Following the suspension of classroom teaching due to the Covid-19 pandemic, the “2021 Dataction Survey” carried out by the Center for the Study of Economic and Social Reality (Ceres) shows that one of the major effects on “The children have stopped learning” is with the new learning modalities from the parents’ point of view.
Meanwhile, another percentage sees that imprisonment means “more work” for their parents and that spending on education “falls”.
The Ceres-Datacción survey was supported by the development cooperation project of the Swiss embassy in Bolivia, carried out by Solidar Suiza.
In the nine departments of the country, 1,199 parents over the age of 18 (555 women and 644 men) who have between one and eight school-age children or young people at home were surveyed.
51.7 percent of the children of the respondents attend a public school or college. 8.7 percent have children in private educational institutions and 5.9 percent in compact schools. Most students attend virtual or correspondence courses, which is 32.3 percent. 19.4 percent pass blended classes and 14.1 percent continue face-to-face training. (See infographic)
Since the beginning of the pandemic, 25.2 percent of those surveyed said that spending on education was “falling”. Meanwhile, according to wealth quintiles, it can be observed that the poorest population assesses expenditure on education as “strongly increased”.
However, the data that is getting attention is that 50.2 percent of parents believe that “the worst part about being suspended classroom teaching” is that “children have stopped learning”. A third of parents think that they “have more work” and a small percentage (6.2 percent) think that their children “no longer have friends”.
These data reflect part of the situation from the parents’ point of view regarding the educational situation after the educational measures taken since 2020 due to the pandemic.
“They don’t think of the affection that they stopped socializing”
PEDRO BADRáN Analyst
This is the perception that the interviewed parents have, that it was not exactly made for the students. In one of the questions “How do you think the pandemic has affected your children’s education?
I think the parents’ perception is what they were before they thought the children would learn.
We know very well that our education system was not exactly the best, because there were a lot of studies before it; In addition to the reforms that have been carried out, the question arises as to how good our education system is, since it has not been assessed by an aptitude test at the international level. So in this sense we become judges and parties. It’s mostly about a perception of parents where we all went to school and those who didn’t go to school didn’t study. Parents are still very suspicious of how children use electronic devices.
That question had other options, including “You have run out of friends.” I thought there would be a higher response rate than that would be a bit more serious than learning itself. However, the responses are related to the fact that the boys have stopped learning and that this restriction and change in educational modality means more work for the parents .
So I see a society where parents don’t consider the impact on their children important, that they’ve stopped socializing and seeing friends, which is a fundamental part of mental and social development, from toddler to adolescent.
In fact, one of the most important factors in keeping kids going to school rather than hiring private tutors is to share and interact with others like them.
I rely a little on the knowledge of Cecilia Jaldín, a preschool psychologist who points out that it is currently preschoolers who are most affected by this entire educational break. In all children under 5 years of age, the beginning of the socialization process is delayed, which is reflected, for example, in delays in speaking because everything begins with socialization.
But the data that caught my attention the most about the Ceres data is when asked if they have children enrolled in private, convention, or tax schools. Even in the top tier of the quintile, 57 percent say they have boys in tax school. This has two explanations: it is likely that they removed their children and enrolled in tax school between the first strict quarantine and the present, and the other explanation could be that there is not very much interest in investing in the children’s primary education . It is information on which the investigation must be deepened.
The data that Ceres gives us does not give us any certainty, but rather creates more doubt because it is still a subject that needs to be investigated. Did the boys study beforehand? Were our teachers prepared for the transition to digital education?