DATE: 30/12/2021

TO

Dr. Anup Kumar Samantray,

Dean(IBCS), SOA UNIVERSITY

Dear Sir,

Greetings of the day! I would like to report on the COVID-19 effect on education. A new buzz has
entered the market with the name coronavirus or COVID-19. Within just a few months, you have
come to know about the pandemic and one of the most feared viruses of the 21st century. The
coronavirus originated in China from Wuhan city which is the capital of Hubei province. Wuhan is also
the largest city in Hubei and the most populous city in Central China.

We present here the first case of COVID-19 infection reported in Kerala, India. On January 27, 2020, a
20 yr old female presented to the Emergency Department in General Hospital, Thrissur, Kerala, with a
one-day history of dry cough and sore throat. There was no history of fever, rhinitis, or shortness of
breath. She disclosed that she had returned to Kerala from Wuhan city, China, on January 23, 2020,
owing to a COVID-19 outbreak there.

Before delving deeper, let us first see what coronavirus is? As we know coronavirus hailed from
China; coronaviruses are a vast family of viruses that are responsible for causing illness that ranges
from the common cold to severe diseases including Middle East Respiratory Syndrome (MERS-CoV)
and Severe Acute Respiratory Syndrome (SARS-CoV).

The gamut of coronavirus is still unknown but many industries and sectors including education and
health care are highly affected. But with the help of the internet and electronic devices, we can
overcome any challenge.

Sincerely,

Parvind Kumar Agarwal

Registration no- 2161301181

Section - A

IBCS, SOA University

Sl. No Content Page No.
1 Elementary 1-2
2 Introduction 3-4
Findings, Discussions & Graphs
3 Findings 5-7
4 Discussions 8
5 Graphs 9
6 Recommendations 10
7 Conclusion 11
8 References 12
 Executive summary
In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Public health
groups, including the U.S. Centers for Disease Control and Prevention (CDC) and WHO, are monitoring
the pandemic and posting updates on their websites. These groups have also issued
recommendations for preventing the spread of the virus that causes COVID-19.
For all those currently in the education system, the COVID-19 crisis marks a critical moment in
students’ learning pathways, with potential implications well beyond the crisis. Widespread
institutional closures and subsequent estimated learning losses, as well as continued disruption as
institutions begin welcoming students back under new constraints, are likely to have a significant
educational and economic impact on individuals and societies for years to come. This means that
merely returning education to the status quo of the old normal, which was already failing to meet the
needs of all learners, is not an option. Policy makers must therefore support all actors across the
education system to maintain the momentum of collective emergency action and leap forward into a
better normal.
Three insights emerge from the crisis as launch pads from which to make such a leap. Firstly,
institutional closures and emergency efforts for educational continuity have made it clear that
learning does not need to be constricted within the four walls of an educational institution, but, with
the right relationships and mind-sets in place, can occur anywhere and at any time. Secondly, the
crisis has revealed that education systems are not too heavy to move and, although it is challenging,
it is possible for education actors to reach agreements that can make significant change happen in
education. Finally, the crisis has emphasised that only resilient education systems that plan for
disruption, and that withstand and recover from adverse events, will be able to fulfil the fundamental
human right to education, whatever the circumstances, and foster the level of human capital
required for successful economies and societies.
Today’s education systems therefore face the critical task of balancing the
crisis-induced urgent challenge of building greater resilience and the important challenge of
increasing responsiveness to the changing needs of learners in a post-industrial society. But what are
resilience and responsiveness in education? Throughout 2020, the Education Policy Outlook (EPO)
has been drawing on insights from a decade of policy analysis, as well as other relevant OECD work
and ongoing collaborations with over 40 participating education systems, to develop a Framework for
Responsiveness and Resilience in education.
Lesson one 

calls on education systems to capitalise upon the full spectrum of different modes of educational
delivery by nurturing resilient mind-sets that value people and processes over classrooms and
devices. Analysis of the system-level guidelines in place and the current delivery modes adopted
across participating education systems indicates that some new remote modes of delivery prevail,
even as institutions reopen, and that, to support this, many countries are working to adapt
pedagogical practices in areas such as personalised and flexible learning and building digital (1)
capacity. However, countries need to embrace the opportunity to move beyond a binary model of
education (online or offline) towards an approach which effectively harnesses learning in all its guises

Lesson two

 grows out of lesson one, investigating more deeply how policy makers can effectively support
educators to gain the new knowledge and skills they need for a better normal. Analysis reveals that
carefully designed policy processes relating to professional learning can combine both the key policy
components of effective professional development with key policy levers for educator resilience and
responsiveness.

Lesson three

 also takes a deeper dive into aspects of lesson one, exploring approaches to the urgent task of
addressing learning gaps exacerbated by crisis. Analysis reveals policy approaches that combine both
the key policy components of effective learning interventions with key policy levers for student
resilience and responsiveness (well-being, evaluation and assessment, capacity building, and
home-school link).

(2)
 INTRODUCTION
The COVID-19 pandemic has affected educational systems worldwide, leading to the near-total closures of
schools, early childhood education and care (ECEC) services, universities and colleges.

Most governments decided to temporarily close educational institutions in an attempt to reduce the spread of
COVID-19. As of 12 January 2021, approximately 825 million learners are currently affected due to school closures
in response to the pandemic. According to UNICEF monitoring, 23 countries are currently implementing nationwide
closures and 40 are implementing local closures, impacting about 47 percent of the world's student population. 112
countries' schools are currently open.

In general, having fewer education options has globally impacted people with less money, while people with more
money have found education. New online programs have shifted the labor of education from schools to families
and individuals, and consequently, people everywhere who relied on schools rather than computers and home life
have had more difficulty accessing their education. Early childhood education and care (ECEC) as well as school
closures impact not only students, teachers, and families, but have far-reaching economic and societal

consequences. School closures in response to the pandemic have shed light on various social and economic
]
issues, including student debt, digital learning, food insecurity, and homelessness, as well as access to childcare,

health care, housing, internet, and disability services. The impact was more severe for disadvantaged children and

their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic
cost to families who could not work

In response to school closures, UNESCO recommended the use of distance learning programmes and open
educational applications and platforms that schools and teachers can use to reach learners remotely and limit the
disruption of education.

Multiple countries successfully slowed the spread of infection through school closures during the 2009 H1N1 Flu
pandemic. School closures in the city of Oita, Japan, were found to have successfully decreased the number of
infected students at the peak of infection; however closing schools was not found to have significantly decreased
the total number of infected students. Mandatory school closures and other social distancing measures were
associated with a 29% to 37% reduction in influenza transmission rates. Early school closures in the United States
delayed the peak of the 2009 H1N1 Flu pandemic. Despite the overall success of closing schools, a study of
school closures in Michigan found that "district level reactive school closures were ineffective."
Previous outbreaks of infectious diseases have prompted widespread school closings around the world, with
]
varying levels of effectiveness. Mathematical modelling has shown that transmission of an outbreak may be
] ]
delayed by closing schools. However, effectiveness depends on the contacts children maintain outside of school.
School closures appear effective in decreasing cases and deaths, particularly when enacted promptly. If school
closures occur late relative to an outbreak, they are less effective and may not have any impact at all. Additionally,
in some cases, the reopening of schools after a period of closure has resulted in increased infection rates. As
closures tend to occur concurrently with other interventions such as public gathering bans, it can be difficult to
measure the specific impact of school closures. (3)
During the swine flu outbreak in 2009 in the UK, in an article titled "Closure of schools during an influenza
pandemic" published in the Lancet Infectious Diseases, a group of epidemiologists endorsed the closure of
schools in order to interrupt the course of the infection, slow further spread and buy time to research and
produce a vaccine. Having studied previous influenza pandemics including the 1918 flu pandemic, the influenza
pandemic of 1957 and the 1968 flu pandemic, they reported on the economic and workforce effect school
closure would have, particularly with a large percentage of doctors and nurses being women, of whom half had
children under the age of 16. They also looked at the dynamics of the spread of influenza in France during
French school holidays and noted that cases of flu dropped when schools closed and re-emerged when they
re-opened. They noted that when teachers in Israel went on strike during the flu season of 1999–2000, visits to
doctors and the number of respiratory infections dropped by more than a fifth and more than two fifths
respectively.

(4)
 FINDINGS, DISCUSSIONS & GRAPHS
More than 1 billion children are at risk of falling behind due to school closures aimed at containing
the spread of COVID-19. To keep the world’s children learning, countries have been implementing
remote education programmes. Yet many of the world’s children – particularly those in poorer
households – do not have internet access, personal computers, TVs or even radio at home,
amplifying the effects of existing learning inequalities.With school closures across 188 countries (as
of April 2020), many of them are exploring alternative ways to provide continuous education using
technologies such as Internet, TV, and radio. However, access to these technologies is limited in
many low- and middle-income countries, especially among poor households.

Findings

Finding of Heath and Ability of Students abroad due to Covid-19

(5)
(6)
The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students

Impact on education sectors due to COVID-19 Closures

Overall impact of Covid-19 lockdown on Students (7)

Discussions

All round Response on impact of Corona Virus Children

Positive sides of Corona Virus on education after a discussion

(8)
Graph

Graph about allround suffering of different education sectors

Staff and Students Joining while Infections

(9)
RECOMMENDATIONS TO STOP SPREAD OF COVID-19
In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Public health groups,
including the U.S. Centers for Disease Control and Prevention (CDC) and WHO, are monitoring the pandemic
and posting updates on their websites. These groups have also issued recommendations for preventing the
spread of the virus that causes COVID-19.

What can I do to avoid becoming ill?

If you haven't gotten a COVID-19 vaccine, you can reduce your risk of infection from the COVID-19
virus and reduce the risk of spreading it to others. The CDC and WHO recommend following these
precautions:

● Keep at least 6 feet (2 meters) of distance between yourself and people outside your
household.
● Avoid crowds and indoor places that have poor airflow (ventilation).
● Wash your hands often with soap and water for at least 20 seconds. If you’re not able to
wash your hands, use an alcohol-based hand sanitizer that contains at least 60% alcohol.
● Wear a mask in public places, especially when social distancing is difficult.
● Cover your mouth and nose with your elbow or a tissue when you cough or sneeze. Throw
away the used tissue. Wash your hands right away.
● Avoid touching your eyes, nose and mouth.
● Clean and disinfect often-touched surfaces daily.

If you have a chronic medical condition, you may have a higher risk of serious illness. Check with
your health care provider about other ways to protect yourself.

To prevent infection and to slow transmission of COVID-19, do the following:

● Get vaccinated when a vaccine is available to you.

● Stay at least 1 metre apart from others, even if they don’t appear to be sick.
● Wear a properly fitted mask when physical distancing is not possible or when in poorly
ventilated settings.
● Choose open, well-ventilated spaces over closed ones. Open a window indoors.
● Wash your hands regularly with soap and water or clean them with alcohol-based hand rub.
● Cover your mouth and nose when coughing or sneezing.
● If you feel unwell, stay home and self-isolate until you recover.

(10)
 CONCLUSION

As policymakers and educators prepare to restart schools in the midst of the COVID-19 pandemic, it is
imperative that we transform our ideas of school to match the demands of this historic moment. It is
clear that returning to business as usual in education is not possible and that we must think of
“school” in deeply different ways. Irrespective of the approach taken to instruction or the medium
through which it takes place—online, in person, or a hybrid—policymakers and educators need to
ensure that all children, regardless of income, can participate in supportive and meaningful learning
experiences. To accomplish this, our education system needs to transform our ideas of school to
match the demands of this moment, focusing on authentic learning and equity and harnessing the
knowledge of human development, learning, and effective teaching accumulated over the last
century and needed for the next. The COVID-19 pandemic prompted federal, Tribal, state, and local
leaders to double down on efforts to address the digital divide, which has long impacted students
and families with limited access to affordable broadband internet at home. A sense of urgency
catalyzed leaders at all levels around the goal of ensuring continuity of learning for our nation’s
students. As a result, long-standing barriers—siloes that can prevent cross-sector collaboration,
bureaucratic red tape that can stall projects and limit action—were overcome to connect students
and families on accelerated timelines.

The digital divide is a national challenge that requires coordinated federal, Tribal, state, and local
efforts and tailored, localized solutions. Although progress was made during the pandemic, it is
imperative to maintain a collective sense of urgency to ensure equitable access to home internet
access and high-quality education for students.

This report provides an overarching framework to inform the restart of schools for the 2020–21
school year while also providing a long-term vision that can guide leaders toward new and enduring
ways to address educational quality and inequity. Building upon other student-centered,
equity-oriented guidance that has been developed, this framework synthesizes key ideas, evidence,
state and local examples, and policy recommendations and organizes them within a broader
framework focused on authentic learning and equity and grounded in research spanning early
childhood through secondary schooling. It is our hope that this work will help enable state, district,
and school leaders along with educators to seize this moment to strengthen learning opportunities
and close opportunity and achievement gaps.

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