In the past two to three years, schools of all levels have had to incorporate new technologies to continue providing remote education to students. School management software now does not only streamline and simplify administration. No longer are they merely devices for automating and directing school operations, infrastructure, activities, and processes. They now facilitate distance learning along with learning management systems (LMS), enabling teachers and parents alike to assist children in remote learning.
COVID-19 Impact on Students
Due to school closures to contain COVID-19, more than 1 billion children were predicted to fall behind. (UNICEF, 2020a) The pandemic indeed compelled schools to enhance their management systems to address the need to continue educating children despite the struggles of the time.
However, early into the pandemic, while 90% of countries adopted digital and/or broadcast remote learning, 60% did so for pre-primary education. In response, governments put in place measures to ensure learning continuity through broadcast or digital media, reaching 69% of pre-primary to secondary schoolchildren globally. (UNICEF, 2020b) But there was still a significant portion of the world’s schoolchildren that could not be reached by these initiatives.
While 83% of countries delivered education online while schools were closed, this allowed reaching only a quarter of global schoolchildren. Television, however, potentially reached over 60% of students worldwide: three of four students who could not be reached by remote learning were from rural areas or poor households. (UNICEF, 2020b)
By 2021, in the United States, only 40% of K12 students were in districts with in-person instruction 20202021. By the year’s end, 98% had access to in-person learning, from traditional to hybrid models. (Dorn et al., 2021) Schools, at least in the U.S., have found a way to streamline their administration and management to continue children’s education regardless of the format. School management software made it possible for schools to be flexible and go back and forth between eLearning and face-to-face education with ease.
However, the next struggle is how students can make up for the times they have been off school. Even until the end of the school year 2020-2021, students were five months behind in math and four months in reading on average. (Dorn et al., 2021)
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