Why Aren't U.K. Schools Closing Despite the Coronavirus Pandemic?
Understanding the complex reasons behind the decision not to close U.K. schools during the coronavirus pandemic involves a deep dive into economic, social, and political factors. While the U.K. government has announced school closures from 15:30 tomorrow, this decision is part of a broader context involving pressure from lawmakers, concerns over parental work, and the economic system’s reliance on school-based child care.
Economic Pressures and Public Service Expectations
The British education system is not just about education. It functions as a valuable public service that supports the working population. The schools, seen as a relatively cheap form of childcare, are essential to the functioning of the economy. Many working-age parents rely on schools to provide care for their children so they can continue working. This underlines the critical systemic issue of the necessity for two-parent families to maintain employment. The focus on the importance of keeping schools open highlights the systemic pressures inherent in the current economic structure.
The idea that the U.K. can only function when both parents are at work is deeply ingrained in the culture and has implications for societal norms and expectations. This economic necessity is often cited as a reason why schools are not closed, even in the face of a pandemic. This is not a unique situation but a reflection of a global trend where parental employment is prioritized over public health measures.
The Changing Educational Landscape
The history of educational changes in the U.K. further elaborates on the current situation. Back when the author was growing up, the pervasive concern was about automation replacing human jobs. However, the reality was quite different. Instead of fewer jobs, there is a proliferation of non-traditional job types, mainly in call centers and industries facing high competition. The result was a workforce under constant pressure to keep up with economic demands.
Education has been ideologically restructured to align with these pressures. The focus has shifted significantly in schools and colleges, with the three traditional economic models - command, free enterprise, and mixed economies - condensed into a simpler narrative centered around free enterprise. This ideological shift has been so profound that publishers have had early access to the new syllabus to tailor their textbooks accordingly, ensuring that the curriculum reflects the dominant economic narrative.
The privatization, globalization, and increased duplicative efforts in the educational system further illustrate the extent to which educational structures have been reshaped to fit into these economic needs. The emphasis on half-time work or even less for all family members became a secondary concern as the primary goal was to maintain the economic machinery running.
The Grassroots and Individual Stories
The personal experience of having to furlough from work due to age and dealing with the arrival of a new baby further illustrates the real-life impact of these systemic issues. Personal stories like these add human faces to the larger economic and political picture. The unexpected birth of the new baby this morning underlines the challenges faced by many parents who rely on schools for childcare. The struggle to balance work and personal life in times of crisis highlights the need to re-evaluate the current system's priorities and its impact on individual well-being.
The decision to maintain school closures until further notice, even with exams cancelled pending alternative assessment methods, is a measure meant to mitigate the spread of the virus while supporting the economy's needs. It is a delicate balance that underscores the choices societies must make when faced with conflicting priorities.
Conclusion
The reasons for not closing U.K. schools, despite the coronavirus pandemic, are multifaceted. They reflect the interconnectedness of economic systems, social norms, and public health. Understanding these complexities is crucial for policymakers and the public to make informed decisions about the role of education during times of crisis.