SCHOOL OF NURSING AND RESEARCH

SHARDA UNIVERSITY

NURSING EDUCATION

ASSIGNMENT ON

COVID 19 IMPACT ON EDUCATIONAL SECTOR

SUBMITTED ON-01/05/2020

SUBMITTED TO: SUBMITTED BY:

Ms. Shilpy Mittal Ms. Bhawna Joshi
Assistant professor M.sc ist year
Snsr Snsr

COVID 19 IMPACT ON EDUCATIONAL SECTOR

  COVID-19 definition is - a mild to severe respiratory illness that is caused by a
coronavirus (Severe acute respiratory syndrome coronavirus 2 of the genus
Betacoronavirus), is transmitted chiefly by contact with infectious material (such as
respiratory droplets) or with objects or surfaces contaminated by the causative virus, and
is characterized especially by fever, cough, and shortness of breath and may progress to
pneumonia and respiratory failure —called also coronavirus.
The Covid-19

 (Coronavirus) epidemic causing widespread panic, many areas of one’s daily life such as
education and work are being adversely affected.
 Precautionary measures taken by governments have forced schools, universities and
offices to lockdown.
 Thereby, higher educational institutions are capitalising on the growing trend to seek
education and training online by offering their own eLearning courses.However, it isn’t
just the educational institutions which are providing such opportunities.
 Acrosslimits and Greymatter, led by Angele Giuliano and Kais Badran respectively, are
renowned for their years of experience as advisors and consultants for different types of
businesses.
 Both companies provide training courses to up-and-coming entrepreneurs, those already
working in business, as well as those who simply possess an interest to further their
knowledge and skills.
 The main purpose of these online courses is to be as diverse as possible in order to meet
the needs of those who wish to enrol.

Training projects

 Acrosslimits has contributed to various training projects on a European scale. For

instance; the company participated in an EU initiative which has organised online
dementia care training courses for nurses.
 Apart from health, Acrosslimits has also partaken in the provision of projects within the
technological, educational and business sectors. Hence, a variety of courses are available
which take a modern approach to learning through utilising efficient software programs
to educate both trainers and trainees alike.
  These courses also adhere to the traditional methods of teaching by hosting real-time
classes.
 Such classes provide the opportunity for trainees to come together in order to
communicate with their trainer as well as share notes through an effective file-sharing
system.

Servicing the Fortune 500

 Similarly to Acrosslimits, Greymatter works towards providing the best services to

businesses. In fact, it has trained more than 70 of 500 fortune companies across 20
countries.
 Greymatter also boasts a variety of 65 available training programs, for which the best
experts are chosen to lead.
 Furthermore, it is the company’s belief that such courses be tailored to meet the specific
needs of the individual.
 A “one size fits all” approach does not always provide for the best solutions. Therefore,
efforts should be made to focus on individual successes.
 Additionally, Greymatter focuses on training leading figures within various industries.
Through enabling business leaders to become more proficient in training, customers will
undoubtedly receive top quality services.
 So, with no clear signs as to when the virus will cease, educational institutions and
workplaces alike may continue to stop functioning.
 The risk of prolonged stagnation thus looms in the air, yet both Acrosslimits and
Greymatter are providing you with solutions.

Formal education —
 As opposed to informal education or non-formal education — tends to refer to schools,
colleges, universities and training institutions.A 1974 report by the World Bank defined
formal education as the following:
Formal education:
 The hierarchically structured, chronologically graded ‘education system’, running from
primary school through the university and including, in addition to general academic
studies, a variety of specialised programmes and institutions for full-time technical and
professional training.
 The majority of data collected on the number of students and learners impacted by
COVID-19 has been calculated based on the closure of formal education systems .
 The UNESCO Institute for Statistics provides figures on students impacted by COVID-
19 corresponding to the number of learners enrolled at pre-primary, primary, lower-
secondary, and upper-secondary levels of education as well as at tertiary education levels 
Primary
 Primary or elementary education typically consists of the first four to seven years of
formal education.

An empty classroom in closed elementary school due to COVID-19

Secondary

A sign on a closed local school because of the coronavirus

 The International Baccalaureate Organization (IBO) canceled the examinations for
its Diploma Programme and Career-related Programme candidates scheduled between 30
April and 22 May 2020, reportedly affecting more than 200,000 students worldwide.
 The IBO stated that it would award candidates their diplomas or certificates based on
"their coursework" and "the established assessment expertise, rigor, and quality control
already built into the programme."
Tertiary (higher)
 Tertiary education, also known as higher education, refers to the non-compulsory
educational levels that follow completion of secondary school or high school.
 Tertiary education is normally taken to include undergraduate and postgraduate
education, as well as vocational education and training. Individuals who complete tertiary
education generally receive certificates, diplomas, or academic degrees.
Undergraduate education
  Undergraduate education is education conducted after secondary education and prior
to post-graduate education, for which the learner is typically awarded a bachelor's degree.
 Students enrolled in higher education programs at colleges, universities, and community
colleges are often referred to as "college students" in countries such as United States.
 The closure of colleges and universities has widespread implications for students, faculty,
administrators, and the institutions themselves.
 Colleges and universities across the United States have been called upon to issue refunds
to students for the cost of tuition and room and board.
 While $6 billion in emergency relief is to be made available to students during the
pandemic, Education Secretary Betsy DeVos decided on April 21, 2020 that it will only
be made available to those students who are also already eligible for federal financial aid.
 This rule will exclude tens of thousands of undocumented students who participate in the
government's Deferred Action for Childhood Arrivals (DACA, or "Dreamers") program
from being able to receive emergency relief funds.
Impact on local economies
 In the United States of America, colleges and universities operate as "mini-cities" which
generate significant revenue for cities, states, and regions. For example, Princeton
University contributed 1.58 billion USD to the New Jersey economy and students spent
about 60 million in off-campus spending. College and university closures have a domino
effect on economies with far-reaching implications.
 In March, Linda Bilmes of the Harvard Kennedy School noted that "local hotels,
restaurants, cafes, shops, car rental agencies and other local businesses obtain a
significant share of annual revenue from graduation week and college reunions... these
communities will suffer a lot of economic damage if the colleges remain closed at that
time."
 Small towns which rely on college students to support the local economy and provide
labour to local businesses are especially impacted by school closures and the exodus of
students from campus.[156] In Ithaca, New York, Cornell University students spent at least
$4 million a week in Tompkins County.
 In the wake of Cornell's decision to keep students home following spring break and
transition to virtual instruction, the Mayor of Ithaca called for "immediate and forceful
federal action — we will see a horrific economic impact as a result of Cornell University
closing."
Recommended alternatives[edit]

Digital assignment during COVID-19 pandemic in a Texas public school

UNESCO makes 10 recommendations:
1. Examine the readiness and choose the most relevant tools: Decide on the use high-
technology and low-technology solutions based on the reliability of local power supplies,
internet connectivity, and digital skills of teachers and students. This could range through
integrated digital learning platforms, video lessons, MOOCs, to broadcasting through
radios and TVs.
2. Ensure inclusion of the distance learning programmes: Implement measures to ensure
that students including those with disabilities or from low-income backgrounds have
access to distance learning programmes, if only a limited number of them have access to
digital devices. Consider temporarily decentralising such devices from computer labs to
families and support them with internet connectivity.
3. Protect data privacy and data security: Assess data security when uploading data or
educational resources to web spaces, as well as when sharing them with other
organisations or individuals. Ensure that the use of applications and platforms does not
violate students’ data privacy.
4. Prioritize solutions to address psychosocial challenges before teaching: Mobilize
available tools to connect schools, parents, teachers, and students with each other. Create
communities to ensure regular human interactions, enable social caring measures, and
address possible psychosocial challenges that students may face when they are isolated.
5. Plan the study schedule of the distance learning programmes: Organise discussions
with stakeholders to examine the possible duration of school closures and decide whether
the distance learning programme should focus on teaching new knowledge or enhance
students’ knowledge of prior lessons. Plan the schedule depending on the situation of the
affected zones, level of studies, needs of students needs, and availability of parents.
Choose the appropriate learning methodologies based on the status of school closures
 and home-based quarantines. Avoid learning methodologies that require face-to-face
communication.
6. Provide support to teachers and parents on the use of digital tools: Organise brief
training or orientation sessions for teachers and parents as well, if monitoring and
facilitation are needed. Help teachers to prepare the basic settings such as solutions to the
use of internet data if they are required to provide live streaming of lessons.
7. Blend appropriate approaches and limit the number of applications and
platforms: Blend tools or media that are available for most students, both for
synchronous communication and lessons, and for asynchronous learning. Avoid
overloading students and parents by asking them to download and test too many
applications or platforms.
8. Develop distance learning rules and monitor students’ learning process: Define the
rules with parents and students on distance learning. Design formative questions, tests, or
exercises to monitor closely students’ learning process. Try to use tools to support
submission of students’ feedback and avoid overloading parents by requesting them to
scan and send students’ feedback
9. Define the duration of distance learning units based on students’ self-regulation
skills: Keep a coherent timing according to the level of the students’ self-regulation and
metacognitive abilities especially for livestreaming classes. Preferably, the unit for
primary school students should not be more than 20 minutes, and no longer than 40
minutes for secondary school students.
10.Create communities and enhance connection: Create communities of teachers, parents,
and school managers to address sense of loneliness or helplessness, facilitate sharing of
experience and discussion on coping strategies when facing learning difficulties.

References
1. "COVID-19 Educational Disruption and Response". UNESCO. 2020-03-04.
Retrieved 2020-04-12.
2.  "Update from Cambridge International on May/June 2020 exams". Cambridge
International Examinations. Retrieved 23 March 2020.
3.  "May 2020 examinations will no longer be held". International Baccalaureate. 23
March 2020. Retrieved 28 March 2020.
Jump up to:a b c d e f g h i j
4.                    "Adverse consequences of school closures". UNESCO. 2020-03-
10. Retrieved 2020-03-15.
5.  Jump up to:a b Lindzon J (2020-03-12). "School closures are starting, and they'll have far-
reaching economic impacts". Fast Company. Retrieved 2020-03-22.
6. Jamerson J, Mitchell J (2020-03-20). "Student-Loan Debt Relief Offers Support to an
Economy Battered by Coronavirus". Wall Street Journal. ISSN 0099-9660.
Retrieved 2020-03-23.
7.  "Distance learning solutions". UNESCO. 2020-03-05. Retrieved 2020-03-23.
8.  Karp P, McGowan M (2020-03-23). "'Clear as mud': schools ask for online learning
help as coronavirus policy confusion persists". The Guardian. ISSN 0261-3077.
Retrieved 2020-03-23.
9.  "Schools Race To Feed Students Amid Coronavirus Closures". NPR.org.
Retrieved 2020-03-23.
10. SESSOMS, BEN. "Homeless students during the coronavirus pandemic: 'We have to
make sure they're not forgotten'". Statesville.com. Retrieved 2020-03-23.