Distance learning is a way of studying without the learner being physically present in a classroom. It can be fully remote or ‘blended’ with in-person learning and is now usually underpinned by the use of digital technologies and resources. During the COVID-19 pandemic, there has been a rapid switch to distance learning. This POSTnote provides an overview of current trends in distance learning, evidence on key challenges and opportunities and potential future developments.
How does COVID-19 affect children? Will children be vaccinated against the disease? This article summarises the latest findings from research and highlights where more research can explore some of the remaining uncertainties.
On 26 January, 2021 POST invited speakers from the Office for National Statistics (ONS) and the Commons Library, to hold a closed briefing on Census 2021. These are the notes from the briefing. As this was a closed event for Parliamentarians and parliamentary staff, questions and comments during the different rounds of discussion have not been attributed.
Join POST and experts from the Office for National Statistics in this closed briefing and discover everything you need to know about the 2021 census. What is the value of census data for parliamentary scrutiny? What research services does it enable? How are the needs of Parliament for social data evolving?
Devices with screens include game consoles, laptops and televisions. Screen use refers to activities undertaken on such devices and the time spent on them. Children’s screen use has increased over the past decade. Policy-makers and parents have expressed concerns about possible effects of screen use on children/young people’s development and health. This POSTnote provides an overview of how children/young people use screens, the opportunities and risks of this use, evidence on the possible effects on health and development, and evidence on ways to support healthy screen use.
POST has published 20 COVID-19 Areas of Research Interest (ARIs) for the UK Parliament.
ARIs were identified using the input of over 1,000 experts. They were then ranked in order of interest to UK Parliament research and select committee staff, following internal feedback. Each ARI comes with a series of questions aiming to further break down each broad area.
The ARIs focus on the impacts of the global pandemic and range from economic recovery and growth, to surveillance and data collection, long-term mental health effects, education, vaccine development, and the NHS.
Over 350 experts have shared with us what they think the implications of the COVID-19 pandemic will be in the next 2 to 5 years. This work was done to inform the House of Lords COVID-19 Committee inquiry on Life beyond COVID, and is based on 366 expert responses. Areas of concern include work and employment, health and social care, research and development, society and community, the natural environment, education, arts, culture and sport, infrastructure and crime and justice.
A heat network provides heating and hot water to an apartment, commercial site or series of buildings close together. It can also provide cooling. There is interest in using them to help reduce greenhouse gas emissions from UK buildings. This POSTnote looks at the technology of heat networks and their sources of heat. It looks at considerations when building new networks. It also outlines a potential future market framework.
A POSTnote on digital skills for life will discuss the digital skills required for everyday life and employment, why parts of the population may lack these skills and which groups are most affected. It will consider the impact of the skills shortage on individuals and the economy as well as strategies to improve the population’s digital skills. Provisional start date: January 2021.
Disadvantaged pupils tend to have lower educational attainment compared with their peers; this is often called the disadvantage gap. School closures, as a result of the COVID-19 pandemic, are likely to have widened the disadvantage gap. This is because disadvantaged pupils tend to have less access to technology, spend less time learning and have reduced support from parents/carers compared with their peers.
Children who have COVID-19 are not likely to develop severe symptoms. They are also much less likely to die from the disease than people in older age groups. there is some evidence on infection risk for under 13s and for BAME children but more data from well-designed studies is needed to draw conclusions.
Charities and academics have expressed concerns that children’s mental health is disproportionately affected by the intervention measures used during the pandemic. Child and adolescent mental health may be compromised by factors such as strained family relationships, academic stress and reduced social contact with friends. Child and adolescent mental health services (CAMHS) have been reduced during the pandemic. They are likely to be under strain to meet increased demand. The UK Government has announced funding to ensure that charities can continue supporting those in need.
Over 1,100 experts have shared with us their concerns about COVID-19 and COVID-impacted areas in the immediate and longer term future. This report includes data or information experts would like to see the Government release in order to understand the decisions that underpin its approach to the COVID-19 outbreak. Generally, experts have highlighted five key areas of concern in the way the UK Government has released information. These include: transparency of decision making mechanisms, the quality, quantity and range of types of evidence used, the justification of the Government's decisions, the need for accessible and understandable information, and the need to publish data as soon as its available. Experts have also called for additional information to be released by the Government including: academic studies, models and Government data sets used to make decisions, all data being collected during the COVID-19 outbreak, Government guidance to departments, public bodies and public services, and Government and other public recovery strategies.
Over 1,100 experts have shared with us their concerns about COVID-19 and COVID-impacted areas in the immediate and longer term future. This report outlines education concerns. Experts are concerned about home learning. They worry about the added burden on parents, the quality of home education, and the feasibility of assessment. Access to different online tools, and varying levels of digital literacy may widen achievement gaps. Experts also want to know how the Government is contributing to making education accessible from home, and how it is providing support to those who need it. Experts are also concerned about how decisions to close and open schools/nurseries are being made. Social distancing can be challenging and stressful in these setting which could negatively impact teaching staff. Finally there are several concerns on universities. Experts worry that universities may struggle to provide high-quality education. There may also be a reduction in university staff, and a drop in research projects. There might also be a drop in admissions which would have a knock-on effect on universities' main source of income.