It’s been over a year since the COVID-19 pandemic began, and in that time, children have barely set foot in school. Concerns over time away from school, academics, and activities are high, and many debates over the undesirable effect on children and their future. While theories are being tossed around and solutions are being sought, the UK Government has a proposal—to increase school timings from 8 AM-6 PM.
But the question is, is it worth it?
In order to help schools, colleges and education leaders prepare for teaching in the coming months, the OECD and the Global Education Innovation Initiative at Harvard University have collaborated on a new paper.
Schooling disrupted, schooling rethought – How the COVID-19 pandemic is changing education has collected data and analysed information on the education conditions faced in 59 countries.
The closure of schools during the coronavirus pandemic poses a significant threat to the ‘educational development of a generation of children’. That is the opinion of Francis Green, Professor of Work and Education Economics, UCL Institute of Education.
In a recent research paper, Green looks at whether schoolwork assigned during lockdown has resulted in educational poverty for students.
With schools now starting to open following the COVID-19 lockdown, many leaders and teachers will be wondering how well students transition to the classroom again.
But because a great deal of time will be spent on health and safety rather than learning content, how can schools ensure that students are getting a worthwhile experience?
According to new research by Cambridge University, a lack of time and resources may in fact be a blessing in disguise.