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Research Formative Essay:
Critical analysis of the
Major Changes in the Education
System During the time of Covid-19 Pandemic
undertaken by the UK and Australia
1
Research Background
The unexpected outbreak of Covid-19 caused a challenging situation for the world in
almost all sectors. From healthcare to education
,
all sectors suffered adversely
during the
this
time of
Covid-19 pandemic as it created some demanding situations for them. The education
system was greatly affected during the time of
the
Covid-19 pandemic as the whole world
stopped
the
movement of people from their homes
,
and all schools and colleges and
educational institutions were closed (
Ngwacho, 2020
).
In Australia, there was a significant
difference between the school attendance of different states, along with a high number of
interruptions in every territory (Sacks
et al.
, 2020). This was due to differences in the
infection rates across the country.
As a result of this, the education system brought some
major changes that were critically challenging and
highly
high
effort
-
consuming
,
but these
were also essential to keep the education process of the students ongoing even during the
time of
the
pandemic. The main changes that
were
are
brought in the education system were
that all the educational institutions stopped the practices of classroom teaching and moved to
the online teaching modes or e-learning patterns (
Ionescu et al.,
2020
).
In Australia, the K-12
educational modes included school-led remote learning, state-remote learning and
independent home-schooling approaches for offering education to children during the
pandemic (Sacks
et al.
, 2020).
Similar observations were observed in the case of the UK
education sector, where a consistent rise in remote learning practices among schools was
revealed in 2020 (ONS, 2021). However, this led to a decline in the education output for the
same year among the students.
2020
).
The system of online classes was initiated by the
schools to maintain the protocol of social distancing during the time of
the
Covid-19
pandemic and to follow the lockdown procedures. Other than this, the schools started sending
all the teaching and study materials to the students in the form of soft copies and assessments
were also conducted on the basis of online patterns. Virtual meetings with the parents and
students were scheduled during the time of Covid-19 (
Shah et al., 2020
). The patterns of the
exams and their schedules were also modified and shortened.
This implies certain major
changes implemented in the education sector across the world due to the Covid-19 pandemic,
imparting a significant impact upon it and offering a new area of research as well.
In the same
context, this research study is mainly focused
on examining
to examine
all the major changes
that were brought in the education system
of
the UK and Australia
during the time of Covid-
19 in order to deal with this challenging situation and
keep
keeping
the education and teaching
process ongoing even during the pandemic period.
Aim and Objectives
Aim
2
The aim of this research study is to examine the major changes that
were
are
brought
into
in
the education system during the time of the Covid-19 pandemic
in the UK, as well as
Australia
. In the light of this research aim, the research study will examine the major
challenges that were faced by the education system all over the world due to the negative
situation of
the
Covid-19 pandemic. Other than this, the research is also seeking to find out
the major changes that were brought in the overall education system to overcome the
challenging situations of
the
Covid-19 pandemic. The objectives of the research study are
also developed in the same alignment and hence are stated as below:
To analyse the different research approaches that can be used to evaluate the changes
in the education system during the pandemic.
To evaluate the different methods of data collection for gathering suitable data to
determine educational changes during the pandemic.
To explore the strength and weaknesses of the selected data collection methods.
To evaluate the major changes
that
those
have occurred in the education system
of
the UK, as well as Australia during the pandemic.
To examine the impact of the changes upon students and teachers introduced in the
education system of the UK and Australia.
To explore the challenges faced in the education system of
during
the
UK and
Australia due to the Covid-19
pandemic.
To propose strategic measures that can be adopted in the education system of
Australia and the UK in order to minimise the impact of Covid-19.
Research Rationale
The subject of Covid-19 is a recent phenomenon for research
purposes,
purpose
and as
it has affected all sectors and all aspects of life, there is ample scope
for
of
conducting
research on different topics
related
relate
to this subject. In relation to the impact of Covid-19
on the education system, some research studies have been conducted in
the
recent past years
(
Mhlanga and Moloi, 2020; Tarkar, 2020
).
However, in
a specific
particular
context to the
major changes that
have
has
been brought in the education sector
as a result
of
the UK, as
well as Australia, due to
Covid-19 challenges
. Hence, this is a gap in the past research
studies
,
and this is the core rationale
point
behind undertaking this research study. The other
rationale
point
behind this research study is that as
the
education sector has brought several
changes in their system and policies during Covid-19
,
that implies offering significant new
insights related to the topic
; moreover
, there is ample scope of in-depth and detailed
investigation on this research subject.
3
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Research Structure
This research project will be a long project
,
and hence this study will be organised under
some specific and sequential chapters that are listed below:
Chapter 1 Introduction
Chapter 2 Literature Review
Chapter 3 Research Methodology
Chapter 4 Findings and Discussion
Chapter 5 Conclusion and Recommendations
Literature Review
According to Süt and Öznaçar (2021), Covid-19 has widely impacted the lives of
people and varied business organisations, the educational institutions and systems have also
not remained untouched by it. The institutions are evident of going through a tough time for
maintaining educational activities, with the declining immune system and health of students
and children. By utilising a questionnaire, the quantitative data was gathered from teachers
and students, which has deduced the negative impacts of the Covid-19 pandemic on the
educational system. The impacts highlighted in this regard
,
include the human resources loss,
demand for greater investment to develop a robust online system to support smart classes and
provide robust data and information by utilising the technology. In support and further
explanation to the views, Li and Lalani (2020) have highlighted that Covid-19 has led to the
shutdown of schools across the world, and more than 1.2 billion children across the globe
have found out of the classroom. As an outcome of this impact, dramatic change in education
is evident with the distinctive rise of the concept of e-learning or online learning, wherein
,
teaching is conducted via digital platforms and remotely.
A more comprehensive view on the changes in the education system due to Covid-19
is explained by Zhao and Watterston (2021
)
),
by
acknowledging
acknowledge
that the
pandemic has brought massive changes and unprecedented disruptions to education. The key
changes highlighted to be made in the education
,
includes remote learning,
the
development
of a personalised, progressive and evolving curriculum that needs to be student-centred,
authentic, purposeful and inquiry-based. Apart from this, the change of capitalising on the
delivery of instruction based on the strengths of asynchronous and synchronous learnings is
also evident as an outcome of the pandemic. As an outcome of the pandemic, a wider change
in the need for ensuring deep exposure and comprehensive access to all the areas of learning
is made to assist students in making informed choices, along with developing passions and
unique talents. In arguing
of
the views, Office for Civil Rights (2021) has revealed abrupt
4
changes in the enrolment of students in the college in 2020. The report revealed that students
had
have
made abrupt changes in college enrolment by signifying a drop of 7%,
shrink
shrunk
in undergraduate enrolment, and shift towards online learning has affected the
students'
students’
lives significantly. Covid-19 has changed the financial status of students, as
the student caregivers are evident to face heightened demands and risks associated with
financial hardship, anxiety and food security. This revealed that Covid-19 has drastically
changed the educational practice in a way that they are limiting the learning and achievement
of students.
Research Methods
In order to conduct the research study, there will be required a proper research
methodology. As the subject of changes in
the
education system during
the
Covid-19
pandemic is a realistic subject and requires adequate and expert knowledge, hence, this
research will require
the
collection of
the
experience
-
based first
-
hand data. For the same
purpose
,
this research will take
the
help of the qualitative research method (
Dannels, 2018).
The qualitative research method will be selected in the light of the interpretivism research
philosophy that requires human involvement in the data collection process for the acquisition
of
the
real experience based data and information (
Kaushik and Walsh, 2019). The research in
the light of this philosophy will undertake exploratory research design as it also supports the
data collection from
the
experience survey method.
In the light of the interpretivism research philosophy and exploratory research design,
the research will take
the
help of
the
primary data collection method of interview. The
interview will be conducted in the form of semi-structured
interviews
interview
that will be
conducted via
online
telephonic
mode
using the skype platform.
.
The research in order to
conduct
interviews
interview
will select a proper sample.
The sample required for such
purpose will include administrators employed in the UK
, as well as the Australian
education sector
. The selection of the sample will be
made
done
with the help of purposive
5
sampling because it fosters the selection of the sample considering their characteristics that
match with the research data collection requirements (
Leavy, 2017).
The final sample size
will be
6 respondents, where 3 will belong from the UK education sector, while the other 3 to
the Australian education sector
5 respondents
.
The data that will be collected with the help of
the
interview method will be
qualitative in nature
,
and hence the analysis of this data will be done with the help of
the
qualitative data analysis method of thematic analysis (
Leavy, 2017). The thematic analysis
will be done
by
through
making some themes that will be generated from the objectives
,
and
the interview responses will be analysed under those themes.
6
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References
Dannels, S.A. 2018. Research design. In
The reviewer’s guide to quantitative methods in the
social sciences
(pp. 402-416). Routledge.
Ionescu, C.A., Paschia, L., Gudanescu Nicolau, N.L., Stanescu, S.G., Neacsu Stancescu,
V.M., Coman, M.D. and Uzlau, M.C. 2020. Sustainability analysis of the e-learning
education
system
during
pandemic
period—covid-19
in
Romania.
Sustainability
12
(21), p.9030.
Kaushik, V. and Walsh, C.A. 2019. Pragmatism as a research paradigm and its implications
for social work research.
Social Sciences
8(9), pp. 1-17.
Leavy, P.
2017.
Research design: Quantitative, qualitative, mixed methods, arts-based, and
community-based participatory research approaches
. London: Guilford Publications.
Li, C. and Lalani, F. 2020. The COVID-19 pandemic has changed education forever. This is
how. [Online]. Available at:
https://www.weforum.org/agenda/2020/04/coronavirus-
education-global-covid19-online-digital-learning/
[Accessed on: 05 March 2022].
Mhlanga, D. and Moloi, T. 2020. COVID-19 and the digital transformation of education:
What are we learning on 4IR in South Africa?.
Education sciences
10
(7), p.180.
Ngwacho, A.G. 2020. COVID-19 pandemic impact on Kenyan education sector: Learner
challenges and mitigations.
Journal of research innovation and implications in
education
4
(2), pp.128-139.
Office for Civil Rights. 2021. Education in a Pandemic: The Disparate Impacts of COVID-19
on America’s Students. [Online]. Available at:
https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf
[Accessed on: 05 March 2022].
Shah, S., Diwan, S., Kohan, L., Rosenblum, D., Gharibo, C., Soin, A., Sulindro, A., Nguyen,
Q. and Provenzano, D.A. 2020. The technological impact of COVID-19 on the future
of education and health care delivery.
Pain physician
, pp.S367-S380.
Süt, H.M. and Öznaçar, B. 2021. Effects of COVID-19 Period on Educational Systems and
Institutions.
International Journal of Curriculum and Instruction
13(1), pp. 537-551.
Tarkar, P. 2020. Impact of COVID-19 pandemic on education system.
International Journal
of Advanced Science and Technology
29
(9), pp. 3812-3814.
Zhao, Y. and Watterston, J. 2021. The changes we need: Education post COVID-19.
Journal
of Educational Change
22(1), pp.3-12.
7
ONS. 2020. Coronavirus and the impact on measures of UK government education output :
March 2020 to February 2021. [Online]. Available at:
https://www.ons.gov.uk/economy/grossdomesticproductgdp/articles/coronavirusandth
eimpactonmeasuresofukgovernmenteducationoutput/march2020tofebruary2021
[Accessed on: 22 March 2022].
Sacks, D., Bayles, K., Taggart, A. and Noble, S. 2020. COVID-19 and education: how
Australian schools are responding and what happens next. [Online]. Available at:
https://www.pwc.com.au/government/government-matters/covid-19-education-how-
australian-schools-are-responding.html
[Accessed on: 22 March 2022].
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