EDUCATION BEFORE AND AFTER COVID 19

The COVID-19 pandemic has shaken education systems in a way unprecedented in history, upending the lives of nearly 1.6 billion students and students in more than 190 countries on all continents. School farms and other school facilities have reached 94 percent of the world's school-going population and up to 99 percent in low- and middle-income countries. The crisis is exacerbating existing disparities in education, while a large number of children, youth and adults from among the most vulnerable groups of the population (residents of poor and rural areas, girls, refugees, disabled people and internally displaced persons) may not return to school. The lost time of learning not only damages the current generation, but can also undo decades of progress, especially with regard to girls' and young women's access to education and their school perseverance. In addition, about 23.8 million children and youth (from preschool to higher education) may abandon their studies or lose access to education next year only because of the economic consequences of the pandemic. As budget constraints intensify and development aid is reduced, education can also cope with this to serious funding problems, which would exacerbate the difficulties that already existed in this regard before the epidemic. Thus, for low- and middle-income countries, the financing deficit has reached a dizzying $148 billion per year and may now increase by a third.

At the same time, the crisis stimulated innovation in education. We have witnessed the emergence of innovative initiatives that have made it possible to conduct educational and training events – on radio, television or in the form of educational kits for the home. Distance learning programs have been developed thanks to the prompt intervention of States and partners around the world committed to ensuring the continuity of learning, including the UNESCO Global Coalition for Education. The crisis also reminded us of the crucial role of teachers and that the responsibility for the health and well-being of education workers lies with States and other partners.

Before the pandemic, the world was already facing the most serious difficulties in making education - a fundamental human right - a reality for everyone. Despite the fact that in many countries almost all schooling was primary, a significant number of children - more than 250 million- did not attend school, and almost 800 million adults were illiterate. In addition, for children attending school, education was far from guaranteed. It is estimated that about 387 million primary school-age children worldwide (56%) have not mastered basic reading skills.

The COVID-19 pandemic has caused the biggest disruption in the education system in history, affecting almost all students and teachers on the planet, in preschool and elementary schools, middle and secondary schools, technical and vocational educational institutions and educational institutions, universities and universities, adult education centers and professional development centers. As of mid-April 2020, the pandemic affected 94 percent of students and students worldwide, which amounted to 1.58 billion children and youth attending school from elementary to high school in 200 countries.

In the weakest education systems, a break in the school year will have a particularly detrimental effect on the most vulnerable students, those whose homes do not provide favorable conditions for further education. Their presence at home can also create financial difficulties for parents who have to look for solutions to care for children and take care of the food that the school provided. With schools closing and extracurricular activities ending, the measures taken to support learning and learning have been surprisingly innovative. However, they revealed serious disagreements, starting with the digital divide. Learning losses due to long school hours jeopardize many educational achievements. For education systems to be more sustainable, they need to be more flexible, more equitable and more inclusive.

The enormous efforts made in a very short time due to the shock experienced by education systems show us that changes that were considered difficult or impossible to implement yesterday are possible today. We must take this opportunity to find new ways to overcome the educational crisis and develop long-term solutions. Resilient education systems have the characteristic of being flexible. They are watching to ensure a strong articulation between the different levels and types of teaching, but also have the ability to implement other learning models.

However, the hybrid model poses difficulties with regard to recognition get a result. To preserve the integrity of systems, it is necessary to strengthen communications between formal and informal structures, especially with regard to registration, confirmation and accreditation knowledge and skills acquired during the various types of training. These closer links allow educational systems to be more equitable and inclusive, more effective in fulfilling its mission, more effective in conducting its activities and using its resources and better adapted to meet the needs of their audience and society in general.

The shock caused by the crisis COVID-19 for education is unprecedented. It delays the achievement of the goals set for the international community in this area and disproportionately affects the poorest and most vulnerable segments of the population. Nevertheless, education workers were able to show resilience and lay the foundations for recovery.

There is a risk of further deterioration of the situation in the context of negative feedback, when the loss of academic achievements and exclusion can lead to growth. Nevertheless, any negative dynamics, such as those that work in conditions of worsening socio-economic situation, is an inverted picture of positive dynamics that can lead to the future we want: inclusive education that reveals the potential of people and promotes their growth.collective development in all spheres of life thanks to investments in education systems.

The determination is there, and the resources remain untapped: use them not only to revive education, but also to meet the basic aspirations underlying it. States and the international community must remain true to their principles and carry out reforms so that children and young people can return to the future promised to them and that all education workers find a suitable place in this endeavor.

Список литературы:

1. Hamilton, L. S., & Ercikan, K. (2021). COVID-19 and U.S. schools: Using data to understand and mitigate inequities in instruction and learning. In F. Reimers (Ed.), Primary and secondary education during Covid-19. Springer.
2. Hanushek, E., & Woessmann, L. (2020). The economic impacts of learning losses. OECD. https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19- learning-losses.pdf