Education-as-a-Service: Reflections based on the existing literature and reshape the industry
Decisions made today in the context of COVID-19 will have long-term consequences for the futures of education. Policy-makers, educators and communities must make highstakes choices today — these decisions should be guided by shared principles and visions of desirable collective futures. However, learning has not stopped but is now fully taking place online as schools and universities provide remot e schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning.
COVID-19 has brought many existing patterns and trends to the surface. On the one hand, we have been shown many weaknesses and vulnerabilities: these include an accentuation of inequality, risks that follow from the privatization of education, and just how unprepared we were for a massive shift to digital and distance learning. On the other hand, some positive features within our societies have also become increasingly visible. We are seeing solidarity and a strong, resilient response to challenges in many societies. We are seeing increased attention to the public good. And, we are seeing resourcefulness, dedication and creativity from the many teachers, families and students who are collaboratively building remarkable learning experiences.
It looks at the different direct and indirect ways through which the virus, and the measures adopted to contain it, may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short term ones.
The pandemic has forced a massive shift away from learning and teaching in traditional settings with physical interactions. This is a major problem for children living in poverty worldwide, who often rely on the physical setting of their schools to provide educational materials, guidance, and, sometimes, the only decent meal of the day. In their homes, especially during times of confinement or quarantine, children can face multiple forms of abuse and violence. Crowded conditions, a general lack of resources, particularly digital devices and connectivity, mean that typically the cost — in terms of education and general well-being — of the current health crisis will be highest for populations that are already vulnerable. And, for learners of all ages, as internships and apprenticeships have been cancelled, technical and vocational education programmes closed down, and community centres shuttered, it is those who have the least resources to begin with who will be harmed the most. These are problems that must be tackled now, lest disadvantage propel further disadvantages.
As educationist operate through a global pandemic, many are rethinking all aspects of their course work in order to prepare for the ‘new normal.’ While the disruption in learning caused by COVID-19 is unprecedented, important insights about its possible impact can be gained from findings of relevant existing studies and pre COVID-19 data.
In recent weeks, numerous documents have been issued by a wide range of organizations providing extensive guidance on how to react to this crisis. Our intention here is to identify and focus on the areas where immediate decisions made now in the short-term have the greatest potential long-term implications. In these moments of crisis and uncertainty, we have to reaffirm our principles, otherwise we are at the mercy of the idea-of-the-week or illusory ready-made “solutions”. Nothing can substitute for collaborative work, collective thinking, dialogue and co-construction.
The switch from offline to online learning caused by COVID-19 is likely to affect negatively those children, in primary and lower secondary schools, who have higher difficulties in adapting to the new learning environment. The switch is also expected to exacerbate existing educational inequalities. More vulnerable students, such as for instance those from less advantaged backgrounds, are especially likely to fall behind during this emergency period. These students are less likely to have access to relevant learning digital resources (e.g. laptop/computer, broadband internet connection) and less likely to have a suitable home learning environment (e.g. a quiet place to study or their own desk).
I close this short report with words of hope and trust. The situation we face is so dramatic and difficult that we cannot afford to be pessimistic. We are facing the biggest changes in education since public schooling emerged in the 19th century. The urgency of improving on the world that was before presents us all with a real challenge and responsibility. High quality data (especially in the area of assessment) can provide valuable information about how to best support students in times of disruption and uncertainty.
