By : Danish Dayar
chools are the centers of communities. They provide indispensible student-welfare services, like meals, health care, and other facilities. They care for children while parents work. These insights came into focus since last year when Covid-19 took charge and shuttered dreams of millions of school going children’s.
Education historians and researchers struggled to come up with a historical precedent to this brave new school-less world. The only certainty, they said, is that the long-term impacts for students will be severe, and most likely long lasting. Student learning will suffer in general—and longstanding gaps in performance between advantaged and vulnerable students will widen, a combination both of weakened instruction and the other social consequences of the pandemic.
Many areas of our UT lack the broadband access necessary even for a basic online-learning program. Those that could at least theoretically assume access for students don’t always have “one-to-one” devices or link-ups so each family and student can access their teachers. And those that manage to cross those hurdles are frantically trying to source appropriate materials for each level—even as it’s clear that some topics, like highly structured sequences for early reading, appear to be nearly impossible to teach well online.
For poorer children, homes are more likely to be overcrowded or noisy; children are more likely to rely on phones rather than tablets or computers; parents are also less likely to have had a positive experience of education themselves.
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Recently, a latest research indicates that a good majority of students have not been engaging with school since the shutdown in mid-March. Most experts agree that much better infrastructure is needed for remote teaching. For example, there is no national learning platform for schools. Instead, they are required to find their own solutions. They also point to the need for a full return to school, if at all possible, in order to begin the work of tackling learning loss.
Interrupted learning: COVID 19 put an adverse affect on students. There were adverse consequences of school closures. Poor students were deprived from the studies as they didn’t afford the mobile phones for online education. The other students who studied through online mode were also badly affected by these consequences. Low speed Internet is also an issue, which adversely affected the studies of students in entire Jammu and Kashmir. The poor network problem is a headache for teachers as well as students. Sometimes the students didn’t get the proper lectures due to poor network.
Unintended strain on health-care systems: Health-care workers with children cannot easily attend work because of childcare obligations that result from school closures. This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Social isolation: Schools are hubs of social activity and human interaction. When schools close, many children and youth miss out of on social contact that is essential to learning and development. Millions of children around the world are at increased risk of online sexual exploitation, violence and cyberbullying as they spend more time on virtual platforms due to the closing of schools amid COVID-19 lockdown.
Almost half the world’s 1.6 billion primary- and secondary-school students won’t return to school this year, Insights for Education estimates. More than 80% of these live in lower-income countries. In 52 nations across the economic spectrum, Covid-19 infections have actually increased during academic breaks.
Take care of your children and save them from virtual platforms.
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