How Covid-19 Has Reshaped the Education Structure For Secondary School?
Worried about the academic year that is about to take place next year? Or simply considering changes that are going to take place with the implementation of new learning methodologies? If yes, this article is just what you are searching for. Continue to read how the pandemic has changed our traditional education structure for secondary schools.
In the midst of fear of the third wave with a new coronavirus variant, it is hard to predict more than a few months in the future as we are still living in a dense fog. Experts are predicting that this will change humans as a species. Perhaps, but we are still uncertain in which way, is it going to affect our health? Our lifespan or anything fundamental like our primary, and secondary schools and colleges in the long-term? If so, how?
In the beginning, when the first wave of Covid-19 hit the world, nobody was prepared to go through changes like long quarantine, lack of healthcare facilities, lack of supplies and more. However, nobody would claim that the world hasn’t changed. People are now taking precautions, the government is prepared with all backup support, medicine stock, ventilators and vaccines to face any emergencies. But is it going to change the ways we used to live and operate in the past? Of course. Although many have adapted to the new world, for parents, students and teachers, it is still possible that schooling will no longer go back to the way they were before.
How will the Pandemic reshape the education structure?
When the first wave of coronavirus knocked on our doors, the immediate risk control decisions led millions of students into temporary “home-schools’ ‘especially in heavily affected countries like- Italy, India, China, and South Korea. This was the first step toward changing academic institutes on a global level, with centuries-old approaches to teaching. However, Covid-19 has become a catalyst for institutes to come up with innovation to make the teaching structure more dynamic.
With technologies becoming more prevalent, many primary and secondary schools can truly embrace the learning “anytime and anywhere” concept through different digital means.
Public and private sectors can partner up
In the last two years, we have seen learning consortiums taking shape with the participation of various stakeholders- including educational professionals, government, publishers, telecom networks and technology providers to create an online learning platform by utilizing digital means.
Last year in India, the Ministry of Education assembled a group of diverse professionals to create free e-learning platforms to keep the learning and teaching system uninterrupted and ongoing. The platform contains different courses that can easily access by students, teachers, and professionals anytime from anywhere.
Through this example, it is clear that education innovation is gaining way more attention than any other project. Hence, it can predict that great interest and investment will come from both private and public sectors to support school admission in Noida along with online learning.
Increased dependency on digital
Most primary and secondary schools in Delhi are facing minor or no difficulty in conducting online sessions with students but if we look at the current condition in remote areas, we may find that schools are facing stop-gap solutions to continue teaching amidst Covid-19.
As teaching heavily depends on the level and quality of digital access, the quality of learning impact by lack of access to digital devices and stable internet connection. The only way to fill this gap is to decrease the cost and increase the quality of access across the country.
The rapid spread of Covid-19 has not only exposed the rigid learning structure we have been following for ages but also demonstrated the importance of building resilience in our system. Moving forward we hope to see some growth with next year’s school admission in Noida.