Open AccessRISKS OF LACK OF TRADITIONAL EDUCATIONAL PROCESS IN EDUCATIONAL INSTITUTIONS DURING THE COVID-19 PANDEMIC (ON UNESCO MATERIALS)
Author(s) -
Vitaliia Harapko,
Маріанна Бедевельська
Publication year - 2021
Publication title -
naukovij vìsnik užgorodsʹkogo unìversitetu. serìâ pedagogìka, socìalʹna robota
Language(s) - English
Resource type - Journals
ISSN - 2524-0609
DOI - 10.24144/2524-0609.2021.48.79-82
Subject(s) - attendance , pandemic , covid-19 , process (computing) , work (physics) , distance education , political science , descriptive statistics , order (exchange) , higher education , medical education , public relations , economic growth , business , psychology , mathematics education , medicine , disease , economics , computer science , engineering , mechanical engineering , statistics , mathematics , finance , pathology , infectious disease (medical specialty) , operating system
Although the World Scientific Society of Educators does not yet have sufficient evidence to measure the impact of school attendance on the risk of disease transmission, the harmful effects of a full transition to distance education are indisputable and affect the safety, well-being and education of children / students. and documents of many states. The purpose of the article is to determine the risks of the absence of a traditional educational process in educational institutions during the Covid-19 pandemic using the materials of the United Nations Educational, Scientific and Cultural Organization. The study was based on the following theoretical methods: analytical and descriptive methods of developing theoretical and critical sources and resources related to the implementation of the educational process, in order to determine the risks associated with providing distance learning during the Covid-19 pandemic. Analysis of contextual benefits and risks allows to determine the priority of educational institutions (or their components) to resume their work; priority of measures to reduce the risk of infection in educational institutions and communities; and focus areas for distance learning. Direct funding for education institutions most affected by the crisis, for example through formula-based funding, which gives priority to the most marginalized groups of pupils / students. From the point of view of mechanisms, scholarships for certain blocks and remittances (conditional or unconditional) to pupils / students should be considered. Tuition and other costs (school uniforms, etc.) should be waived where possible and other barriers to entry should be removed to maximize re-enrollment. We see prospects for further research in the analysis of ensuring the availability of educational materials / platforms, information, services and learning tools for people with disabilities in the process of obtaining education.