Introduction
Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This article aims to review the impact of the COVID-19 pandemic on the education system in developing countries. As UNESCO (UNESCO, 2020b) reports that 87% of the world’s student population is affected by COVID-19 school closures. According to the UNESCO, over 1.5 billion students in 195 countries are affected by COVID-19 pandemic school closures.
Impact
In the world, most countries have temporarily closed child-cares, nursery, primary and secondary schools, colleges, and universities to control the spread of the COVID-19 pandemic (TUAC Secretariat Briefing, 2020). COVID-19 impacts not only students but also it affects teachers and parents across the world. UNESCO reported that over 1.5 billion students in 195 countries are out of school in the world due to the school closures (UNESCO, 2020b). As (Pujari, 2020) COVID-19 affects all over the education system, examinations, and evaluation, starting of new semester or term and it may extend the school year.
Impact on Students
The COVID-19 crisis increases social inequality in schools. Students from more advantaged parents attend schools with better digital infrastructure and teachers might have higher levels of digital technology skills. Some schools can be well equipped in digital technology and educational resources. Disadvantaged students are attending schools with lower ICT infrastructure and educational resources (Di Pietro et al., 2020). Following COVID-19 more advantaged students are attending schools to adopt online learning. Schools in disadvantaged, rural areas lack the appropriate digital infrastructure required to deliver teaching at the remote. Also, there is a significant difference between private and public schools in technology and educational resources. In most countries, private schools are more effective than public schools. Students’ have not equal access to digital technology and educational materials. In the (Woday et al., 2020) survey, the study finds during schools closure the level of anxiety, depression disorders, and stress are high among students.
Unequal Distribution
The school closure brings difficulties for students, families, and teachers of developing countries. Students from poor families with lower educational levels and children with poor learning motivation suffer most during coronavirus. The children may have higher dependence than younger students on parents and they need guidance in their learning process, internet access, and usage of digital devices and applications (Tzifopoulos, 2020). Furthermore, poor and digitally-illiterate families’ children are further suffering
Mental Health
The closures schools and higher education negatively affect the mental and physical health of children, students, parents, and teachers in the world, especially in developing countries (UNESCO, 2020b). Since during school closures, both boy and girl students in most rural areas may be forced to fully support their families in cattle herding and farming. Girl students from low-income families and rural areas can be at a higher risk of sexual abuse, and forced labor, and early marriage. The infected cases rapid increase has created a sense of anxiety and uncertainty about what will happen
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