Educational change, inertia and potential futures

The point of departure of the paper is that there are profound social, cultural, technological, scientific and environmental changes which occur at most local but also at global levels of the modern world. From these will stem huge challenges in all spheres of life. These demand changes in education, not necessarily in the system or how it operates, but perhaps in its aims, and most certainly in its content. Knowledge that was once powerful to understand the world, to develop as a person and address the challenges of life, should be replaced with new knowledge which may often be outside the traditional disciplines. Moreover, a host of new skills may be relevant for the world of tomorrow. There are, however, many obstacles to change, both reasonable and unreasonable ones. The thrust of the paper is to provide a discussion of nine categories of inertia or constraints that are seen to stifle change, in particular, as it relates to the content of education. The categories are discussed under the headings of general conservativism, system stability, standards, fuzziness of new ideas, the strength of old ideas, vested interests, teacher education, lack of space and motivation for initiative, and lack of consequence of no change. Added to this there are serious logistic problems for those who want to foster change. It is argued that very little change in content will be seen if these inertial constraints are not recognised. Assuming there is a will to change, the institutional infrastructures that should facilitate sustained change must be scutinised and it must be ensured that the teachers, i.e. the professionals that operate the system, are involved.Peer Reviewe

Severe acute respiratory syndrome coronavirus 2 RNA contamination of inanimate surfaces and virus viability in a health care emergency unit

Objectives: To detect possible severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) RNA contamination of inanimate surfaces in areas at high risk of aerosol formation by patients with coronavirus disease 2019 (COVID-19). Methods: Sampling was performed in the emergency unit and the sub-intensive care ward. SARS-CoV-2 RNA was extracted from swabbed surfaces and objects and subjected to real-time RT-PCR targeting RNA-dependent RNA polymerase and E genes. Virus isolation from positive samples was attempted in vitro on Vero E6 cells. Results: Twenty-six samples were collected and only two were positive for low-level SARS-CoV-2 RNA, both collected on the external surface of continuous positive airway pressure helmets. All transport media were inoculated onto susceptible cells, but none induced a cytopathic effect on day 7 of culture. Conclusions: Even though daily contact with inanimate surfaces and patient fomites in contaminated areas may be a medium of infection, our data obtained in real-life conditions suggest that it might be less extensive than hitherto recognized