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Education during COVID-19

COVID-19 is caused by the virus SARS-CoV-2. Six species of human coronaviruses are known, with one species subdivided into two different strains, making seven strains of human coronaviruses altogether.

COVID-19 is caused by the virus SARS-CoV-2. Six species of human coronaviruses are known, with one species subdivided into two different strains, making seven strains of human coronaviruses altogether. Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is a novel severe acute respiratory syndrome coronavirus. It was first isolated from three people with pneumonia connected to the cluster of acute respiratory illness cases in Wuhan. All structural features of the novel SARS-CoV-2 virus particle occur in related coronaviruses in nature.

The incubation period of COVID-19, which is the time between exposure to the virus and symptom onset, is on average 5-6 days, but can be longer up to 14 days. Thus, quarantine should be in place for 14 days from the last exposure to a confirmed case.

In Pakistan there are total 778K observed of which 677K recovered where 16,698 are reported according to JHU CSSE COVID-19 data updated on April 21, 2021.

The COVID-19 pandemic has created the largest disruption of education systems in Pakistan where credentials are already very poor. Closures of schools, college and universities not only education standards but also weakened the persons structures associated with education at various level. The crisis is exacerbating pre-existing education disparities by reducing the opportunities for many of the most vulnerable groups to continue their learning. Learning losses also threaten to extend beyond this generation and erase decades of progress and drop out or not have access to school next year due to the pandemic’s economic impact.

Similarly, the education disruption has had, and will continue to have, substantial effects beyond education. Closures of educational institutions hamper the provision of essential services to children and communities, including increase risks of violence against children, women and girls. As fiscal pressures increase, and development assistance comes under strain, the financing of education could also face major challenges.

On the other hand, this crisis has promoted the use information technology stimulated the innovation within the education sector. Distance learning solutions were developed which totally changed the role of teacher educational institutions. We have also been reminded of the essential role of teachers and that governments and other key partners have an ongoing duty of care to education personnel.

But these changes have also highlighted that the promising future of learning, and the accelerated changes in modes of delivering quality education, cannot be separated from the imperative of leaving no one behind. This is true for children and youth affected by a lack of resources or enabling environment to access learning. It is true for the teaching profession and their need for better training in new methods of education delivery.

Preventing a learning crisis from becoming a generational catastrophe requires urgent action from all stakeholders. Education is not only a fundamental human right. It is an enabling right with direct impact on the realization of all other human rights

Attique Ahmed Dar

Written by Attique Ahmed Dar

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