It would be fair to say that the education industry has been one of the most disrupted, owing to the global COVID-19 crisis. School closures across the world and the resultant alternate formats of education delivery have left relevant stakeholders – parents, teachers and policymakers – to harness their creativity to find solutions for learning continuity. However, a year into the pandemic, it is clear that the solution lies in strong partnerships among them.
Two key stakeholders – parents and teachers, who are the first point of contact for children, have been impacted the most. The entire learning-teaching dynamic has shifted, placing the parent at the centre of the education efforts for children and teachers in an equally important role of supporting and mentoring families through this process.
While teachers are working hard to keep children engaged given the new formats of education delivery, parents are grappling with their newly assumed role of primary caregiver and educator – all at once. The new adjustment strategies and coping mechanisms are emerging as interesting areas of studies and we, at KLAY, are keen to build on them as a handbook for the future.
With children out of school, physical distancing as the new norm, and children’s rights under threat, the new world order has “turned back the clock” on years of progress made on children’s well-being. However, it’s not all bad. As a human race, we’ve been built to adapt: we’ve seen a tipping point in technology-enabled education and the promise of a new education policy in our country.