COVID-19 Impact on Australian Education System

Over 1.5 billion pupils, 87 percent of the world's student population experienced school closures due to COVID-19 by the end of March 2020, according to UNESCO. The duration and extent of school closures have varied considerably across states and territories in Australia, although K-12 schools have experienced interruptions in every state.

In a global study, students from disadvantaged backgrounds are more likely to suffer disproportionately than other students from advantaged backgrounds. It may take time before we know the full impact of the disruption on learning outcomes. Despite avoiding the most severe effects of the epidemic, Australia appears particularly vulnerable to further changes to the education system, given the steady decline in education outcomes over the past two decades.

Have We Left The Classroom Or Has It Evolved?

Students, teachers, and parents have had to adapt quickly to COVID-19. The traditional classroom model of teaching has been replaced within a matter of weeks by alternative, viable models. Although the degree of success differs significantly depending on a variety of factors, it is an impressive achievement just that they have been possible.

Adelaide, the head of a renowned Essay Help Australia Company, says, “K-12 education has four major modes: classroom-based instruction, state remote education (i.e. from home) and online education (such as School of the Air). Homeschooling has increased exponentially as a result of COVID-19.”

Remote schooling is not a new idea. Oftentimes, students have homework to do outside of regular school hours. With COVID-19, school-led remote learning takes on a very different form, and it brings with it several challenges including:

· Engaging teachers one-on-one has declined

· Assessment of student engagement is difficult

· Monitoring student progress is restricted

· An increased level of parental and caregiver supervision is required (particularly for young children)

· Insufficient support for student wellbeing and increased social isolation

· Children with special needs are interrupted from learning support

· The internet and devices, as well as access to technology, support learning

Dexter, an expert writer at Assignment Help Australia Company, explains, “School-led remote learning implementation in Australia is further complicated by differences across state and territory jurisdictions, school sectors (including public and private schools), and across individual schools.”

The respondents' responses to COVID-19 cases varied by state and territory, as did the term dates within each jurisdiction. Because the end of the term one holiday was brought forward by several days, school administrators and teachers in South Australia, Western Australia, and Victoria were able to prepare for remote learning in term two. The first day of Term 2 was the first day for South Australian public school pupils to return to school, but Victorian pupils did not return to school until six weeks later.

An Experience Like No Other!

The federal model of government in Australia has provided states and territories with flexibility in how they implement government. Due to the COVID-19 pandemic, the national cabinet has provided a forum for issues to be discussed and ideas to be shared at a national level. The states are still able to make decisions about primary and secondary education that fall within their jurisdiction.

There has been friction over when students can return to more conventional classroom teaching. The model has enabled states and territories to adapt their teaching methodologies if they are successful in controlling the spread under the guidance of health professionals.

Schools went into overdrive to prepare for a transition to a new learning model in term two as it became obvious that many schools would need an alternative to classroom-based learning. This called for weekly learning materials being collected, electronic copies made available, and online methods improved to store content and manage communications with children and parents.

To avoid having teachers teach in a hybrid mode during the preparation phase, principals had to devise tactics to manage a workforce that was split between classrooms and homes. It was mostly teachers and schools coming together to help in similar efforts around the country, with better-prepared schools offering their time and resources to help those who were less prepared.

Bringing It All Together

Since the pandemic began, the pace of change has vastly outpaced that of the years before it. COVID-19, therefore, has generated many questions that point to the possibilities of education in the future. Besides exposing us to the challenges of remote learning, this experience has led to many exciting possibilities in the future, such as how classrooms could have a greater impact on student success!