Author :
Abstract
Kovid-19 salgını, hayatın birçok alanını olduğu gibi eğitimi de etkilemiştir. Salgın sebebiyle dünyanın pek çok ülkesinde yüz yüze eğitime ara verilmiş, eğitim-öğretim faaliyetleri uzaktan yürütülmeye çalışılmıştır. Birleşik Krallık’ta da salgının ilk günlerinde yüz yüze eğitime devam edilmek istense de ilki 20 Mart 2020, ikincisi 13 Aralık 2020 tarihlerinde olmak üzere iki defa uzaktan eğitime geçilmiştir. Uzaktan eğitim, Birleşik Krallık’ta eğitimden önemli miktarda gelir elde eden üniversiteler ve özel okulları derinden etkilemiştir. Bu kurumlar, bir yandan öğrenci kaybetmemek için uzaktan eğitime uyum sağlamaya çalışırken bir yandan da salgının yarattığı ekonomik zorluklarla mücadele edebilmek adına devletten destek talep etmişlerdir. Devlet okulları ise salgına tamamıyla hazırlıksız yakalanmıştır. Birleşik Krallık’ta 20 Mart’taki ilk kapanmadan sonra uzaktan eğitim faaliyetleri, alt yapı eksikliği ve çocuk koruma programının çok sıkı uygulanmasından dolayı sadece ödevlendirme yoluyla yapılabilmiştir. 13 Aralık’taki ikinci kapanmaya daha hazırlıklı giren okullar, ders programına uygun şekilde canlı dersler yapabilmişlerdir. Bu canlı derslerde çocukların ses ve görüntüsünün kullanılmadığı bir sistem uygulanarak ilk kapanmadaki güvenlikle ilgili birtakım endişeler giderilmek istenmiştir. Eğitim uygulamalarının okuldan okula ve bölgeden bölgeye değiştiği Birleşik Krallık, bu yönü ile salgın döneminde okulların eğitim durumları ve tercihleri ile ilgili önemli bir tecrübe edinmiştir. Ülkede denenen çeşitli uygulamalar ve bu uygulamalara gelen tepkiler, insanlığın salgın esnasında eğitim alanındaki mücadelesini ortaya koymaktadır. Çalışmada Kovid-19 salgını sürecinde Birleşik Krallık’taki üniversiteler, devlet okulları ve özel okullarının genel durumu ortaya konulmuştur. Ayrıca salgın döneminde öğrencilerin, eğitimcilerin, ailelerin ve eğitim/öğretim kurumlarının salgının oluşturduğu kısıtlılığa karşı reaksiyonları da parlamento raporları, HESA ve The Sutton Trust gibi veri analiz merkezlerinin raporlarından hareketle betimlenmiştir.
Keywords
Abstract
The Covid-19 outbreak has affected education as well as many areas of life. Face-to-face education was suspended in many countries of the world due to the epidemic, and education and training activities were tried to be carried out remotely. In the United Kingdom, it was desired to continue face-to-face training in the first days of the epidemic but distance education was initiated twice, the first on March 20, 2020, and the second on December 13, 2020. Distance education has deeply affected universities and private schools in the UK, which generate significant income from education. These institutions, on the one hand, tried to adapt to distance education in order not to lose students, on the other hand, they requested support from the government in order to combat the economic difficulties caused by the epidemic. Public schools, on the other hand, were caught completely unprepared for the epidemic. After the first closure in the UK on 20 March, distance education activities could only be done through homework due to the lack of infrastructure and the strict implementation of the child protection program. The schools, which entered more prepared for the second closure on December 13, were able to conduct live lessons in accordance with the curriculum. In these live lessons, a system in which the sound and image of the children are not used was applied, and some concerns about the security at the first shutdown were aimed to be eliminated. The United Kingdom, where educational practices vary from school to school and from region to region, has gained an important experience regarding the educational status and preferences of schools during the epidemic period. Various practices tried in the country and the reactions to these practices reveal the struggle of humanity in the field of education during the epidemic. In the study, the general situation of universities, public schools and private schools in the UK during the Kovid-19 outbreak was revealed. In addition, the reactions of students, educators, families and education, training institutions to the constraints caused by the epidemic during the epidemic period were also described based on the reports of data analysis centers such as parliament reports, HESA and The Sutton Trust.
Keywords
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