Congregation for Catholic Education issued a statement reminding schools to provide support to parents who find it difficult to help children studying from home.
The Catholic Education Office issued a circular on August 4 to supervisors and principals of all Catholic primary and secondary schools in Hong Kong stressing the responsibility to disseminate Catholic socio-ethical views, including such principles as “God is love”, “love can change the world”, “humanity’s unmeasurable value and inherent God-given dignity”, “enhancing public good through solidarity and mutual help” and “pursuing justice and freedom by peaceful means.”
The circular indicated that teachers and students, apart from catching up with studies, must also value spiritual and moral formation, and use student guidance and discipline services which cater for their developmental needs. Schools must also take careful note of students’ thoughts, words, actions and emotions, and support those in need.
In Hong Kong, Catholic schools are offering support through various means. Some have allocated teaching resources help students cope with continued class suspensions while the Diocesan Catechetical Commission and the Catholic Catechetical Centre have also published teaching materials to enable primary and secondary school teachers to help their students face adversity and care for others with faith, hope and love.
However, a survey carried out by Caritas’ Student Guidance Service in Primary Schools found that many parents are stressed over the looming resumption of classes and prospect of having to catch up with the curriculum. They, too, need support from the Church and the schools.
Indeed, the pandemic has seriously impacted different areas of our daily lives, including education and needs the attention of educationalists, parents, policy makers and various stakeholders, alike.
May we continue to pray for the young people and for the stakeholders of Catholic education to continue to journey with them by setting the best possible example. SE
