find out three major sectors indirectly related to educational fields which affected by COVID 19
Answers
1. Implement learning recovery programs. Most immediately, governments must ensure that students who have fallen behind receive the support that they need to catch up to expected learning targets. The first step must be to carry out just-in-time assessments to identify these students and their support needs. Research has shown that 12-week programs of tutoring can help students make the kind of progress that would be expected from three to five months of normal schooling. In Italy, middle school students who received three hours of online tutoring a week via a computer, tablet, or smartphone saw a 4.7 percent boost in their performance in math, English, and Italian.
2. Protect the education budget. Given the significant financial strain that economies have been under during the pandemic, some countries may face government budget cuts that could jeopardize the gains that have been made in recent years in terms of access to education and improved learning outcomes. To ensure a resilient recovery, it is essential that the education budget be protected and that the schools that need financing the most are supported. To help the most vulnerable students, governments should prioritize by directing much of the funding and resources to support schools delivering remote instruction, particularly if those schools are serving high-poverty and high-minority populations. To encourage students to remain in school, incentives such as scholarships may need to be implemented. Yet learning recovery programs will not be feasible without substantial financial support. In the presence of budget cuts, affluent families will be able to continue to fund educational boosts like tutoring; however, lower-income families will not as easily be able to fill this gap. For example, the United Kingdom announced a £1 billion pupil catch-up fund that contained a portion set aside for tutoring and the National Tutoring Programme with a £76 million budget. Clearly, significant budget allocations and further actions will be needed to return to previous levels of learning.
3. Prepare for future shocks by building back better. It is imperative that we not only recover from the pandemic but that we use this experience to become better prepared for future crises. To support this aim, countries need to build their capacity to provide blended models of education in the future. Schools should be better prepared to switch easily between face-to-face and remote learning as needed. This will protect the education of students not only during future pandemics, but also during other shocks that might cause school closures, such as natural disasters or adverse weather events. It will also create opportunities for more individualized approaches to teaching and learning. With this in mind, it will be necessary to develop flexible curricula that can be taught in person or online. Additionally, teachers need to be better equipped to manage a wide range of IT devices in the event of future school closures. Offering short training courses to improve their digital skills will help. Using the post-pandemic period to rebuild education systems and make them resilient is a priority. At the same time, it is important to build a future education system that can make better use of blended learning models to reach all learners at their level and to provide more individualized approaches to teaching.
Although this is a long-term process, Ukraine is already taking steps in this area. The authorities have developed regulations for distance education, and efforts are ongoing to continue to expand the number of schools with internet connectivity and access to digital devices and equipment to allow for greater use of blended learning approaches in schools going forward. Even so, “building back better” requires bold action and a vision for the kind of human capital Ukraine will need to grow and thrive in the future. It is critical to continue the larger education reform process that was started initially in 2014, including both the New Ukrainian School (NUS) initiative in school education and the reform of higher education in line with the standards of the European Higher Education Area. Ukraine’s MOES is preparing a project with the World Bank to support learning continuity and operational resilience in higher education through initiatives to expand digitalization in the education sector. These efforts will help higher education institutions to recover from the impacts of COVID-19 while also adapting to more resilient and flexible approaches going forward.
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