Education International
COVID-19 as a Focus of the 2021 Report Since 2018, the obvious impact of the COVID-19 pandemic cannot be underestimated. On the one hand, as schools and teachers executed an almost overnight shift in the delivery of teaching and learning, often using online technologies, the public and media support for the profession was obvious, perhaps partly because parents tasked with assisting their children’s learning at home came to recognise the skill and expertise in a range of domains each teacher possesses (Heffernan et al., 2021). On the other hand, where governments demanded that schools stayed open, or failed to provide adequate protections for teachers, or made seemingly arbitrary decisions about the safety of the teaching workforce (such as deciding it was unsafe for politicians to assemble but eminently safe for teachers to work with classrooms full of students without needing any protective equipment), teachers and their unions were represented in a very negative light. There are also more intangible effects of the pandemic, as teachers experienced significant stress in a number of areas. A recent UNESCO report found that the decision to close schools has a significant impact for communities, particularly for students and teachers (UNESCO, 2021). In England, from a longitudinal study of 8,000 teachers, very high levels of stress were reported when it was announced that schools would close in March 2020, and again when they re-opened in May (Allen, Jerrim, & Sims, 2020). As governments proceed with economic responses to the fallout of the pandemic, concerns are being raised about the impact on education funding. A report from the World Bank Group suggests that education budgets have declined by 65 per cent in low- and middle-income countries, and 33 per cent in upper-middle- and high-income countries (Al-Samarrai et al., 2021). In light of the issues raised in this report about the impact of under-resourcing on teachers’ work, the ongoing impact of the pandemic requires urgent monitoring. School closures carry high social and economic costs for people across communities. Their impact however is particularly severe for the most vulnerable and marginalised boys and girls and their families. The resulting disruptions exacerbate already existing disparities within the education system but also in other aspects of their lives. These include:
14
•
Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived of opportunities for growth and development. The disadvantages are disproportionate for under-privileged learners who tend to have fewer educational opportunities beyond school.
•
Poor nutrition: Many children and youth rely on free or discounted meals provided at schools for food and healthy nutrition. When schools close, nutrition is compromised.
•
Confusion and stress for teachers: When schools close, especially unexpectedly and for unknown durations, teachers are often unsure of their obligations and how to maintain connections with students to support learning. Transitions to distance learning platforms tend to be messy and frustrating, even in the best circumstances. In many contexts, school closures lead to furloughs or separations for teachers.
•
Parents unprepared for distance and home schooling: When schools close, parents are often asked to facilitate the learning of children at home and can struggle to perform this task. This is especially true for parents with limited education and resources.
