ESSAY on New insight gained in this Pandemic
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Answers
Explanation:
COVID-19 Pandemic:
Insights from RAND
The outbreak of the novel coronavirus first detected in late 2019 has now become a global pandemic. This has led not only to widespread illnesses and deaths, but also to economic devastation, day-to-day challenges, and long-term uncertainty for people all over the world.
RAND research and expertise provide insights and analysis that can assess the effects of this monumental crisis—and help determine the best ways forward.
How can hospitals ensure that they have sufficient critical care capacity to treat a surge of COVID-19 patients? What might it take for the global economy to recover from the pandemic? How are schools, teachers, and students dealing with the transition to distance learning?
These are just a few of the important questions that RAND researchers are tackling as the pandemic continues to unfold. Their efforts can help inform immediate policy responses to address the disastrous effects of COVID-19—and help communities, businesses, and individuals recover long after the disease stops spreading.
Answer:
Eassy....
Explanation:
Firstly, students and teachers have realised how exhausting it is to be on screens all day long. Remote learning has reminded us that powerful learning can only happen when we are engaged, energetic and focussed. If it becomes a question of filling in hours then we are missing the point.
This is why good practice during this remote learning experience has been to reduce screen time and modify the curriculum accordingly. Researchers at the University of Peking have said that “online sessions between 15 to 30 minutes are most effective”. This must cause some reflection on how effective current models of education are where students are in classrooms for hours upon hours with few breaks.
Second, schools have understood that this is not just remote learning, it is learning during a pandemic. Anxiety, uncertainty, fear and isolation have become more prevalent. Checking in with students to make sure that they are coping has become extremely important, as has allowing students opportunities to connect with one another in chats or video conferences during remote lessons.
Keeping the ritual of schooling, with its registrations and moments of social interaction and students staying in contact with their peers and friends is important psychologically during this crisis, according to UNICEF. This begs the question of whether classroom rules in most schools are mindful of children’s basic social and emotional needs. There is a risk that by focussing on academics only, schools are forgetting that wellness needs to come first.
Thirdly, many students have been left behind because of lack of access to appropriate bandwidth or devices and lack of school readiness while others have been able to accelerate their digital learning through sophisticated software, access to high performing devices and highly trained teachers. This digital divide has been exacerbated by the crisis and will leave gaps in many children’s learning. Governments, districts, and schools must make every effort to ensure that systems and infrastructures are able to cope with future lockdowns to minimise this