It will take some time to get in the track.

I think it will lower your doubt: Children do not socialize properly, online teaching -no matter how good it may be- can NEVER adequately replace the direct teacher-student interrelation in the teaching-learning process (not counting the digital gap that many students suffer and that it does not allow them to adequately access online donation); students with special needs and / or learning problems and disorders cannot be adequately cared for through "ad hoc" Special Education programs; But, in the higher levels of education, in addition to part of what has been said, the lack of face-to-face workshops, external practices and a long etcetera is already noted

sorry: "without a doubt"

In the Indonesian context where there are disparities in technological development which have implications for not optimal online learning processes, the quality of education has a tendency to decline

The schools lockdown will considerably exacerbate existing inequalities in access to education. The poor children do not have access to the devices and data required to continue some form of learning, so their learning will certainly be impacted and their educational level will drop.

They will likely face this disparity throughout their lives, as they have almost lost a session already sitting at home, while children of more means will have their education relatively uninterrupted.

It will take some time to get in the track.

For children with social problems in school, distance education makes their performance rise. For children lacking food and witnessing family violence distance education add to the problems and the performance impairs.

Younger children will suffer the most consequence with regards to learning. However, this is not exclusive to them. I am conducting a research on university students, and the preliminary results for almost 50% of them is the feeling of having learned less compared to previous years.

@ Djemli Samir

I think at the end of the pandemic the educational level of our children and students drop due to various reasons which were already mentioned.

It will depend on policies.

I guess, there is no mental retardation, at this age there is only a forward gear!

Great question with vast answers. First it is important to define "educational levels". There will be students who do not fair well with their social-emotional learning skills while learning virtually. How do you teach empathy, kindness, sharing, cooperation, play-based learning, teamwork, problem-based learning over a computer screen for hours a day? How do you build relationships? Have a first date? School dances? School are more than academics. It was assemblies, concerts, field trips, charity work, meal togethers, community and connection. This includes colleges and universities too.

It was an opportunity for vulnerable children to feel safe and connected with the possibility of advancing in a world where economic and technological disparities are widening. Those that can afford to improve "educational levels" with tutoring, sure maybe those kids will graduate with a higher grade. They may also grade with increased mental health issues related to lack of exposure to the arts, music and theatre.

So, if one defines "educational levels" by grades and academics alone, then yes, many may fall behind. If we define "educational levels" by well how society raises the next generation of children, that will be test of time. The pandemic has offered a reset of priorities for many families.

As one person said, they may fall behind, but they are falling behind, together.

Peace.

I second Tim Szumlanski. It depends on how you operationalise 'education level'. Somewhere, COVID-19 has taught many great lessons in life that schools and universities would not have covered.

It will take some time to get students back on track in educational and social progress, but it is well worth the time if it saves their lives. Parents and alternative teachers have held the line presently, but this will likely cause a drop in both areas if the pandemic lasts much longer.

I teach math classes in the first year of engineering. I perceive, in general, important deficits in the previous formation of my students, in relation to previous promotions. This training deficit, in my opinion, is a direct consequence of the months of confinement that coincided with the end of the course for these students. It is clear that in certain subjects, such as mathematics, online teaching is only a substitute for face-to-face teaching. In fact, our teaching team has programmed some voluntary basic training workshops that are offered to students in order to overcome this training obstacle.

It depends how it is assessed - this is relative. Standards typically adjust to the new norm.

it possible that standard of education of some of our children and students may drop. especially those without parental control. Those whose academic books are covered since the lock down and they are now madly emerged into peer pressure, moving from place to place on boy girl love affairs, deeply into substance consuming.

Yes, dear Dr. @ Vishnu Kumar Gupta, has shown the right views, amid of the pandemic, students were involved e-learning and virtual class.

I fear there will be greater polarization. Good students will continue to succeed at a high standard, whereas students who require more assistance and direction will suffer a decline in performance generally.

The COVID-19 pandemic has resulted in at least one positive thing: a much greater appreciation for the importance of public schools. As parents struggle to work with their children at home due to school closures, public recognition of the essential caretaking role schools play in society has skyrocketed. As young people struggle to learn from home, parents’ gratitude for teachers, their skills, and their invaluable role in student well-being, has risen. As communities struggle to take care of their vulnerable children and youth, decisionmakers are having to devise new mechanisms for delivering essential services from food to education to health care.

I believe it is also valuable to look beyond these immediate concerns to what may be possible for education on the other side of the COVID-19 pandemic. It is hard to imagine there will be another moment in history when the central role of education in the economic, social, and political prosperity and stability of nations is so obvious and well understood by the general population. Now is the time to chart a vision for how education can emerge stronger from this global crisis than ever before and propose a path for capitalizing on education’s newfound support in virtually every community across the globe.

It is in this spirit that we have developed this report. We intend to start a dialogue about what could be achieved in the medium to long term if leaders around the world took seriously the public’s demand for safe, quality schools for their children. Ultimately, we argue that strong and inclusive public education systems are essential to the short- and long-term recovery of society and that there is an opportunity to leapfrog toward powered-up schools.

A powered-up school could be one that puts a strong public school at the center of a community and leverages the most effective partnerships, including those that have emerged during COVID-19, to help learners grow and develop a broad range of competencies and skills in and out of school. For example, such a school would crowd in supports, including technology, that would allow for allies in the community from parents to employers to reinforce, complement, and bring to life learning experiences in and outside the classroom. It would recognize and adapt to the learning that takes place beyond its walls, regularly assessing students’ skills and tailoring learning opportunities to meet students at their skill level. These new allies in children’s learning would complement and support teachers and could support children’s healthy mental and physical development. It quite literally is the school at the center of the community that powers student learning and development using every path possible

What a well-thought-out answer! I think that sometimes we are all so quick to find the negatives in a situation that we breeze right by the positives. You are correct in that we may never - at least in our lifetimes - have an opportunity like this where the emphasis is placed so clearly on the value that schools bring into our lives. The pandemic may well have given us all pause to consider and actually see the benefits in totality. I enjoyed your ideas, and I thank you for taking the time to contribute.

Laura McAliley - Thank You So Much Madam - Its an honour for me to present my views and Thanks a lot for your Comment .

It really depends on the student. One positive that can be gained from the situation is that online learning may have promoted independent/self-directed learning among most students.