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COVID-19 has disrupted education and has, in effect, created a series of problems for schools, families and students. In elementary school, standard operating procedures need to be adapted to completely new situations with little reliable information or guidance available on how to deal with this unprecedented situation or how long it will last. In many ways, this problem has a broken relationship in the education sector as priority schools need to quickly identify what is most important in their area and decide how to respond, and what resources will be provided. This challenges some of the ideas that highlight the way education policy works in England at the moment.
With financial support from UKRI / ESRC Rapid Response on the COVID-19 phone, my colleagues at UCL Institute of Education and I have been tracking the response of primary schools to the epidemic, since its closure, through research, interviews and document collection. We have chosen to focus on primary schools more accurately because they are always very connected to their local communities: they work at the right level so that they can identify and respond to local needs.
Our assignment results reflect this close communication between schools and their communities. At the beginning of the crisis, with teachers' priorities focused on student and family well-being, many teachers engaged in non-teaching activities - 72% of our respondents looked at how families were able to cope with nutritional, health and emotional needs. . Principals were talking to parents about welfare (86%), delivering learning materials with copies (55%), assessing student welfare at the door (42%) and running food banks or lunch distribution schemes (52%). They were in contact with local authorities and social services, and they were directing a problematic program for school meals vouchers. This emphasizes the important role that primary schools play in supporting their communities and in addressing needs.
It is not surprising, then, that such activities have been a priority for teachers in quartile schools with very high school meals, where demand is high. The 48% of teachers in these schools reported that they now know a lot about how 'poverty and overcrowding affect my student's lives'. Only 6% felt reassured that ‘most families in my school have the resources and knowledge needed to support children’s home learning’. 63% prioritized their education during the closing period, 'ensuring that children without access to the internet still have access to learning opportunities'. In contrast, the proportion of teachers in the poorest food distribution areas in schools was 16%, 46% and 47% respectively.
COVID has highlighted the profound effects of material poverty on children's lives. However the current approach to our education system does not accept this but we are here to provide you Assignment Writing in Australia with Statistics Assignment Help In UK . The responsibilities of schools to their students are defined in terms of achievement data in which they and their students will be judged on our high response system. Extensive social work schools that play in support of their communities are not part of this census. This unique diversity in the assigned work has placed the teaching profession in a state of intense opposition to the government during the epidemic, and not particularly to the question of initiation testing and testing.
When COVID made it clear to teachers about the need for change in the way our education system operates, it left the government untouched. Perhaps this is because the accountability system operates in small metrics that provide insufficient information on ground facts to encourage good decision-making. Such a system pushes schools to do what they are told, rather than knowing that they will do better in their circumstances. The informants do not fully understand the performance challenges facing each school. Something to give.
In this context we have presented three learning notes from our lesson to help move the debate on education and to give a voice to the concerns of teachers. Politicians' belief that high-level testing will keep schools up to date and ensure that all students make the same progress at the same time is not substantiated by the data. On the contrary, high-level testing often penalizes those schools that work with our poorest communities: as things stand, it brings them little help to turn things around. This can help to hide unsavory facts about the level of child poverty and the costs of economic restructuring in our poorest communities. It does little to fix things. We made three modest suggestions to help develop a strong Dissertation Help in Australia education system: We need strong communication across the education system that includes all stakeholders in imagining how things are going. Funding for schools that work with our poorest communities requires significant contributions towards meeting the basic needs of children, including food, mental health and well-being.
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