Question

how to impove effect of covid on education??​

Answer 1

Answer:

Explanation:

School closures due to COVID-19 have brought significant disruptions to education across Europe. Emerging evidence from some of the region’s highest-income countries indicate that the pandemic is giving rise to learning losses and increases in inequality. To reduce and reverse the long-term negative effects, Ukraine and other less-affluent lower-middle-income countries, which are likely to be even harder hit, need to implement learning recovery programs, protect educational budgets, and prepare for future shocks by “building back better.”

At the peak of the pandemic, 45 countries in the Europe and Central Asia region closed their schools, affecting 185 million students. Given the abruptness of the situation, teachers and administrations were unprepared for this transition and were forced to build emergency remote learning systems almost immediately.

One of the limitations of emergency remote learning is the lack of personal interaction between teacher and student. With broadcasts, this is simply not possible. However, several countries showed initiative by using other methods to improve the remote educational experience, including social media, email, telephone, and even the post office.

Answer 2

School closures due to COVID-19 have brought significant disruptions to education across Europe. Emerging evidence from some of the region’s highest-income countries indicate that the pandemic is giving rise to learning losses and increases in inequality. To reduce and reverse the long-term negative effects, Ukraine and other less-affluent lower-middle-income countries, which are likely to be even harder hit, need to implement learning recovery programs, protect educational budgets, and prepare for future shocks by “building back better.”

At the peak of the pandemic, 45 countries in the Europe and Central Asia region closed their schools, affecting 185 million students. Given the abruptness of the situation, teachers and administrations were unprepared for this transition and were forced to build emergency remote learning systems almost immediately.

One of the limitations of emergency remote learning is the lack of personal interaction between teacher and student. With broadcasts, this is simply not possible. However, several countries showed initiative by using other methods to improve the remote educational experience, including social media, email, telephone, and even the post office.

Ukraine also implemented measures to support remote teaching and learning, starting with broadcasting video lessons via television and using online distance learning platforms. Organizations like EdCamp Ukraine organized online professional development and peer-to-peer learning opportunities for teachers to meet remotely and share experiences with online learning during the COVID-19 crisis. Ukraine also conducted information campaigns, such as “Schools, We Are Ready,” together with UNICEF, to inform teachers, administrators, students, and parents about the guidelines for safe and sustained learning under COVID-19 in the 2020–21 school year.

Unfortunately, despite best efforts to set up a supportive remote learning experience, evidence is emerging to show that school closures have resulted in actual learning losses. Research analyzing these outcomes is ongoing, but early results from Belgium, the Netherlands, Switzerland, and the United Kingdom indicate both learning losses and increases in inequality. Alarmingly, these losses are found to be much higher among students whose parents have less education, a finding reinforced by a study showing that children from socioeconomically advantaged families have received more parental support with their studies during the school closure period.

These emerging data, which provide