Britain recovers from Covid – a country feeling healthy again
ESBA Chair, Stuart Nicholson, reports on the UK’s experience since the start of the pandemic and very positive latest news.
Britain has a very long tradition of individual freedom from state control. Many people trace that back to the year 1215, when limits were placed on the power of the English King John by the charter of rights known as “Magna Carta”. These individual rights are fiercely defended in the UK and were quoted frequently by the British Prime Minister, Boris Johnson, in the early stages of the country’s fight against coronavirus.
Unfortunately, the nature of a pandemic means that individual freedom is not a good starting point when the most important process is infection control.
Britain learned this slowly. We were confident that the National Health Service (NHS), of which we are very proud, would be able to keep us safe from the virus. This was not the case, and for months the UK had some of the worst Covid statistics in the world. Very sadly, the UK finds itself 7th on the list of total deaths per 100,000 of its population – higher than Italy, Spain, and the United States, and about 2 ½ times higher than Albania.
During August and September 2020, we thought we had beaten the virus, with low infection rates and businesses and hospitality venues open. For several weeks we even had the government paying half our restaurant bills – a scheme called “Eat Out to Help Out”. I look back and realise that we were mainly helping the virus, as we suffered a much worse second wave of infections in the autumn. As a country, we have been very poor at infection control at crucial times during this pandemic.
In our boarding schools however, we created self-contained, infection-free communities, safely isolated from anyone who might introduce the virus. Even parents in some of the safest countries in the world had no hesitation in sending their children to school in Britain. Japan, for example, has a death rate 25 times lower than the UK, and yet Japanese parents were very confident in sending their children to boarding school.
A year ago, we were told in the UK that the only way that any pandemic is brought under control is by herd immunity, either because a large proportion of the population has had the infection, or because a large proportion of the population has been protected by a vaccine. Last week, I had my first injection of the Oxford AstraZeneca vaccine, joining more than half of the adult population in the UK who have now been vaccinated.
Although we have been poor at infection control, the UK has been spectacularly successful at vaccines. The development of vaccines is uncertain, so the UK government chose to support a large number of organisations that were developing vaccines. They invested over 11 billion GBP in a wide range of potential vaccines, without any way of knowing which of these investments would be successful. As a graduate of the University of Oxford, I was particularly pleased that the British government invested heavily in supporting the Oxford vaccine, but I knew that it might not be successful, and I knew it was possible that none of the potential vaccines would work.
The British government committed very early and committed huge financial sums to vaccines. The population of the UK is about 70 million people, but the British government paid in advance for 400 million vaccines, anticipating that only a small proportion of them might work. In addition, they set up the infrastructure to test any new vaccines very quickly. The final part of our vaccine success is the system for distributing and administering the vaccines in huge numbers.
As a result of all this, the UK was able to start vaccinating early, and fast. By coincidence, I had my vaccine on the 100th day of the UK’s vaccination rollout. In 100 days, half of the adult population had been vaccinated.
What impact has this approach to vaccination had on the country and on Covid? Thankfully, death rates fell dramatically. We have also seen infection rates drop enormously – only seven countries in Europe have a lower case rate this week than the UK. At 59 per 100,000 in the UK, this compares with 285 in France, 261 in Italy and 143 in Albania.
We know that the battle with coronavirus is not over, but we are confident that we are now winning the battle. Discussions here in the UK are turning to what we can do to help other countries achieve high levels of vaccination, and how we adjust vaccines to keep us safe from any new variants. Across the country there is a real sense of confidence.
I had a small bruise on my arm after my vaccination, and a day or two with a slight headache, but my sleeve is already rolled up ready for my second injection in a few weeks’ time!
Dielli po shkëlqen dhe nuk ju lejohet të dilni nga shtëpia.
keni studiuar shumë për muaj të tërë dhe tani nuk ka provime.
Prindërit tuaj janë jashtëzakonisht të zënë, por ata nuk po shkojnë në punë.
Gjatë kësaj periudhe të vështirë, një nga shqetësimet që është shfaqur në të gjithë botën është se si të qëndrojmë të shëndetshëm mendërisht kur shkollat dhe kolegjet janë të mbyllura. Për t’ju përgjigjur më mirë kësaj pyetje, kam punuar me një psikologe të diplomuar në Universitetin e Tiranës, Anila Qerosi, e cila më ka ndihmuar të kuptoj raportet e ekspertëve nga Universitetet e Oxford dhe Cambridge, në fushën e shëndetit mendor, shëndetit fizik dhe atij global, veçanërisht tek grupmosha e adoleshentëve dhe të rinjve.
Studentët në të gjithë globin u përballën
papritur me një realitet shumë konfuzues. Rutinat e jetës së përditshme janë
“asgjësuar” nga pandemia që po na prek të gjithë ne, dhe të përballesh psikologjikisht
me këto ndryshime është po aq e vështirë sa të përballesh fizikisht me to.
Si duhet të përgjigjen të rinjtë ndaj sfidës së lockdown-it? Këshillat janë të qarta:
Qëndroni të informuar, por mos e teproni me lajmet
Lajmet në muajt e fundit kanë qenë
potencialisht shqetësuese për të gjithë ne. Çështja kryesore është të jemi të
mirëinformuar mirë, por jo të përqendrohemi më shumë seç duhet në të. Faktet e
mbajnë situatën nën kontroll dhe ndihmojnë në minimizimin e frikës.
Ju mund të jeni rritur duke u mbështetur në
mediat sociale për tu informuar, por ky nuk është burimi më i mirë – titujt e
theksuar të lajmeve dhe keqinformimi i shpeshtë i mediave sociale mund të
rrisin ankthin dhe të çojnë në përsëritje të pafund të historive alarmante. Në
vend të kësaj, ne kemi nevojë për informacion të qetë, të saktë nga burime
autoritare, siç është Organizata Botërore e Shëndetit, dhe në Mbretërinë e
Bashkuar njerëzit e dinë që ata gjithashtu mund të mbështeten në pavarësinë e
BBC-së për informacion të paanshëm. Me internetin është mjaft e thjeshtë të
gjesh burime të besushme kudo që ju jetoni. Ka një incidencë më të madhe të
virusit në Mbretërinë e Bashkuar sesa në Shqipëri, por gjendja shpirtërore e
britanikëve vazhdon të mbetet e qetë. Shqipëria gjithashtu duket se e ka
Fokusohuni në diçka tjetër
Mendja jonë nuk mund të mbajë dy mendime në të
njëjtën kohë. Ne nuk mund të frikësohemi për koronavirusin dhe në të njëjtën
kohë të bëjmë detyrat e shtëpisë apo të mësojmë një gjuhë të re. Kështu që,
sapo një mendim shqetësues t’ju vijë ndërmend, përpiquni të shpërqendroni veten
– duke u marrë me diçka produktive apo argëtuese. Në këtë mënyrë, shfrytëzoni çdo mundësi për të
mësuar online, gjë që është shumë efektive jo vetëm për edukimin tuaj, por edhe
për shëndetin tuaj mendor!
Për të praktikuar gjuhën angleze, provoni
kursin e anglishtes në BBC
, ose mund të provoni aplikacionin Memrise në telefonin tuaj.
Edhe pse të gjithë kemi mësuar të pranojmë se
jeta nuk është kurrë e sigurtë, ne funksionojmë më mirë kur ndiejmë që i kemi
gjërat nën kontroll. Qeniet njerëzore janë “krijesa të zakonit” dhe
ne jemi më të lumtur me rutinën dhe rendin në jetën tonë. Procesi i
planifikimit na jep një ndjenjë të familjaritetit, rendit dhe kontrollit – kjo
do të thotë që ne të dimë se çfarë po bëjmë tani, dhe se çfarë do të ndodhë më
Gjumë, dietë dhe ushtrime
Provat për domethënien e këtyre tre inputeve në
jetën tonë janë mbizotëruese. Kjo nuk vlen vetëm për aftësitë tona fizike, por
edhe për shëndetin dhe forcën tonë mendore.
Prandaj vazhdoni të ngriheni dhe shkoni në
shtrat në kohë të arsyeshme – vendosni alarmin dhe ngrihuni! Për t’u përshtatur
me zona të ndryshme kohore, unë po jap mësim në orën 6 të mëngjesit çdo ditë,
kështu që edhe unë shkoj në shtrat shumë më herët. Tetë orë gjumë, një dhomë
gjumi e errët dhe të mos qëndroni vonë; këto janë rregullat e thjeshta! Kam
ndryshuar edhe vaktet e mia të ngënies, dhe jam i kujdesshëm për të ngrënë në
mënyrë të përshtatshme.
Aktiviteti fizik ndihmon në uljen e stresit në
trupin tuaj, sidomos tashmë që nuk bëni lëvizjet rutinë shtëpi-shkollë, prandaj
është e rëndësishme të bëni disa stërvitje. Bërja e ushtrimeve fizike duke
filluar nga joga, palestra, e deri tek vallëzimi, rekomandohet çdo ditë e më
shumë nga ekpertët e fushës.
Qëndroni në kontakt
Një studim mbi shpërthimin e SARS në vitin 2003
zbuloi se të qenit në karantinë shpesh çon në shfaqjen e simptomave të
çrregullimit të stresit post-traumatik dhe depresionit, kështu që ne duhet të
mbrohemi nga këto probleme të shëndetit mendor që tani. Pra, qëndroni në
kontakt me njerëzit e tjerë, edhe nëse kjo është në distancë nga Skype, Zoom,
Teams apo çfarëdo platforme që ju dëshironi.
Po sikur të bëheni pjesë e këtij kursi online së
bashkë me miqtë tuaj?
Sado që të jeni në ankth, është e rëndësishme të kuptoni që kjo situatë nuk do të zgjasë përgjithmonë. Strukturoni dhe planifikoni të shfrytëzoni sa më shumë mundësitë tuaja pavarësisht sfidave aktuale. Mendoni se sa shumë do të argëtoheni kur gjërat të kthehen në normalitet.
Stuart dhe Anila
Stuart Nicholson, (i diplomuar në Universitetin e Oxford, Cambridge dhe Edinburgh, ish Kryetar i Shoqatës së Shkollave të Pavarura, dhe bashkëthemelues i “Englander Scholarship”)
Anila Qerosi (e diplomuar në Universitetin e Tiranës, aktualisht administratore e shoqatës YWCA of Albania)
Stuart Nicholson Alumnus of the Universities of Oxford, Cambridge and Edinburgh
Albania is a fascinating country. Under its dictatorship, Albania was famous in Britain because it was such a closed country – we knew less about Albania than we did about North Korea. When I first visited Tirana, I was surprised to find a modern and forward-thinking capital city. I was also impressed by the country’s thirst for democracy and was struck by the determination of its young people for a democratic, fair and corruption-free country. They wanted an international education but could not afford the very high fees for UK boarding schools and I wanted to try and establish a scholarship programme to help the bright young Albanians I met afford it.
Last year I had the opportunity to approach several boarding schools in the UK and ask if they would be willing to provide Scholarships that would cover half the fees at their schools. I was delighted by their enthusiasm for this project.
I am now looking to find students of very high academic ability whose families might be able to afford these lower fees.
What are the things to consider before registering for this competition?
This competition is designed to find students of very high academic ability and who seek to win a place at a British boarding school. Successful candidates will be working in English with native-speaking British students.
As the scholarships offered by the schools will cover more than half the cost of full school fees, the scholarships are offered on merit to those who are very high ability. The competition is designed to identify students who will be able to get top grades who will have the ambition to go and study at some of the UK’s finest universities.
So, do you love learning? Is it exciting and enjoyable? Is your English really good? Are you one of the top students in your school and would you love to study in the UK?
What’s the best/ideal age to start studies abroad?
Although the best age at which to come and study in the UK is as early as possible because of the requirement to become fluent in English, in practice it is a balance of many factors – the student’s wishes and maturity, the family’s willingness to let their child go overseas for such a long time, the ability and ambition of the student and their fluency in English.
Most importantly for the Englanders scholarships, I have met students age 15 or 16 from Albania whose English is already very strong and they would be able to learn alongside native-speaking British students. This is the critical age for the preparation which will be necessary to achieve entry to a top UK university at age 18.
There may be one or two places available for students who are not able to start until age 17. So we will be interested to meet very high ability students who will be age between 15 and 17 on 1 September 2020.
What are some typical features of boarding schools in the UK?
British boarding schools have a global reputation for the quality of their provision. Teaching is recognised as being amongst the best in the world, with very small class sizes and with the opportunity not just learn what is in the curriculum. These expert teachers help students go beyond the curriculum. If you hope for a place at the very best universities, the opportunity to learn in greater depth is a real advantage.
The schools are famous not just for academic reasons, as the schools are also extremely good at helping students develop their own moral character, personal and communication skills, as well as a sense of integrity and social values.
Boarding schools also have very good facilities, not just in the classrooms, but also for sport, dramatic and creative studies, as well as the usual academic subjects. So, as well as educating world leaders, inventors, and scientists, British boarding schools produce Oscar winners and Olympic gold medallists.
How were the particular schools selected?
I chose schools that are known personally to me and where I know the head teachers. These are schools where I know the quality of the provision is excellent – the highest standards of teaching, with very good results for very bright students, and a supportive approach that helps students develop in the best possible ways. All of this will enable students to achieve their ambitions at schools that support individuals, giving them the best opportunity to develop their talents to the full.
What are the unique characteristics in terms of subject/testing/learning for the British Education system?
From the age of 16, the British education system is remarkable and unique. What makes it so special is the opportunity that students have to focus on subjects which they most enjoy. In most countries, students must continue studying as many as fifteen subjects until they leave school at the age of 18. The British system allows students after age 16 to study the subjects they most enjoy. This means that students can focus on, for example, maths, physics and chemistry, or history, biology and maths, or any other combination of subjects. There are also subjects which generally are not available before university in many countries. These include law, business, and psychology, which are all popular subjects with international students who study in the UK.
This means students learn in real depth the subjects that matter most to them rather than having to continue a very broad selection of subjects, many of which they no longer particularly like.
Families are surprised to learn that this does not mean a narrowing of future choices. The British university system is remarkably flexible, and universities are generally more concerned about the grades than the exact subject that you have chosen to study. For example, if you want to do a degree in law then universities don’t mind if you have studied maths and physics at school or whether you have studied history and geography.
There are some exceptions to this: if you wish to study medicine then at school you must take chemistry, biology and probably also physics. To be an engineer then you will need maths and physics, and maybe chemistry or biology. But these subjects are the exception and most courses are very flexible. Schools are very experienced in providing advice about the type of subjects to be taken to school to prepare for the right type of University course. You will also receive expert advice about this as part of the selection process in the Englander scholarship programme.
The approach to learning in the British system is a very active one. This is very different from the experience that students have in many countries, where school learning is all about listening, copying and repeating, rather than thinking and being involved is discussion and debate. Especially at boarding school, students are expected to be actively engaged in their learning, both in and out of class.
These are high calibre schools and students will find small classes and expert teachers. At age 16 to 18, class sizes are typically about 10 students. Students are expected to be involved, questioning and actively learning in the whole process. If you are studying science subjects, you will find the subjects are approached in a completely practical way. Science in UK schools is not a dry and theoretical, book and backboard subject, but a practical and engaging subject in which students learn by doing, analysing and thinking, rather than by listening, copying and repeating.
How do boarding schools help with University enrolments?
The schools have staff who are very experienced in supporting students in the university application process. They will have specialist staff that help students in selecting appropriate universities and appropriate courses. This means helping them in making the applications, advising on their personal statements and in completing the application forms. Staff also help produce a reference which is sent from school to university in support of the student’s application.
British universities have a centralised application system, known as UCAS. Through UCAS, students complete just one application form and this is sent to five universities chosen by the student. The universities then decide if they wish to offer the student a place. The whole process is overseen and supported by staff in the schools.
What’s a typical day like in a boarding school?
A typical day in a boarding school is a busy and happy one.
Students are woken at about 7 in the morning by staff who will have been on duty overnight. There is breakfast in the school dining hall before assembly, and then lessons, which typically start at about 8:30 in the morning. The food in British boarding schools has a very good reputation, so students are well nourished for a busy day!
The typical lesson length is about 40 minutes and there will be about 8 lessons each day. There is typically a break of about 20-minutes in the middle of the morning and an hour for lunch. At lunchtime and after school there will be additional activities and clubs for students to take part in and enjoy. There is usually a very wide range of possibilities, from metalwork to horse riding, and from rugby to ballet. Schools have their own sports grounds and often things like a swimming pool, music practice rooms, and theatres as well.
There are team games, competitions, debating, concerts and plays – all of which students are encouraged to take part in and to broaden their educational experience, develop social skills and discover new interests.
In the evening there is homework, usually known in British boarding schools as prep. The amount of prep depends on the age of the student, but those who are preparing for university might be doing two hours per evening and some additional revision and learning at the weekend. There is plenty of time for fun as well of course, especially with free time at the weekend where students may visit the local town with friends or go on organised trips that the school arranges. These trips may be educational, cultural or for entertainment, such as trips to local cities or to local leisure facilities.
Should Albanian parents and students be worried about Brexit?
“What will be the impact of Brexit?” has been a question asked by everyone in recent months. For Albanian students and their families, if anything, Brexit might work to their advantage, as there will now be no difference between students coming from outside the EU and those that are in the EU. The recently-elected Conservative government in the UK has won a large majority and pledged a fair and positive immigration policy. We have already seen an extension of the post-study work visa arrangements and a more accessible salary level for immigration. This has been reinforced by an emphasis on welcoming those with good English and good levels of higher education – all of which is very good news for an Albanian student competing for an Englander scholarship.