Going to school isn’t just for fun; it also assists a child’s ability to become socially involved. Above all, it strengthens their abilities, and the child learns important skills that he will use in his everyday life. If a child misses even one day of school, he will have a great deal to catch up on to be on an equal level with his peers. Countries around the world instructed school closures in response to the C-19 outbreak to prevent the spread of the infection.
Students not accustomed to attending online classes, and even teachers were not aware of how to use the technology to facilitate the students. It impacted the education system in Pakistan. During online classes, the majority of the students pay less attention to the lecture. Moreover, the student’s ability to interact also affected.
The closure of academic institutions due to COVID-19 directly impacted 40 million school-aged children ranging from pre-primary to secondary school, exacerbating the risks and vulnerabilities of an already lowered educational system. Concerns about how the disqualification of face-to-face education will affect student learning have raised. There is a lack of data on this subject, and evidence of learning loss during lockdown has taken a long time to emerge. In contrast to other sectors such as business or health, school systems rarely provide data at regular intervals. Online solutions for instruction, let alone assessment and accountability, have proven difficult to implement for schools and teachers. Previous crises have shown that education cuts can have long-term consequences. As a result, four years after the 2005 earthquake in Pakistan, a whole group of students of ages three through fifteen had lower academic performance despite extensive remediation efforts.
While school closures have aided in social distancing measures, they may have serious consequences for education and learning. Whereas previous research from other countries examined the effects of summer break on learning as well as breakdowns caused by events such as severe weather or teacher strikes, COVID-19 presents a unique problem. Because of the pandemic’s health and mortality uncertainties, as well as the devastating impact of social isolation, parents are less able to provide learning support – all of which incur additional psychological costs.
When schools were closed, there was no learning opportunity, and previous knowledge is likely to be forgotten. The Annual Status of Education Report (ASER) Pakistan, conducted promptly by Idara-e-Taleem-o-Aagahi (ITA), is Pakistan’s largest citizen-led household-based survey, ensuring adequate honest evaluation estimates of education status and acquiring knowledge outcomes for children aged 5-16 years living in rural districts. A large-scale survey could not conducted resulting from the emergence of COVID-19 in 2020, so it consented to initiate a limited survey in collaboration with UNICEF to analyze the pandemic’s effects on learning. The UNICEF-funded study is one of the first to use the ASER method to assess COVID-19 learning loss, in which children tested in three basic competencies: Urdu/Sindhi/Pashto reading, English, and arithmetic, across 16 districts using a representative sample.
Impact Of Covid-19 Education In Pakistan in both good and bad ways because students and teachers have learned the use of new technologies and are now aware of how to operate new applications like Zoom and Google Meet. But the bad impact of online learning is that students now so indulged in their phones, and they also rely on social networking sites to get knowledge. The previous knowledge seems to fade in students, and their speaking and reading abilities have affected.
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