English / Aspol
Sheldon Sheffer, Chair, Board of Directors, Asia = Pacific Regional Network in early childhood (Arnik)
After the benefits 19, the world will not be the same for a long time. Life can be so different that the meaning of returning to any kind of routine may not be the world after the after -19. We must spend more time guessing how this pandemic is affecting the feasibility of acquiring SDG4. The time has come for us to take past talks about school logistics to deal with the policies needed to deal with the long -term loss of epidemic diseases. At least four major implications of education come to mind.
Before, Practical successes in all walks of development will be reversed and lost. Maternity, baby, and newborn deaths; Safety vaccine rates; Food Security; Poverty; And the school enrollment and completion rate will be affected. Parents can no longer afford to educate their children, and increase children’s labor. They can decide to extend domestic education despite the waves of Kovid -19 or other pandemic diseases, while students may decide not to return to school after their extension breaks.
Second, Young children will likely suffer the most damage from the pandemic. Their nutritional status will be damaged, their sense of security has been threatened, their health is compromised, and their academic and social emotional development has been seriously affected. They will often emerge more often than toxic domestic environment as a result of domestic violence and poverty. In which many of them will not make progress.
Third, Early childhood education and development (ECD) will suffer more than other levels of education. Government -driven schools and kindergartens will potentially keep their teachers (though with less salary) during and reopening the pandemic diseases. But many non -elite private schools and community -based ECD programs have already been closed. Without a salary, the staff can leave and the capacity of the ECD manpower, which has been increased over many years, will be seriously eliminated. Over the past two decades, a slowdown in enrollment in ECD programs worldwide can return to the many challenges they have faced a decade ago.
FourthExisting Discover In Access to Social Services, including Education will be promoted:
- Delays and disabled children, who often have additional help and target services in their ECD programs and primary schools, will not be able to find them at home and thus fall behind.
- Children living in poverty and living in rural and remote communities already have less access to the tools needed to benefit from distance education than their peers. After the benefits 19, their families will be less able to bear the cost of their registration (re -) in ECD programs and schools.
- Girls will probably be more backward in some contexts – will be less likely to go back to school, especially from poor families, which increase heavy domestic responsibilities and the chances of pregnancy and early marriage.
- Refugees and immigrants may face more notoriety for virus “bearers”, low access to technology, and education programs as even less financing.
- Ethnic and linguistic minorities will also suffer. The children who were being taught in the national language will be further behind, and those who are taught in their native language have no online lessons or printed content in this language.
In addition, education facilities may be failed, children’s education will be disrupted, and teachers will be ignored and distorted. Some may have even left the profession. The challenge would be that where the education was Previs 19 and the Enough of the Enough to reach SDG4 would become strong enough. The current dialogue is focused on the immediate response of the epidemic and reopening mechanics, and not to remove its long -term effects. There has been no debate about the solution to the aforementioned challenges. But some solutions can be imagined. For example:
- Move around the conversation The opening of schools Away from its major challenges from logistics matters, especially those that are related to growing inequalities and emissions that result in Kovide 19
- More fine of the nature and vastness of the epidemic Effects on the acquisition of SDG
- Make sure that most Backward people are given high priority Since school and ECD programs reopen, especially community -based ECD program and school and most affected families
- Promote Education activities (especially those who are low -tech and no tech) that have been effective with backward children During pandemic illness; For example, home -based learning kits, extra reading equipment for children without internet access, homework photos sent to teachers via mobile phones, free educational program streaming, home -based testing and apps for exams, etc.
- Design Program for backward and excluded children To guarantee that they can resume their education, fulfill the obstacles that have arisen, and solve the gaps that have increased:
- Extra assistance to delayed and disabled children
- Additional academic support for these students able to follow online and high -tech distance and online education programs
- Girls Extra efforts to ensure to come back to schools
- Psychiatric support to help children tension, anxiety and trauma resulting from COOD -19
- Ensure strong Support for teachers In recognition of the challenges they have faced (often without any or less salary) and encourage them to focus on the most backward children of the return to school.
- Provide School leaders help Who will play a vital role in management to reopen schools with special attention in schools in the poor/remote/backward areas.
- Adjust Official budget Make sure that no additional funds for reopening schools are provided to the student, but are based on the needs of different locations and groups.
There is a danger that the damage caused by the Covade -19 will take back the world where it was at the beginning of the time of sustainable development goals and Inchon Declaration (2015) or even the start of the time of Dakar (2000). There is a high risk of losing strong promises to the increase in early childhood development and more focus on elementary education, and many governments to achieve SDG, especially if the above points are not identified in the future.
