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Covid-19 Salgını Dolayısıyla Okulların Kapanmasının Eğitimde Eşitsizlikler Üzerine Etkisi

Year 2020, Volume: 10 Issue: 4, 217 - 246, 15.12.2020

Abstract

Yeni tip koronavirüs salgını sürecinde dünyadaki hemen her ülkede ani bir karar ile okullar kapatılmış ve uzaktan eğitim süreci ile eğitimler sürdürülmeye başlanmıştır. Bununla birlikte hem okulların kapatılmasının ve uzaktan eğitim sürecine geçilmesinin hem de okulların sunduğu diğer hizmetlerden mahrum kalmanın oluşturacağı sonuçlar yeterince değerlendirilmemiştir. Bu çalışmada, Covid-19 salgını döneminde okulların kapatılması ve uzaktan eğitim süreçlerinin aile ve öğrenciler üzerindeki etkileri incelenmiştir. Ebeveyn niteliği, evin fiziki ve teknolojik imkânları, dijital okuryazarlık düzeyleri, salgın dönemi uzaktan öğrenme sürecinin temel belirleyicileri hâline gelmiştir. Bunun sonucu olarak eğitimsel eşitsizliklerin dezavantajlı öğrenciler aleyhine çok daha büyümesi olasılığı doğmuştur. Eğitimsel eşitsizlikler, işsiz kalma ve gelir kaybı, öğrencilerin akademik becerilerindeki kayıpları ve psikolojik durumları, sağlıklı beslenme, özel eğitime ihtiyaç duyma ile dezavantajlı ve kırılgan bir öğrenci olma durumları üzerinde oldukça etkili olmuştur. Her ne kadar salgın döneminde okulların kapanması ile birlikte uzaktan eğitim, öğrenme kayıplarını azaltmak için bir fırsat olarak görünse de uzaktan eğitim sürecinde var olan eğitimsel eşitsizliklerin artması da muhtemel hâle gelmiştir.

References

  • Acemoğlu, D. ve Pischke, J. S. (2000). Changes in the wage structure, family income, and children’s education. NBER Working Paper No. 7986. https://www.nber.org/papers/w7986.pdf adresinden erişilmiştir.
  • Ahmed, F., Ahmed, N., Pissarides, C., & Stiglitz, J. (2020). Why inequality could spread COVID-19. The Lancet: Public Health, 5(5), e240.
  • Aizer, A. (2007). Wages, violence and health in the household. NBER Working Paper No. 13494. https://www.nber.org/papers/w13494 adresinden erişilmiştir.
  • Alsafran, E. ve Brown, D. S. (2012). The relationship between classroom computer technology and students’ academic achievement. Research in Higher Education Journal, 15, 1-19.
  • Amorim, V., Piza, I. ve Junior, C. P. I. J. L. (2020). The effect of the H1N1 pandemic on learning. What to expect with Covid-19? https://openknowledge.worldbank.org/handle/10986/33997 adresinden erişilmiştir.
  • Anderberg, D., Rainer, H., Wadsworth, J. ve Wilson, T. (2013). Unemployment and domestic violence: Theory and evidence. IZA Discussion Paper No. 7515. http://ftp.iza.org/dp7515.pdf adresinden erişilmiştir.
  • Antilla, J. A. (2013). The effects of early literacy development on academic success in the educational settıng and ımplıcatıons for educatıonal leaders and teachers. Yayımlanmamış yüksek lisans tezi. Northern Michigan University.
  • Bao, X., Qu, H., Zhang, R. ve Hogan, T. P. (2020, May 13). Literacy loss in kindergarten children during COVID-19 school closures. https://doi.org/10.31235/osf.io/nbv79 adresinden erişilmiştir.
  • Barber, M. ve M. Mourshed. (2007). How the world’s best performing schools systems come out on top. McKinsey & Company. http://www.mckinsey.com/clientservice/socialsector/resources/pdf/Worlds_School _Systems_Final.pdf adresinden erişilmiştir.
  • Bergson-Shilcock, A. (2020). COVID-19 shines a spotlight on digital skills: Updates and key questions for advocates and policymakers. National Skill Coalition. https://nationalskillscoalition.org/news/blog/covid-19-shines-a-spotlight-on-digital-skills-updates-and-key-questions-for-advocates-and-policymakers adresinden erişilmiştir.

The Impact COVID-19 School Closures on Educational Inequalities

Year 2020, Volume: 10 Issue: 4, 217 - 246, 15.12.2020

Abstract

During the new coronavirus pandemic, schools were closed suddenly in almost every country in the world, and education services continued with the distance education solutions. However, the consequences of the school closures, maintaining education services via distance education and the deprivation of other services provided by schools have not been adequately evaluated. In this study, the effects of school closures and distance education on families and students during the Covid-19 pandemic were reviewed. Parental involvement, physical and technological possessions at home, digital literacy levels of students and parents have become the main factors that determines the efficiency of distance learning during the pandemic. As a result, there is a possibility that inequalities in education will increase more in pandemic. Inequalities in education had an important impact on the unemployment and loss of income, learning loss of students and psychological conditions, reaching healthy nutrition, need for special education, and fragile students. Although distance education was considered as an opportunity to reduce learning loss of students due to school closures during the pandemic, unfortunately it also made possible to increase the inequalities in education during the pandemic period.

References

  • Acemoğlu, D. ve Pischke, J. S. (2000). Changes in the wage structure, family income, and children’s education. NBER Working Paper No. 7986. https://www.nber.org/papers/w7986.pdf adresinden erişilmiştir.
  • Ahmed, F., Ahmed, N., Pissarides, C., & Stiglitz, J. (2020). Why inequality could spread COVID-19. The Lancet: Public Health, 5(5), e240.
  • Aizer, A. (2007). Wages, violence and health in the household. NBER Working Paper No. 13494. https://www.nber.org/papers/w13494 adresinden erişilmiştir.
  • Alsafran, E. ve Brown, D. S. (2012). The relationship between classroom computer technology and students’ academic achievement. Research in Higher Education Journal, 15, 1-19.
  • Amorim, V., Piza, I. ve Junior, C. P. I. J. L. (2020). The effect of the H1N1 pandemic on learning. What to expect with Covid-19? https://openknowledge.worldbank.org/handle/10986/33997 adresinden erişilmiştir.
  • Anderberg, D., Rainer, H., Wadsworth, J. ve Wilson, T. (2013). Unemployment and domestic violence: Theory and evidence. IZA Discussion Paper No. 7515. http://ftp.iza.org/dp7515.pdf adresinden erişilmiştir.
  • Antilla, J. A. (2013). The effects of early literacy development on academic success in the educational settıng and ımplıcatıons for educatıonal leaders and teachers. Yayımlanmamış yüksek lisans tezi. Northern Michigan University.
  • Bao, X., Qu, H., Zhang, R. ve Hogan, T. P. (2020, May 13). Literacy loss in kindergarten children during COVID-19 school closures. https://doi.org/10.31235/osf.io/nbv79 adresinden erişilmiştir.
  • Barber, M. ve M. Mourshed. (2007). How the world’s best performing schools systems come out on top. McKinsey & Company. http://www.mckinsey.com/clientservice/socialsector/resources/pdf/Worlds_School _Systems_Final.pdf adresinden erişilmiştir.
  • Bergson-Shilcock, A. (2020). COVID-19 shines a spotlight on digital skills: Updates and key questions for advocates and policymakers. National Skill Coalition. https://nationalskillscoalition.org/news/blog/covid-19-shines-a-spotlight-on-digital-skills-updates-and-key-questions-for-advocates-and-policymakers adresinden erişilmiştir.
There are 10 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Mahmut Özer

Eren Suna

Zafer Çelik

Petek Aşkar

Publication Date December 15, 2020
Published in Issue Year 2020 Volume: 10 Issue: 4

Cite

APA Özer, M., Suna, E., Çelik, Z., Aşkar, P. (2020). Covid-19 Salgını Dolayısıyla Okulların Kapanmasının Eğitimde Eşitsizlikler Üzerine Etkisi. İnsan Ve Toplum, 10(4), 217-246.