Tomorrow begins the lesson: Will normality be in schools and universities, experts speak

Some schools in Europe and East Asia seem to have successfully eased social distance rules; others have been reopened only to close again, as infections suffered a significant increase. Universities are facing more difficulties than schools of the pregraduate system.

The convitures and escorts of students to each other seem to be natural habitats for the coronary. Private colleges that depend on annual schooling fees may face no difficulty if parents decide that distance instruction is not worth too much.

One thing is certain: Coddy-19 has caused a revolution in digital learning, which can permanently transform classical teaching. This is what some experts think about what will happen to education.

Michael D. Smith, professor of information technology and marketing at Charles Mellon University: Technology to put out poor universities

The university as we know it so far will survive the pandemic, but there will be no longer the power it enjoyed before David-19. For a long time, universities have successfully faced pressure to change. For centuries, the power of a university stems from its ability to control access to the few places in one class, low faculty experts, and low labour market credentials.

Pandemia has forced university to use digital technologies, enabling students to study whenever, wherever and whatever they want from experts from different faculties around the globe. At the same time, new internet tools enable students to witness their skills with a specificness and clarity that does not match the diplomas they receive.

Today, many universities see this as a threat to their way of doing business. And they're right: Discretional and accelerated changes from the pandemic will be like the painful changes we've seen in other industries, such as retail, travel, media and entertainment, where companies that had a lot of confidence were destroyed by new digital competitors.

Instead of panic, however, education professionals should embrace these changes as an opportunity to fulfill their primary mission: create opportunities for as many students as possible to discover and develop their unique gifts and talents, and use them to change the world.

Ludger Voesman, professor of economics at Munich University and director of the Ifo Centre for Education Economics: Return to classic youth schooling as soon as possible

As the parents of children affected by closing the school learned, learning in distance has not been a good substitute for classical teaching. When we recently surveyed over 1,000 parents of German school - age children, we found that the time students spent in school and in performing homework was cut from 7.4 to only 3.6 hours a day, while watching TV, playing computer games, or using mobile phones grew to 5.2 hours a day.

More than a third of the students studied only 2 hours or less. We also found that girls adapt better to learning in distance than boys. Despite the widespread belief that educated parents were better able to provide a supportive home learning environment, the decline in learning time was as great in their children as in the children of less educated parents.

The real difference was that students who were already weak in school despite the socioeconomic background spent even more time learning from playing games than their best teachers. School closures will have a real cost in the long term.

So far, an average student has lost the equivalent of a third of the year, and he can expect his future income to be reduced by about 3 percent. The weakest education of this group of young people means that the economy as a whole will lose about 1.5 percent of GDP.

This situation gives us two urgent lessons. First, we must do everything we can to return classical teaching to schools as soon as possible, of course with necessary precautions. Where it is not possible, there should be a full time of direct online teaching, as e-mail homework has failed for many students. Second, we must put forth great effort to correct the students ' learning losses, or their future development will be seriously damaged.

Jennifer Nuco, an epidemiologist at John Hopkins University School of Public Health: Schools can be reopened safely, but only with strict protocols

In the United States and other countries, schools have begun to reopen. From these experiences, we can learn some basic lessons. It may be helpful for schools to create “muluska”, which are fixed student groups and teaching staff that interact only with each other.

First: The level of disease in communities where students and teachers live is important. If there is an increasing number of infections, students or staff can infect and bring the virus to school.

Second: Security protocols are very important. Even in communities where coronary levels are low, there is still a possibility that one can become infected and not know that and go to school. So measures such as wearing masks, maintaining physical distance between students and staff, improving ventilation, and staying in open environments play an important role.

Third: It is important for schools to plan what they should do in case of coronavirus identification. They must have clear plans that determine when the school closes, how long students need to stay at home, and what is most important the plan for reopening.

Finally, it is important to keep in mind that what happens outside the class can damage even the best security plans. Evidence from the reopening of schools worldwide has shown that social gatherings outside schools are an important way of transmitting the virus.

Salvatore Babones, a researcher at the Center for Independent Studies and associate professor at Sydney University, Australia: The end of international education?

Pandemia has hampered the movement of international students. When the time comes for things to be the same as before, the deteriorating relationship between China and the West will not help at all. China represents nearly 20 percent of international students in the world, and unlike most Western students who can make one or two semesters abroad to enrich their university experience, Chinese students tend to stay until their graduation.

This has led Chinese students to be the main source of income for institutions such as Sydney University (where 31 percent of all the student body comes from China), the University of Toronto (about 14 percent), and the University of Illinois (about 11 percent). Western universities dependent on Chinese students' schooling can face an existential challenge.

If Chinese students return as they did after the crisis, this is not known precisely. Due to the protracted effects of its policy, only one child per family, China is now experiencing a dramatic decline in the number of seniors.

Following the footsteps of Japan, South Korea, and Taiwan, it is facing a future of empty classes and bankrupt universities. China's need to keep foreign currency in order to maintain Juan's value may move it to reduce its student movement. /Foreign Police World.al.