During my holidays, I am standing in the shade of a small school building in the Karoo region of South Africa . As far as the eye can see, there is nothing but dry earth, glaring sunlight and scattered farms. And in the middle of this barren landscape: a school.
Children from all walks of life learn here. Many come from humble townships. Their parents work in the vineyards, and the families often live in cramped corrugated iron houses. A few children live in large houses in the village. In the classroom, none of that matters. They sit side by side, reading, doing maths, singing and speaking Afrikaans and English.
Different requirements
This school is no accident. It exists because people decided that education should be available to all children. What moves me most are the children themselves. They laugh, learn, argue and dream. Even though many of them return to difficult circumstances after school. Their attitude is clear: if I'm allowed to learn, my life can change.
Here in Switzerland, too, we often say: «Every child has a chance here – as long as they try hard enough.» That sounds fair. But it's not that simple. Children don't all start from the same point. Some grow up surrounded by books, with plenty of time and support. Others face stress, have little space to study, or struggle with financial worries.
Educational equity means giving every child the support they need to fulfil their potential.
Some parents are very familiar with the education system, whilst others are less so. This does not mean that a child is less gifted. But it does mean that their starting points differ. And that affects how easy or difficult learning is for them. Educational equity therefore does not mean treating everyone the same. Rather, it means giving every child the support they need to fulfil their potential.
When people talk about school, the conversation often centres on gifted children or those with significant difficulties. Yet most children fall somewhere in between. They are curious, sometimes insecure, sometimes resilient.
Skills grow with experience
It is precisely during the transition period around Year 6 that important foundations are laid. However, not all children develop at the same pace. Some children show their strengths early on, others later. Interests can change. Skills grow with experience. As parents, we often sense this very keenly: a child can make huge strides in a single year – or need time to blossom.
Take Kai, for example – that's what we'll call him here. Kai is curious and creative. He loves taking things apart and putting them back together again. He spends hours tinkering. In class, he sometimes seems lost in thought. He finds reading difficult; texts are a struggle for him.
Development takes time – and learning environments that bring out different strengths.
In the makerspace, with its laser cutter and 3D printer, he's experiencing something new. There, he's free to measure, plan and experiment. Mistakes aren't seen as failures, but as part of the learning process. Step by step, his confidence grows. Suddenly, he's more interested in maths because it helps him bring his ideas to life.
If Kai had been judged solely on his reading performance, the picture might have been incomplete. But children are more than just individual grades. Development takes time – and learning environments that bring out their various strengths.
What makes a fair school
In recent years, many school leaders in Switzerland have been giving serious thought to what a fair school might look like. Their answers are similar:
- Every child is treated with respect
- Diversity is seen as the norm, not as a problem
- Strengths are actively nurtured
- Support is provided at an early stage and is easily accessible
- The school works closely with parents and professionals
Many schools are already moving in this direction. Teachers regularly exchange ideas, develop new ways of learning and create structures that facilitate personalised learning. All-day schools, support programmes and multi-professional teams are examples of this. Of course, there are still challenges to be overcome. But the attitude of many schools is clear: they want to shape the future, not merely manage it.
Perhaps we sometimes forget that education holds great promise. A promise we can fulfil anew every day.
A fair school does more than just help individual children. It supports children who need more time. It challenges children who are looking for greater depth. It takes the pressure off families who want support. And it strengthens our society. When potential is identified early and nurtured over the long term, we lose fewer talented individuals. At the same time , self-confidence, a love of learning and mental resilience grow.
A shared task
Policy sets the framework. But everyday life unfolds between school and home. When parents encourage their child, ask questions and show trust. When teachers pay close attention and foster development.
When schools and parents communicate openly with one another, a supportive network forms around the child. Change rarely happens overnight. But it grows through a combination of commitment, experience and research.
I think of the children in the Karoo region. Their circumstances are challenging. And yet they are driven by a strong conviction: education can change the future. Perhaps we in Switzerland have come to take certain things for granted. Perhaps we sometimes forget that education holds great promise. A promise that we can fulfil anew every day.
A school that becomes more equitable takes nothing away from anyone. It gives more children the chance to show what they are capable of. And in the end, it is not just Kai or individual families who benefit – but all of us.
