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"Education is not the answer to the question. Education is the means to the answer to all questions.”
On September 15, educational institutions opened their doors to the public. However, with some restrictions, it will be possible to talk about careful integration of distance relations into the education system. This is one of the extraordinary events of recent decades. The COVID-19 virus, which is synchronous with global behavior, threatens the entire world in a similar way. According to UNESCO, more than 90% of students around the world have lost their education as a result of the pandemic.
This means that 900 million students (1.5 billion globally) in the world's primary and secondary schools were scheduled to return to school between August and October this year. However, according to UNESCO, only half of them - 433 million students from 155 countries - will return to school at this stage. [1] Professors at Harvard University believe that the COVID-19 crisis is an opportunity for a better, universal higher education. An emergency quarantine aimed at fighting the pandemic in the middle of the semester around the world has forced universities to transition to distance learning in one night. Although this rapid transition is difficult for both teachers and students, it can also bring good things. Many well-known futurologists and thinkers also disagree that the current virus will open up brighter prospects than the negative consequences. Among them, Klaus Schwab, the author of The Fourth Industrial Revolution, which I read in the summer, caught my attention. Klaus Schwab says the pandemic is a rare but narrow window of opportunity to understand, think, and rebuild our world to create a healthier, fairer, and more prosperous future.
The relationship between current education and future economics
The quality of current education lays the foundations for a future economy. Today's education is not only about technological development and innovation. Sometimes it dictates conditions that mankind does not expect. Andreas Schleicher, Director of Education and Skills at the Organization for Economic Co-operation and Development (OECD), touches on the impact of education on the economy: “Our schools will be the economies of the future. We've also seen new technologies, and it's not just online training. We have seen many online platforms that provide education through television and radio.” Not only the higher education system but also the vocational education system can minimize the risks of the current pandemic. [2] In OECD countries, today's youth have less access to vocational education than the older generation. However, a strong vocational education system can play an important role in mitigating the negative economic consequences of COVID-19.
COVID-19 showed the rest of the world in terms of education that it is not easy to build an economy through the extraction of natural resources without integration into a rapidly changing education system. They rely on natural resources, stay away from innovative methods, and exhaust economies. They slow down its dynamism. The backwardness of these countries in terms of exports of innovative products does not bypass their education system and economy. Because the world market for online education is growing rapidly. In 2018, the size of this global market was at the level of $ 200 billion. The online education market is projected to grow by an average of 9.06% from 2019 to $ 337.86 billion by 2026.
Can virtual education replace traditional education?
Opposing traditional education to virtual education is an attempt to deny modern conditions. It is also formal modernity to claim that virtual education replaces traditional education. There is an interaction between them. The object of education is a person. Putting aside the human spirit, body language, and spiritual and psychological qualities, and understanding it only in terms of teaching and learning, it can be considered an approach far from fundamental concepts. In this context, PISA Director Andreas Schleicher’s idea is quite valid: "Technology can enhance good learning but it cannot replace it." The COVID-19 crisis has shown us once again that there is no limit to learning, we can actually combine in-school and out-of-school learning. Training never stops, learning is a constant activity. In another interview [3], Andreas Schleicher points to a very interesting point: “Teachers must take a creative approach to the development of innovative teaching. It's not just a matter of technology. They need to be familiar with their students and communicate with them. In the past, students would come to class, sit in front of you, and simply attend class. Now students participate in the lesson only because you react to them, you know who they are, what dreams and aspirations they live with. Teachers need to think more about the social dimension of teaching, emotional development. Students will remember the teachers who reacted to them, who communicated with them, who formed the form of relationships.”
It is very useful to remember an event that took place centuries ago. Albert Einstein was invited to teach at Princeton University in the United States. After learning of his scientific potential, they said that he was a very valuable scientist. They did not advise him to teach students. Einstein was given two assistants to work with. After a while, they saw that his scientific productivity was not adequate to his work and expectations in Berlin. The reason for this was asked: what was the reason for the rapid decline in productivity? Einstein said that he missed the student canteen and the communication with the students there! This decline in communication and lack of motivation had a serious effect on Einstein's scientific productivity.
But this communication "hunger" should not exceed the bitter realities. By controlling the next wave of COVID-19, it should not slow down the development of our education system. Researches [4] by the World Economic Forum suggest that early school opening in developing countries could undermine the progress made so far in preventing the spread of the virus. When deciding whether to reopen schools, the governing bodies should compare these results with the cost of long-term school closures. By constantly paying attention to the opinions of experts in the health system, we must increase the success of the virtual education system to such an extent that our economy will win again. Education and health care systems cannot survive without a strong economy.
As they say, there are channels of direct influence from our state of health to our worldview and from there to our pockets.
Mohammed Talibli
Sources:
[2]https://www.oecd.org/education/education-at-a glance/?utm_source=facebook&utm_medium=social&utm_campaign=eduataglancesep2020&utm_content=en&utm_term=pac
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