What schools need to get back to school

 

The quality of education for students and the economy of families are at stake. This is what institutions need to reactivate.

After flattening the contagion curve, countries have to start working on preventing new cases and preventing massive contagion while working on formulas to recover the economy. The big question is how you prioritize which industries should reopen first for the economy and your society to recover quickly and sustainably.

A methodology established by Tomas Puleo is to observe how important the business is to the community and how likely it is that this type of business will spread the virus. In this analysis, Tomas Puleo and his team state that there are industries in the upper right quadrant of the attached graph, such as supermarkets, that have a high probability of spreading contagion, but are very important for the community.

There are other industries in the lower left quadrant of the accompanying graph, such as casinos, that have a low probability of spreading contagion, but are not as important to the community.

In this graph, schools and educational institutions are in the category of highly relevant to the community with a low probability of spreading the contagion. This analysis assumes that educational institutions follow preventive measures and strict protocols to avoid the massive spread of the virus.

Educational institutions have to prepare to be able to comply with a list of priorities depending on the stage in which their community is with respect to Covid-19 cases and their contagion rate.

There are two reasons why governments are prioritizing opening schools alongside high-need and relevant industries: (1) academic impact and (2) economic impact. These two reasons will have to be analyzed in light of the challenges that schools will have when they reopen, which are: (3) Guarantee educational continuity regardless of the scenario that becomes reality and (4) Guarantee that schools do not become focuses of massive contagions.

The academic impact on students

Although students are receiving distance education, the reality is that very few schools, teachers, students, and parents were prepared to maintain the same level of rigor and quality that was reflected in face-to-face education. The current reality of distance education has an unfavorable academic impact on students that can be estimated by observing the impact of school holidays on the retention of knowledge from the immediately preceding school year.

The impact on student academic performance in an environment without adequate preparation to provide quality distance education can be worrisome. Many educational institutions are trying to replicate their face-to-face model in vitality without taking advantage of distance education for certain types of learning.

For those schools that have a school calendar that ends in June of each year, the priority will be to continue giving academic support to their students and families during the school holidays this year; This way, students would not fall behind so much for distance education, losing part of the knowledge that was developed in the 2019-2020 school year.

Some educational institutions in Latin America are exploring the possibility of extending their virtual education to coincide with the beginning of their next school year, usually in August or September. This would involve some important agreements from different stakeholders, but could minimize the negative academic impact on students. In the United States, several schools districts are exploring these types of alternatives.

For those schools that have a school calendar that usually begins in April of each year, the priority will be to extend 2020-2021 school year to make up for those months lost at the beginning of the pandemic. Technology will be the clearest tool that all schools will have to be able to make a more personalized follow-up of the academic progress of each student.

This would be almost impossible to achieve in the normal classroom wherein the best cases each teacher has 20 students. Many schools in Latin America is understanding that they can use this conjuncture situation to their advantage and personalize teaching with high-quality asynchronous programs that give the teacher the possibility of having greater control and data on academic performance per student.

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