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The Quality of Education Has Reached an All Time Low in 2020

To what extent has the quality of education been affected by COVID? Is it “collateral damage” to the virus’s target attack on the economies and public health? How should administrations acclimate to avoid a damaging drop in the intellectual institution? Is education the only thing that decayed over time with technology and manmade world changes?

The evolution of education throughout time and politics needs perception

Education is an essential learning institution that enables the person’s intellectual growth, starting from the tender receptor-to-knowledge period and throughout a lifetime. It is not only restricted to the schooling system, but also the learning lessons after that. It is one of the fundamentals in society that should be accessible by everyone easily without constraints, overlooking a student’s wealth or for-profit agendas. The privatization of schools was the reason behind the inequality in education. When its access became uneven to all parties, it became a weapon of mass distortion and an arena for political recruitment strategies. As explained in “eliminating distortion by empowering precise history and accurate education 2.0.2.0,” subjects in education, especially history, have been distorted by certain groups to manufacture the one-sided view desired for power and control of thoughts. Reasons are primarily socio-political, where enemies throughout time are being partly shown or incorrectly represented, leading to largely diverse distorted ideas and knowledge between people of different backgrounds and cultures. The freedom to accurate education is a right universally obliged upon governments. The religious books from more than a millennium ago strongly empowered and actively demonstrated it as crucial in society. This, as well, is dependent on the way of delivery.

Intellectual institutions have been primarily affected by technology and COVID

COVID, in addition to infecting the public health and mainly increasing the uncertainty of the economy, leaders’ position, and policymakers’ legislations in a year marking decades of forecasts, has profoundly affected education and relevant learning processes. The quality of education in 2020 has reached an all-time low preceded by a series of declination since the internet revolution. According to a simulation on human intelligence and knowledge, a significant decrease in human intelligence and retained knowledge is encountered in the last decade in comparison to nearly a century ago. Digital technology was a tool discovered for facilitating ease in processes, yet it was misused to the extent that it facilitated ease in the cognitive reception of knowledge. A few decades ago, people relied on a more robust education system that was based on significant research and studying of scientific books and proven theories. The person was required to investigate and examine much content in a library or institution without a simple push of a button on a search engine that is filled with inaccurate content. According to last century graduates, they’d spend day and night finding the appropriate data to connect the dots and understanding theories in order to grasp the complete knowledge needed to excel in a field. This excessive strain on the brain allowed for innovation, speedy growth, and intelligence that most scholars or educators of the 21st-century lack and students do not possess. As explained in “The human intelligence is at risk from perpetual development and ever-increasing speed,” the ongoing futile and ineffective usage of the brain and its broadly disputed or unknown potential by easing the empirical and learning processes creates a very dependent and narrow visioned man with limited potential for intellectual growth and out of the box thinking. Even if technology and the internet revolutions contributed to more expansive areas of academia, employment, professionalism, and interaction between different people, it did that at a high cost in terms of the intellectual future, marking a dead end to intellectual evolution.

COVID-mandated education of 2020

Unfortunately, this intelligence decay was more substantial in 2020. The primary reason corresponds to the widespread of the coronavirus that obligated schools to utilize the impractical at-home online schooling systems where teachers either share the day’s subject content for unmanageable self-studying or deliver the studies through an impractical video call. Needless to say, both are unfit and incapable of delivering the appropriate understanding or comprehension. According to researchers on education, this method of learning is insufficient, and its academic outcomes are substantially lower than being physically available with the student. Reasons lie from physical or mental absence, lack of proper supervision, social media promoting shirky behavior, increased psychological and physical comfort, deficiency in adequate communication and transmission of knowledge, and lack of reflection and followup due to the wide dependency on cheating in exams. Teachers are finding a hard time transmitting the appropriate knowledge to the students who are majorly present to classes in their sleepwear at home with closed cameras and mics, mentally drifting away from most of the content in the class’s video call. According to a simulation on students and examinations, within institutions that relied on a home-based multiple-choice questions test without proper proctoring or teacher supervision, they encountered a large and irregular increase in the grades of all students, the good and bad. From investigating, most of them have been claimed to have “cheated on the exams,” yet there is no proper evidence to back the conclusion of these investigatory accusations. Even in systems that provide as much security to the exam and supervision as possible, students are “finding a way.” It is like daydreaming; many people do it, some admit it, yet no one can prove it. If a substantial portion of students cheated and will continue to do so, they then prove that the learning process in current times is institutionally worthless, financially wasting, and that information, which has been established by modern-day students to be a “mere burden that is necessary for a concise period of time only,” is not even longer needed to bypass learning phases and obstacles, resulting in fear of largely unknowledgeable humans of tomorrow that will live in a society filled with disproportional intellect and vulnerability against political conspiracies to “cosmocracy.”

Grades and process of learning do not accurately or equally display varying potentials

The grading system was embedded in the first place to differentiate the hard-working, knowledgeable, and more capable students in a subject from the others. As standardized and uniformly applied as it has become in the last years, It does not accurately reflect students’ expertise on the subject, especially not after COVID. As explained in “Schooling system imprecision necessitates reformation 2.0.2.0,” examinations increase the disdain of students to schoolwork that hinders creativity and the will to search for more profound knowledge, allowing individuals to become mere learning machines only to pass and get the grades necessary for the desired tertiary school or academia. Test results no longer reflect expertise in a subject, but the hard work and effort placed a day before the exam. According to neurologists and brain scientists, most humans are equal with regard to their mental capacity. The only differences are the environmental restrictions and how they were raised that impacts their cognitive utility and access to more data at a given time. If individuals with lower genetic intelligence have the willfulness to cram days before the exam, in contrast to a more intelligent student unwilling to do so, the grading system results in providing a disproportional opportunity and evaluation of individuals of varying abilities. According to employers, that is why they overlook grades and focus on a more objective and practical approach. Hard work is necessary at all times, but when used for a short term or temporary purpose of bypassing specific barriers mandated to differentiate the successful from the unsuccessful, it becomes a societal problem. It is like the police creating the culprits to be praised and graded upon arresting them. According to analysts, hard work needs to be provided by individuals without having to pressure it out of them. Especially in the current times, unconventional means are required to strengthen the outlook of a more knowledgable world. The process of learning needs to accommodate the COVID-mandated outcomes that safeguard public health without compromising the quality of education required for a sound intellectual society.

Technology is a blessing for processes but not for outcomes. It eased the way humans perform their tasks and integration to a more globalized world, which as well should not be misused to maintain the application of the requisites for a better institution, better planet, and better world.
In the coming years, educators need to strategize a better, more old fashioned way of learning that tackles all enigmas of the old times but concentrates on developing the generations of tomorrow. Homeschooling seems the best option in times like COVID and intellectual mediocrity, ensuring accuracy and precision in the data.

Hassan Al-Shama
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