Distance and Online Education Analysis in cooperation with KTÖS – Metron Analytics
It has been almost a year that, our teachers have been struggling with unprecedented challenges to help students achieve their education rights disrupted by the epidemic. In periods when face-to-face education is not possible, distance education has been the most valid way for our teachers to reach their students.
Our union conducted a study in cooperation with Metron Analytics to determine the effects of distance and online education conditions on primary education in Covid-19 pandemic. The study not only reveals the problems, but also shares suggestions for solutions.
The “The Study on Distance Education in Primary Schools in Covid-19 Pandemic” provides us with important data on inequalities, child safety and technology literacy. While it turns out that many children in primary education are faced with a serious device and internet connection problem, the need for students to have the necessary technical facilities and sufficient usage knowledge in order for the distance education process to progress in a healthy manner and the problem of cyber-bullying, is not at a level to be taken lightly.
The results of this study show us that teachers are making preparations for distance education by spending much more time at home and they need more support technology, material, method and content.
Although internet connection is a problem for both teachers and students, a significant number of students also experience device shortages.
Students’ attendance, familiarization and homework performances also decreased compared to face-to-face education.
Our teachers mostly try to move forward with their own means and in solidarity with their colleagues.
The Ministry of Education should take concrete steps on how to return to face-to-face education in schools. Once all teachers and school staff are vaccinated, the transition stages of face-to-face education should be planned.
During this process, the necessary authorization and budget should be given to schools in order to move away from the centralist understanding that does not respond to today’s modern educational needs, to be able to take school-based decisions. All variable factors such as the number of students in schools, the number of teachers, class size, and infrastructure competence should also be taken into consideration. School administrators and teachers are the ones who will make the best decision for their students.
Once again, we call on the Ministry of Education to establish an ‘Education Science Advisory Board’ in which all stakeholders will be included and also we share with the public that we are ready to make all kinds of contributions to plan the education in the most efficient way through the academic year.
We will share the findings and the full report soon.
Sincerely,
Erdoğan Emiroğulları
KTÖS Human Rights and Equality Secretary