Educational Changes During COVID - 19

This pandemic may completely change the state of education. Throughout history, the industry has been conservative and resistant to change. For centuries, it has been slate, and then a century of blackboard and chalk. Now, students can learn a lot of Google’s knowledge with just one click—much more powerful than the knowledge of any single teacher.

The coronavirus has facilitated school Zoom, Microsoft Teams and Google Classroom. This technology can turn the screen of a laptop computer into a classroom, where students and teachers can communicate with each other and can ask each other questions in truly collaborative online learning. Soon after the British blockade began, the Ministry of Education opened a new online school, the Oak National Academy. In the first week of school, learners across the country received 2 million lessons. Need is indeed the mother of invention. During the lock-in period, many of the 48 university technical colleges that I assisted in establishing and cooperating provided teaching plans from 9 am to 5 pm. Student attendance rates range from 50% to 95%.

Most students can use the latest laptops. However, some disadvantaged students do not, or can only use shared home laptops. The British government now sees the advantages of online teaching because it allows these students to use laptops. Our students love these virtual courses. They eliminate the long journey to school-some students travels three hours a day. They allow outstanding physics teachers (rarely seen) to reach not only their students but also students in schools where there are no physics teachers at all. In the future, virtual courses may allow students to attend school in person, for example, four days, and the fifth day is an online course. Computers have become very important, and I believe that every student should study computer science at the GCSE level. When it comes to future work, having a computer language will be a greater advantage than having a foreign language. Three years ago, Leigh UTC in Dartford was opened to 11-year-old children and taught them all of computer science.

When these 14-year-old students chose their technology major this year, 76% of the students chose computers. They know where the work will be. Editor’s note: The Financial Times provides important coronavirus reports for free to help everyone stay informed. Find the latest news here. This year, the GCSE exam has been replaced by strict teacher assessment. Why can’t this situation continue? These exams cause great anxiety to students, parents and teachers every summer semester, so that they can hardly learn: only test students’ memory. Now that education extends from 4 to 18 years old, the 16-year-old exam has no purpose. As early as 1950, these exams were meaningful because 93% of students went to work. Today, 93% of students continue to receive education and training. What students need now is to be assessed at the age of 14 to decide whether they need academic or more practical technical education. The university will also have to change. Students complained about the lack of time with the tutor.

 Today, teachers who use Zoom can meet and discuss with 10 or 12 students more frequently. The general degree examination will not be held this year. At Cambridge University, students of humanities, social sciences, and political science do not sit in the hall on three separate occasions to take a three-hour exam. Instead, they will receive one-third of the evaluation of their degree in the first three years of work, and pass two, three-hour “open-ended” exams to get two-thirds of the essays written at home. This is popular because writing on the computer is faster and easier to read. Students are allowed to refer to reference materials and books and should realize that instant recall is more important than the deeper understanding they have accumulated from a wider range of reading.

When the pandemic ebbs, Britain will not be able to return to a low-skilled economy because it will no longer exist. The unemployment rate for both graduates and university graduates is high. Schools should tell students that technical courses (possibly with paid apprentices) are the path to career success. Those who go to university should choose courses needed in the UK’s manufacturing and service industries. Three-quarters of UTC students take science, technology, engineering, and math courses at universities, twice the national average. This is a small step on the road to a highly-skilled economy. It will take more to make this journey.

Educational changes during COVID-19

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