Page 40 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 40
šolsko polje, letnik xxxi, številka 3–4
education. This was very evident during the time of the COVID-19 pan-
demic that saw the teaching process move overnight in Slovenia and oth-
er states from ‘the bench to behind screens’. Most countries have, at least
partly if not entirely, closed their schools. As at 27 July 2020, schools in
107 countries had shut their doors (country-wide closures). This affect-
ed 1,066,817,855 learners or 60.9 percent of all enrolled learners. Still, the
peak was reached on 2 April 2020 when country-wide closures were seen
in 194 countries, impacting 1,598,099,008 learners or 91.3 percent of all
enrolled learners (UNESCO, 2020a). These new circumstances before us
for only a few months have, according to initial estimates, already led to
an “educational crisis” (Human Rights Council, 2020, p. 1).
In principle, the move itself to education to online distance learn-
ing was not a problem for many children given they are very familiar with
digitalisation. Yet, it should not be overlooked that the social and eco-
nomic differences between children have become even more noticeable.
Many children did not have a suitable computer, printer or Internet con-
nection to allow them to be included equally in this new way of teaching.
It should also not be forgotten that many did not have a private and qui-
et corner to permit them to integrate seamlessly into the pedagogical pro-
cess and learning.
As one of the most vulnerable groups, children are currently (in the
‘COVID-19 crisis’) further exposed to encroachments on their rights.
Interventions may relate to restrictions or even violations. Although the
circumstances arguably dictate justified restrictions on children’s rights,
special care must be taken to avoid violations and the resulting short- or
even long-term consequences. A fundamental right of children current-
ly in the spotlight is undoubtedly the right to education. Even though
the implementation and continuation of distance learning were quickly
organised and arranged, it should not be overlooked that this method is
particularly susceptible to exacerbating the differences already present in
the ‘regular teaching process’. Namely, distance online teaching depends
on modern technology (e.g. computer, telephone, a good Internet con-
nection), which unfortunately could not be provided to all children. Half
the total number of learners (around 826 million students) kept out of
the classroom by the COVID-19 pandemic do not have access to a house-
hold computer and 43 percent (706 million) have no Internet at home
(UNESCO, p. 2020b). This certainly infringes on children’s right to have
access to adequate education.
We should also not ignore the fact that, even if all of the above is
provided, more problems arise when the family has a larger number of
38
education. This was very evident during the time of the COVID-19 pan-
demic that saw the teaching process move overnight in Slovenia and oth-
er states from ‘the bench to behind screens’. Most countries have, at least
partly if not entirely, closed their schools. As at 27 July 2020, schools in
107 countries had shut their doors (country-wide closures). This affect-
ed 1,066,817,855 learners or 60.9 percent of all enrolled learners. Still, the
peak was reached on 2 April 2020 when country-wide closures were seen
in 194 countries, impacting 1,598,099,008 learners or 91.3 percent of all
enrolled learners (UNESCO, 2020a). These new circumstances before us
for only a few months have, according to initial estimates, already led to
an “educational crisis” (Human Rights Council, 2020, p. 1).
In principle, the move itself to education to online distance learn-
ing was not a problem for many children given they are very familiar with
digitalisation. Yet, it should not be overlooked that the social and eco-
nomic differences between children have become even more noticeable.
Many children did not have a suitable computer, printer or Internet con-
nection to allow them to be included equally in this new way of teaching.
It should also not be forgotten that many did not have a private and qui-
et corner to permit them to integrate seamlessly into the pedagogical pro-
cess and learning.
As one of the most vulnerable groups, children are currently (in the
‘COVID-19 crisis’) further exposed to encroachments on their rights.
Interventions may relate to restrictions or even violations. Although the
circumstances arguably dictate justified restrictions on children’s rights,
special care must be taken to avoid violations and the resulting short- or
even long-term consequences. A fundamental right of children current-
ly in the spotlight is undoubtedly the right to education. Even though
the implementation and continuation of distance learning were quickly
organised and arranged, it should not be overlooked that this method is
particularly susceptible to exacerbating the differences already present in
the ‘regular teaching process’. Namely, distance online teaching depends
on modern technology (e.g. computer, telephone, a good Internet con-
nection), which unfortunately could not be provided to all children. Half
the total number of learners (around 826 million students) kept out of
the classroom by the COVID-19 pandemic do not have access to a house-
hold computer and 43 percent (706 million) have no Internet at home
(UNESCO, p. 2020b). This certainly infringes on children’s right to have
access to adequate education.
We should also not ignore the fact that, even if all of the above is
provided, more problems arise when the family has a larger number of
38
