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This article illustrates about how lockdown had affected a teenager both emotionally and physically in the brain. Teenagers had more chances of getting anxiety, depression, and fearfulness than they would have gotten it before. Lockdown had also affected the brain. Studies showed that many teenagers in covid’s brains had premature at least 3 years in the last 10 months of lockdown. Pre-maturing in the brain usually happens due to intense amount of stress, telling us about how teenagers must have been stressed out due to the lockdown.

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Covid showing lasting effects on children's mental health

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In this video, a news reporter and a mother of a teenager talks about how covid had been affecting her child’s mental health and how she worries that if we ever do go back to “normal”, we still would be all damaged from the effects of trauma, loss and grief, isolation and lost learning from Covid. It’s difficult to connect with your friends and to connect at school with remote learning, leading to a loss in positivity and happiness.

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Covid showing lasting effects on children's mental health

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The coronavirus pandemic has put kids through academic and emotional stress. NBC News' Erin Einhorn reports on the lingering impacts Covid-19 will have on children.

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This picture shows what usually gives teenagers anxiety or depression. You can see that loneliness and isolation is the first and highest amount of percentages in what causes anxiety or depression. You can also see that covid is on there, not as high as loneliness and isolation, but it’s still there.

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This infographic talks about what happened to these teenagers and talks about things that are connected to these teenagers being affected by covid, talking about social problems for these teenagers, socioeconomic problems, behavior issues, and risk of communication with others, losing connection with your friends and more.

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This website describes to us about how covid had affected teenagers. More than a third of the teenagers of a U.S. high school reported they experienced poor mental health during the COVID-19 pandemic, and 44% reported they persistently felt sad or hopeless during the past year. More than half reported they experience emotional abuse, 11% experienced physically abuse and more than a quarter reported a parent of other adult in their home losing a job, essentially affected a child, putting them in stress to either work harder or try to replenish the loss. Many felt suicide would be the best option during this as stress was poured down on them over and over during the lockdown. Some attempted. Fewer than half of youth reported that they felt close to people at school during the pandemic. Virtual learning was also definetly a struggle and stress holder as well.

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Centers for Disease Control and Prevention

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New CDC analyses, published today, shine additional light on the mental health of U.S. high school students during the COVID-19 pandemic, including a disproportionate level of threats that some students experienced.

According to the new data, in 2021, more than a third (37%) of high school students reported they experienced poor mental health during the COVID-19 pandemic, and 44% reported they persistently felt sad or hopeless during the past year. The new analyses also describe some of the severe challenges youth encountered during the pandemic:

More than half (55%) reported they experienced emotional abuse by a parent or other adult in the home, including swearing at, insulting, or putting down the student.

11% experienced physical abuse by a parent or other adult in the home, including hitting, beating, kicking, or physically hurting the student.

More than a quarter (29%) reported a parent or other adult in their home lost a job.

Before the pandemic, mental health was getting worse among high school students, according to prior CDC data.

"These data echo a cry for help," said CDC Acting Principal Deputy Director Debra Houry, M.D., M.P.H. "The COVID-19 pandemic has created traumatic stressors that have the potential to further erode students' mental wellbeing. Our research shows that surrounding youth with the proper support can reverse these trends and help our youth now and in the future."

Lesbian, gay, and bisexual youth and female youth reported greater levels of poor mental health; emotional abuse by a parent or caregiver; and having attempted suicide than their counterparts.

In addition, over a third (36%) of students said they experienced racism before or during the COVID-19 pandemic. The highest levels were reported among Asian students (64%) and Black students and students of multiple races (both 55%). The survey cannot determine the extent to which events during the pandemic contributed to reported racism. However, experiences of racism among youth have been linked to poor mental health, academic performance, and lifelong health risk behaviors.
School connectedness provided critical protection for students during COVID-19
Findings also highlight that a sense of being cared for, supported, and belonging at school - called "school connectedness" - had an important effect on students during a time of severe disruption. Youth who felt connected to adults and peers at school were significantly less likely than those who did not to report persistent feelings of sadness or hopelessness (35% vs. 53%); that they seriously considered attempting suicide (14% vs. 26%); or attempted suicide (6% vs. 12%). However, fewer than half (47%) of youth reported feeling close to people at school during the pandemic.

"School connectedness is a key to addressing youth adversities at all times - especially during times of severe disruptions," said Kathleen A. Ethier, PhD, Director of CDC's Division of Adolescent and School Health. "Students need our support now more than ever, whether by making sure that their schools are inclusive and safe or by providing opportunities to engage in their communities and be mentored by supportive adults."
We all have a role to play to help youth recover from challenges during COVID-19
Youth with poor mental health may struggle with school and grades, decision making, and their health. Mental health problems in youth are also often associated with other health and behavioral risks such as increased risk of drug use, experiencing violence, and higher risk sexual behaviors.

Schools are crucial partners in supporting the health and wellbeing of students. In addition to education, they provide opportunities for academic, social, mental health, and physical health services that can help protect against negative outcomes. Schools are facing unprecedented disruptions during the pandemic, however, and cannot address these complex challenges alone.

"In the face of adversity, support from schools, families, and communities protects adolescents from potentially devastating consequences," said Jonathan Mermin, M.D., director of the National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, CDC's lead Center for monitoring and addressing school-based health. "These data tell us what works. So, what will it take for our schools and communities to help youth withstand the challenges of the COVID-19 pandemic and beyond?"
More Information
These data, released as an MMWR Surveillance Supplement, come from the Adolescent Behaviors and Experiences Survey (ABES), CDC's first nationally representative survey of public- and private-school high school students to assess the well-being of U.S. youth during the COVID-19 pandemic. Funded through the Coronavirus Aid, Relief, and Economic Security (CARES) Act, CDC fielded the survey during January - June 2021.
CDC's Division of Adolescent and School Health on mental health among students: For more information from CDC's National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, visit www.cdc.gov/nchhstp/newsroom https://www.cdc.gov/healthyyouth/mental-health/index.htm.

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New CDC analyses, published today, shine additional light on the mental health of U.S. high school students during the COVID-19 pandemic, including a disproportionate level of threats that some students experienced.

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A group of women seeking to help other women with their job losses

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Many people had lost their jobs due to covid. Especially women. Between 5.4 million and 11 million women lost their jobs early in the pandemic and according to studies, haven’t recovered to the job losses as their male counterparts. Groups of people try to help women in gettin their job back and to see women and girls who are interested in STEM remain to be seen, not taking “No” from covid as an answer!

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From transportation to education to even jobs, everything had lowered down. Transport rates were cut, less people traveling due to covid, making traveling in public very dangerous. Unemployment rises from 4.4% in March to 14.7% in April. It remained that was till August. U.S gross domestic products would also decline. Air travel plunged down drastically. Car sales sank. Millions stopped going to work, resulting in less car sales and needing news of gas. Restaurants and jobs all stopped due to either no customers or not being able to do their jobs because of the danger or risks of covid.

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His dream college is on hold because mom lost her job | CNN

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There’s many kids who wanted to do big things with their futures, being a football player, going into theatre, or even just have a normal prom. These kids may not be able to do something due to covid, or due to their parents losing their jobs, not being able to pay the bills and have enough money to send their children into a college specifically for something that that they love, a college they want to go in and instead go to a community college which may be cheaper.

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His dream college is on hold because mom lost her job | CNN

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High School senior Julien Perez and other teens share how the coronavirus pandemic has erased their plans and impacted their futures. Watch more human stories of the pandemic.

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A week before, this airport was full of visitors traveling to different areas. Now, it's like an empty grave. There's no one there and even no workers, almost as if the whole place was shut down. No people due to the scaredness of covid, no workers since the owners can't pay them, no business. This airport may have just met its end thanks to covid.

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Many people after covid hit had lost their jobs permanently or temporarily. Many lost their health insurance. A lot of people cancelled their medical appointments as well, something that's normal, done every year as a checkup or if you're feeling unwell. It's been disrupted. People switched to video calls instead or phone calls to talk about their issues and hope for the best since they can't go into the doctor's office. Covid really changed everything as well in the medical field.

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Impact of COVID-19 on people's livelihoods

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Many people due to covid are also on the verge of going into poverty. Without money due to job losses, parents can't pay for their children or their needs, resulting in poverty. Parents who already struggled with money may need their children to work part-time jobs, who are already struggling in school to work harder since the money the parents earn may not be enough.

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The COVID-19 pandemic has led to a dramatic loss of human life worldwide and presents an unprecedented challenge to public health, food systems and the world of work. The economic and social disruption caused by the pandemic is devastating: tens of millions of people are at risk of falling into extreme poverty, while the number of undernourished people, currently estimated at nearly 690 million, could increase by up to 132 million by the end of the year.

Millions of enterprises face an existential threat. Nearly half of the world's 3.3 billion global workforce are at risk of losing their livelihoods. Informal economy workers are particularly vulnerable because the majority lack social protection and access to quality health care and have lost access to productive assets. Without the means to earn an income during lockdowns, many are unable to feed themselves and their families. For most, no income means no food, or, at best, less food and less nutritious food.

The pandemic has been affecting the entire food system and has laid bare its fragility. Border closures, trade restrictions and confinement measures have been preventing farmers from accessing markets, including for buying inputs and selling their produce, and agricultural workers from harvesting crops, thus disrupting domestic and international food supply chains and reducing access to healthy, safe and diverse diets. The pandemic has decimated jobs and placed millions of livelihoods at risk. As breadwinners lose jobs, fall ill and die, the food security and nutrition of millions of women and men are under threat, with those in low-income countries, particularly the most marginalized populations, which include small-scale farmers and indigenous peoples, being hardest hit.

Millions of agricultural workers - waged and self-employed - while feeding the world, regularly face high levels of working poverty, malnutrition and poor health, and suffer from a lack of safety and labour protection as well as other types of abuse. With low and irregular incomes and a lack of social support, many of them are spurred to continue working, often in unsafe conditions, thus exposing themselves and their families to additional risks. Further, when experiencing income losses, they may resort to negative coping strategies, such as distress sale of assets, predatory loans or child labour. Migrant agricultural workers are particularly vulnerable, because they face risks in their transport, working and living conditions and struggle to access support measures put in place by governments. Guaranteeing the safety and health of all agri-food workers - from primary producers to those involved in food processing, transport and retail, including street food vendors - as well as better incomes and protection, will be critical to saving lives and protecting public health, people's livelihoods and food security.

In the COVID-19 crisis food security, public health, and employment and labour issues, in particular workers' health and safety, converge. Adhering to workplace safety and health practices and ensuring access to decent work and the protection of labour rights in all industries will be crucial in addressing the human dimension of the crisis. Immediate and purposeful action to save lives and livelihoods should include extending social protection towards universal health coverage and income support for those most affected. These include workers in the informal economy and in poorly protected and low-paid jobs, including youth, older workers, and migrants. Particular attention must be paid to the situation of women, who are over-represented in low-paid jobs and care roles. Different forms of support are key, including cash transfers, child allowances and healthy school meals, shelter and food relief initiatives, support for employment retention and recovery, and financial relief for businesses, including micro, small and medium-sized enterprises. In designing and implementing such measures it is essential that governments work closely with employers and workers.

Countries dealing with existing humanitarian crises or emergencies are particularly exposed to the effects of COVID-19. Responding swiftly to the pandemic, while ensuring that humanitarian and recovery assistance reaches those most in need, is critical.

Now is the time for global solidarity and support, especially with the most vulnerable in our societies, particularly in the emerging and developing world. Only together can we overcome the intertwined health and social and economic impacts of the pandemic and prevent its escalation into a protracted humanitarian and food security catastrophe, with the potential loss of already achieved development gains.

We must recognize this opportunity to build back better, as noted in the Policy Brief issued by the United Nations Secretary-General. We are committed to pooling our expertise and experience to support countries in their crisis response measures and efforts to achieve the Sustainable Development Goals. We need to develop long-term sustainable strategies to address the challenges facing the health and agri-food sectors. Priority should be given to addressing underlying food security and malnutrition challenges, tackling rural poverty, in particular through more and better jobs in the rural economy, extending social protection to all, facilitating safe migration pathways and promoting the formalization of the informal economy.

We must rethink the future of our environment and tackle climate change and environmental degradation with ambition and urgency. Only then can we protect the health, livelihoods, food security and nutrition of all people, and ensure that our 'new normal' is a better one.

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Impact of COVID-19 on people's livelihoods, their health and our food systems

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The COVID-19 pandemic has led to a dramatic loss of human life worldwide and presents an unprecedented challenge to public health, food systems and the world of work.

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Covid had brought down the gdp rates, by 10%, with unemployment rising by 15%. Covid recession was the highest, 7% more in lowering the gdp rates compared to the Great Depression. Covid's recession though wasn't entirely based on economy crashes but because of job unemployment, leading to disaster as there wasn't any more money to give out, or get. Ever since 2020, the GDP has dropped significantly, much more than any other year.

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Almost everything about the policy response to Covid-19 has been unprecedented. The U.S. economy's loss of production dwarfs that of the 2007-2009 Great Recession. In fact, the current recession briefly caused a 10% loss of real GDP, with unemployment rising as high as 15%.
Table 1. Three most recent U.S. recessions

Note: All GDP data are adjusted for inflation and given in billion 2012 dollars, from Federal Reserve (FRED) series GDPC1.

The 2001 recession was especially mild, though it led to a policy response of persistent monetary expansion which eventually fueled unsustainable booms in real estate and construction. In turn, expansion in these sectors set the stage for the 2007 financial collapse that triggered the Great Recession. In the Great Recession, the U.S. economy lost nearly four percent of its value measured by produced output, though keep in mind that a large part of the lost output consisted of overvalued luxury real estate developments that were often sited where they were not actually wanted or needed. Unemployment rose to 10% by late 2009, a level rarely seen since the 1930s. This compares with 23% unemployment in 1933 at the depths of the Great Depression. During the depression, U.S. GDP fell by nearly 30%.
Figure 1. U.S. Real GDP 2000-2021
The Covid-19 recession was not triggered so much by unsustainable overexpansion as by profound restrictions motivated by public health considerations, and since this current recession did not come from any primarily monetary or public policy cause, we cannot look to economic policy alone to bring it to an end. An especially sharp decline in real GDP output occurred at the outset, but this was over by the second quarter of 2020. Much of the initial recovery was equally sharp, leading to what is often described as a "V-shaped" recovery, though as of the second quarter of 2021, we have yet to fully recover in terms of output. Unfortunately, just as many of the underlying investment distortions which initially led to the Great Recession were reinforced over the recovery that started in 2009, there is every reason to anticipate that many of the economic responses will further retard economic growth.

Low interest rates adopted to fight the 2001 recession allowed for unsustainable expansions in real estate, construction, and finance, all markets that collapsed during the Great Recession. In the wake of the Great Recession, real estate markets were once again overinflated to their pre-2007 levels and beyond. Similarly, the financial sector has been permitted to overleverage to reach or exceed pre-2007 levels of unsustainable risk. Without significant monetary and regulatory reform, our recovery from the Covid-19 recession will not only not cure these negative conditions, but will only set up the U.S. for our next recession, one that will almost certainly be even more severe.

In fact, the national debt ballooned together with the Fed's balance sheet even before the pandemic hit, and once it did we've been spending with unprecedented recklessness for relief, recovery, and even supposed infrastructure expansion. Spending this wealth that has yet to be created guarantees, not just future inflation, but a future recession.

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"National debt ballooned together with the Fed's balance sheet even before the pandemic hit, and once it did we've been spending with unprecedented recklessness for relief, recovery, and even supposed infrastructure expansion. Spending this wealth that has yet to be created guarantees, not just...

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There were many reasons of why the US economy going down. Electric demand was big. Since all people were either switching or had switched to using computers, iPads, or devices either for their jobs or their works, there was more of a need for electricity and power. People were staying at home, lights were turned on more frequently since there was people active and not gone to school or to work, causing bills to rise and to demand for more electricity during the pandemic.

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Resources Radio Live: "How COVID-19 Has Powered Down the US Economy, with Steve Cicala"

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GDP decrease due to covid relative to economies 

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There's clearly a pattern. There was a rise in GDP points wise through 2010-2019. When we hit the graph for the data of 2021-23, we see the graphs are much more different. Instead of going up, the GDP points go down, telling us how due to covid, since covid had occurred throughout 2021-2023, we see how the points are going down, telling us that the GDP has been changed due to covid.

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With the amount of information, we can receive from this infographic, we can see, in a summary how rates have been decreasing, all in a bad way. No matter what it is, from UK house prices to GDP percentages to inflation increasing, there's been a change due to covid. And there's a drastic change. The GDP percentages go down comparing from 2018 to 2019. The inflation went up which isn't a good sign, telling us prices increased. Inflation is when you're printing out more money than it's worth. House prices had a HUGE dip down from its constant change, telling us this was probably due to covid. Trade tensions, everything changed due to covid.

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People believe that the economy had gone down due to lockdown. An economist disagrees otherwise, saying that he believes that covid had changed the economy because of the fear that people had the uncertainty and the fear of catching the virus that is stopping consumers going to the places they normally would, and that’s hurting the economy, not the lockdown.

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Economic Progress

Predicting our economic future: Nariman Behravesh Image: World Economic Forum

Previously Commissioning Editor, Agenda, World Economic Forum

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An economist explains what COVID-19 has done to the economy

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Economic Progress Predicting our economic future: Nariman Behravesh Image: World Economic Forum Previously Commissioning Editor, Agenda, World Economic Forum Stay up to date: Economic Progress Follow Growth has declined much more sharply than during the 2008 financial crisis Image: IHS Markit Image: IHS Markit Don't miss any update on this topic Create a free account and access your personalized content collection with our latest publications and analyses.

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Covid had affected education severely around the world. Schools, colleges, and universities were closed to control the spread of the coronavirus. School closure was difficult for students. Many wouldn't have access to technology and internet access. Many would be distracted from what was being taught, as there was no control for the teachers if the student were to just leave his or her zoom class. Many people who usually learn face to face, struggle with virtual learning, making it hard to learn new things.

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1. Introduction

The coronavirus (COVID-19) is a pandemic disease that affects the education system of different income level countries (Wajdi et al., 2020). The United Nations Education, Scientific, and Cultural Organization (UNESCO) has been recognized that the coronavirus pandemic outbreak has impacted the education system in the world (UNESCO, 2020b). A lot of pandemics have occurred in human history, and affected human life, education system, and economic development in the world (Editors, 2020). The World Health Organization (WHO) (WHO, 2020a) on March 11, 2020, has officially announced that coronavirus (COVID-19) is a pandemic after it covers 114 countries in 3 months and infects more than 118,000 people in the world. The first COVID-19 case has reported by Wuhan Municipal Health Commission on December 31, 2019, in the Hubei Province, China (WHO, 2020b). The coronavirus pandemic is quickly spreading and affecting 213 territories and countries throughout the world. In the world about 30,086,319 of total cases, 21,833,645 of total recovered and 945,962 of total deaths were recorded until September 17, 2020 (Worldometer, 2020). According to (Medical News Today, 2020), the researchers believe that coronavirus is spreading exponentially and many countries are locked in their education system, and enforcing their people strict quarantine to control the spread of this highly contagious disease. The governments focus on fulfilling equipment, organizing medical institutions, and laboratory centers, identification of the virus, training health workers, and creating awareness for their people (Haleem et al., 2020). Education has been the pillar of development of every country, so education is principal to the development and growth of all countries. The education system has been affected by several challenges ranging from changes in the education curriculum to closing down the education system due to widespread pandemic diseases (Owusu-Fordjour et al., 2015).

As UNESCO (UNESCO, 2020b) reports that 87% of the world's student population is affected by COVID-19 school closures. UNESCO is launching distance learning practices and reaching students who are most at risk. According to the UNESCO, over 1.5 billion students in 195 countries are affected by COVID-19 pandemic school closures. In (Niranjan, 2020) studied that COVID-19 impacted not only the overall economy and our day to day life, but also emotional, mental, and physical health, also, losses in national and international business, poor cash flow in the market, locked national and international traveling; moreover, disruption of the celebration of cultural, and festive events, stress among the population, the closures of hotels, restaurants, religious, and entertainment places (Evans, 2020). In many developing countries the economic shock has come first, as governments have locked down their economies to reduce the speed of infection. As a result, developing countries are suffering their greatest economic decline and closures of their education and transportation system (Haleem et al., 2020). Distance learning solutions are containing platforms, educational applications, and resources that aimed to help parents, students, and teachers. Digital learning management systems, massive open online course platforms, and self-directed learning content (UNESCO, 2020a). However, due to lack of internet connectivity, information technology, educational materials, and digital technology skill distance learning is difficult for teachers, students, and families in developing countries (Mustafa, 2020). Some developing countries deliver classes through radio, television, and online platforms. However, the poorest families and students have not radio, television, and other devices to access the resources and to learn at their home. So, some developing countries provide resources such as textbooks, radios, equipment, and study guides to the poorest students (Mustafa, 2020).

In this study, the impact of coronavirus on the education system, impacts of COVID-19 on children, students, teachers, and parents, the recommended solutions about the continuity of education system during COVID-19, online learning challenges, and opportunities, and education system after coronavirus related articles have been reviewed and discussed.

2. Impact of COVID-19 on Education System

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.

2.1. Teachers, Students, and Parents

The pandemic of COVID-19 pandemic is affecting schools, students, teachers, and parents. 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.

Distance learning is a solution to continue the education system, but it is difficult in developing countries because many parents have not themselves been to school and there is a lack of the necessary Information and Communication Technology (ICT) infrastructures, computers, radio, and television to provide distance learning. Access to computers and access to the internet is basic to successful distance teaching. This is not guaranteed for all students in developing countries (Zhang, 2020). Also, staff and teachers should familiar with online teaching platforms. Teachers struggle with difficulties in the area of technology and lack of infrastructure availability. Some private schools may not pay their staffs' salary and some schools may pay half salary. COVID-19 affects poor families since many students don't have access to the equipment at home. The physical school closure and the implementation of distance education lead the student to spent less time learning, stress, and lack of learning motivation (Di Pietro et al., 2020).

2.2. Unequal Access to Educational Resources and Technology

The school's closure due to COVID-19 may not affect students equally. Students from less advantaged backgrounds highly suffered during COVID-19 than advantaged students (Di Pietro et al., 2020). To control the coronavirus spread, most countries have been working to encourage parents and schools to help students continue to learn at home through distance learning (UNESCO, 2020a). The governments advised students to learn from radio and television lessons that can be accessed at home. The radio and television lessons may work for some children and students in urban areas, but most parents in rural areas have not accessed to radios and television lessons. For example, in Ethiopia, more than 80% of the population lives in rural areas with limited or no access to electric power, so that it is challenging for students in rural areas to learn from radio and television lessons (Tiruneh, 2020). The schools in urban areas are teaching their students from a distance by uploading assignments, books, and reading materials through Google Classroom, e-mail, social media, and other applications. In some urban areas, even if distance learning is provided due to a lack of monitoring strategies some students may not use it properly. Private schools sending learning materials directly to parents through social media platforms. There is a difference between rural and urban schools and the public and private schools to keep their students learning from home. Also, public school teachers and students have limited or no access to the internet (Tzifopoulos, 2020).

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 (Tiruneh, 2020). There were already inequalities before coronavirus in access to quality education between students in urban and rural areas, and students from families with higher and lower socioeconomic status. School closures could further increase the inequalities between students (Owusu-Fordjour et al., 2015). Students in rural areas and from disadvantaged families lack access to technology, internet access, and educational resources (Di Pietro et al., 2020).

2.3. Assessment and Evaluation

Distance learning is a good opportunity for teachers, students, and families. In (Zhu & Liu, 2020) developed actions such as introduced online learning platforms, use Blackboard, Zoom, TronClass, Classin, and Wechat group platforms, and conducted online training, and collected information about all courses. Online teaching and learning are not a new mode of delivery for developed countries and some developing countries. However, shifting from face-to-face class to online learning is challenging for teachers, students, families, and the countries government due to lack of finance, skill, ICT infrastructure, internet access, and educational resources (Basilaia & Kvavadze, 2020). Furthermore, computers and other IT equipment, at home are difficult for most parents, children, and students in developing countries (Sahu, 2020). Additionally, some courses are difficult or impossible to teach and learn through online learning methods such as sport, nursing, laboratories, music, and art courses.

The shift from face-to-face class to online class has a serious impact on assessments and evaluation. Depending on the course nature and the assessment type applying assessments and evaluation online is a challenging task. So that teachers have enforced to change their assessment types to fit the online mode. Also, it is difficult to monitor the student how they are taking courses online and difficult to ensure that students are not cheating during online exams (Basilaia & Kvavadze, 2020). Additionally, laboratory tests, practical tests, and performance tests are impossible to conduct online. Moreover, students who do not have internet access will suffer to take assessments and evaluations (Sahu, 2020). In (Osman, 2020) the assessment and evaluation of students' performance in online learning is difficult for both instructors and students particularly teaching practicum, technical competencies, and the assessment of practical skills is difficult. According to (UNESCO, 2020b) report, even for students, teachers, and parents in countries with reliable ICT infrastructure and internet access, the rapid transition to online learning has been challenging. Students, parents, and teachers also require training to deliver online learning effectively, but such support is particularly limited in developing countries. Education inequalities are a threat to education system continuity at a time of unexpected educational system closures (UNESCO, 2020b). Because, there are a limited number of computers, internet access, mobile network access, and lack of ICT trained teachers in developing countries (O'Hagan, 2020). Therefore, even if online teaching and learning are a good opportunity to continue education during the pandemic it is challenging for developing countries (Sun et al., 2020).

2.4. Mental and Physical 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 (Tiruneh, 2020). The lockdown due to coronavirus may people are feeling stress, fear, and anxiety, such as a fright of dying, a fear of their relatives dying (Sahu, 2020). This stress may affect the students, mental, and physical health of students. The pandemic may have a serious influence on the careers or may have not to graduate of this years' higher education undergraduate students (Niranjan, 2020). All students may not have good interaction with online learning applications and platforms (Haleem et al., 2020), because some of the students are active and some may take a longer time to familiarize themselves with the system.

3. Continuity Education System during COVID-19

UNICEF (UNICEF, 2020) stated that in the case of school, college, and university closures, support continued access to quality education. This can include the use of distance learning strategies, assigning reading and exercises for home study, radio or television teaching of academic content, assigning teachers to conduct remote follow-up with students, and develop advanced education strategies. The pandemic has made all the education system across the world to adopt distance learning since the pandemic pushes face-to-face learning to online learning. So, in most developed countries, courses, and exams are conducted online by using different applications, and social networks (Sun et al., 2020). Used the situation as an opportunity to install network infrastructure and scale internet access across urban and rural areas (Viner et al., 2020). Students are started to learn from home and stay at home as much as possible, to maintain physical distancing, and to save themselves. In some countries, before COVID-19 there was an online learning system available but traditional face-to-face learning had the power (Tiruneh, 2020). But now online learning is going to be the first option. In many countries, teaching and learning progress is provided by using a distance learning method (Varalakshmi & Arunachalam, 2020). Digital learning management systems such as Google Classroom, and Moodle. Massive Open Online Course Platforms such as Alison, Coursera, EdX, and Udemy. Self-directed learning content such as Khan Academy, and OneCourse (UNESCO, 2020a).

The COVID-19 pandemic has not clear investigation when the virus will be controlled, but there is an indication it will at for two years and the virus will occur again and challenge the world. So, the countries should plan different strategies to continuity the education system through distance learning. Regarding this, the country designs a strategy to scale educational technology during pandemics, establish zero-rating educational resources on the internet, universal service funds and connecting schools to the internet, prepare online teaching and learning resources, utilizing free online learning resources, practice mobile learning, practice radio and television teaching and grow up ICT infrastructures (Tiruneh, 2020). Then identify each distance learning challenges and opportunities for children, students, teachers, and families. This helps to determine and control the bottleneck of online teaching and learning challenges.

The countries should practice the use of educational technologies at scale and install ICT infrastructures (Chick et al., 2020). Also, countries enable the students to access educational websites and applications without charge because the resources are zero-rated, in another word when the student access educational websites and applications don't take data charges. Using universal service funds to scale internet access for students, teachers, and societies. But the pandemic is affecting the availability of funding for education (Niranjan, 2020). So, governments should design education financing policies and strategies to minimize the impact (Al-Samarrai et al., 2020). Access to online learning content from free open educational resources provided by non-profit publishers, and private companies (Wajdi et al., 2020). Increase the accessibility of educational resources on mobile phones. The parent should keep track of their children and avoid bad practices in mobile learning. Use the radio and television teaching approach, particularly where students can't access other technologies at home. Install ICT infrastructure, and educational technologies to reach students in rural and the most challenging areas (Tiruneh, 2020). Use virtual classes to promote the progress and educational achievement of students. This helps to know about what works, and what doesn't when it comes to the virtual class. The virtual class provides real-time interaction between nursing teachers and students (Ng & Or, 2020).

Education in Developed and Developing Countries during COVID-19

The COVID-19 pandemic has challenged the education community. The authors in (Crawford et al., 2020) discussed and analyzed the intra-period higher education's responses of 20 countries in the world. They decided that to social distancing strategies on higher educations, needs a rapid curriculum redevelopment for fully online learning. In (Pujari, 2020) stated that due to the closure of school students, teachers, and parents fare facing various difficulties in India. So, online teaching is a better solution, feasible, and appropriate but it challenges poor parents and students. According to UNESCO reports the COVID-19 pandemic has interrupted the face-to-face class for at least 9 out of 10 students worldwide. Globally, 195 countries have closed all their schools, affecting over 1.5 billion students from pre-primary to higher education. In the worldwide 50% (826 million), 43% (706 million) of students do not have a computer and internet access at their home respectively. Also, about 56 million students cannot use mobile phones, because they are not covered by mobile networks. Sub-Saharan Africa Countries, about 89% (216 million), 82% (199 million), and 11% (26 million) of students do not have a computer, home internet access, and not covered by mobile networks respectively. Moreover, about 56 million students live in Sub-Saharan Africa not served by mobile networks. Furthermore, pandemic highlights the need for more ICT trained teachers. In developing countries, there is only 1 trained teacher for 56 students in primary education; and it is 1 trained teacher for 60 students (UNESCO, 2020b), (O'Hagan, 2020). This challenges to continue the education system during the COVID-19 pandemic in developing countries.

The governments of different income level countries are using different distance learning methods to continue education during school closures (Vegas, 2020). About 90% of high-income countries are delivered online learning and 20% are using a combination of broadcast and online learning. The upper-middle-income countries, over 70% provides a combination of broadcast and online learning. Also, about 66% of the lower-middle-income countries provide broadcast and/or online learning. Low-income countries, less than 25% are delivering education using television and radio education to their students. For instance, Europe, Central Asia, East Asia, the Pacific, the Caribbean, and Latin America most countries are providing distance learning via online learning fully and the combination of broadcast and online learning to teach rural area students. In the North and Middle East Africa, about 28% of countries are providing only radio and television teaching, less than 40% provide only online learning, and 22% are providing a combination of broadcast and online learning. In South Asia, 40% of countries are providing broadcast education, and 50% are providing a combination of broadcast and online learning. In Sub-Saharan Africa, 11% of countries are providing only online learning, and 23% of countries are providing a combination of broadcast and online learning (Thomas, 2020). However, low-income and middle-income countries offering broadcast and online learning are not reach most students (Winthrop, 2020).

The country's governments should provide training to teachers on technology-based education during the COVID-19 crisis. In South Asia, 50% of countries provide training and guidance to teachers. In Europe, Central Asia, North and Middle East Africa, over 50%, the Caribbean and Latin America 48%, and 40% in the Pacific and East Asia provide training to their teachers. But Sub-Saharan Africa countries are not provided training to their teachers (Vegas, 2020). Finally, the report suggests that the pandemic will have a very large impact on the education system in the world. Particularly, the education system in low-income countries will be the most negatively affected and less able to provide distance learning and training to teachers (Winthrop, 2020).

4. Education System Post-COVID-19

The researchers, curriculum designers, education officers, and educational institutions work together to transform the education system during the closures. Educational institutions should design curriculums, prepare learning strategies and techniques for post-COVID-19, and transform the education system itself. During closures curriculum design, collaborations, skill development, and educational institutions should focus on advancing the education system. After COVID-19, the school's design strategies and methods to recover lost learning, ensure children return to school when schools reopen, preparing students, parents, and teachers, and to scale distance learning accessibility (Tiruneh, 2020). School teachers in collaboration with education officers need to give awareness for parents and students to make sure that children are safe at home during school closures and trying to learn and read books as much as possible (Crawford et al., 2020).

There is inequality among urban and rural students; students from low-income or high-income and literate or illiterate parents. So that the education system should design and implement some evidence-based actions that aim to facilitate the recovery of the lost portion when schools are reopened. Because of the lack of required support during the school closures, it could take a very long time for children from illiterate and low-income parents to recover their missed portion when they return to school. Some students from low-income parents may decide to work as daily laborers to support their families financially and may never return to school when schools reopen. Parents from rural areas may be unwilling to send their children back to school because they may prefer their children to continue to support them in cattle herding and farming. The schools should trace those students who do not return to school and also even if the countries recover from COVID-19, parents may fear to send their children back to school so that design strategies to encourage parents to send their children back to school (Tiruneh, 2020). The education system needs strategies on how to prepare teachers and students to respond effectively and efficiently during and after COVID-19. Teachers may not teach all the time in a face-to-face classroom; students may not learn in the face-to-face class all the time. When the COVID-19 pandemic is over, the education system needs to prepare everyone to be flexible and adapt quickly to various learning platforms during a time of crisis. The global community may need to support the educational systems in developing countries in their efforts to prepare schools, teachers, students, and parents for the future (Zhu & Liu, 2020).

5. Conclusion

The COVID-19 is a pandemic disease caused by a virus that affects the education system of both developing and developed countries. Education is the pillar of every country's development. In the world, most schools, colleges, and universities are closed to control the spread of the COVID-19. The school closure brings difficulties for students, families, and teachers. So, distance learning is a solution to continue the education system. However, distance learning is challenging in developing countries because many parents have not themselves been to school, lack of ICT infrastructures, computers, radio, and television. The poor and digitally-illiterate families with lower educational levels children with poor learning motivation are more suffering in this situation and this increases inequality. Students in most rural areas may be forced to fully support their families in cattle herding and farming. Also, 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 COVID-19 pandemic has made all the educational schools across the world to adopt teaching and learning online. So, governments should scale network infrastructure and internet connectivity across urban and rural areas. The countries should design a strategy to scale educational technology, establish zero-rating educational resources on the internet, prepare digital teaching and learning resources, utilizing free online learning resources, use mobile learning, use radio and television teaching, and grow-up ICT infrastructures. During closures researchers, curriculum designers, education officers, and educational institutions work together to transform the education system. Schools and universities should design curriculum, prepare learning strategies and techniques for post-COVID-19, and transform the education system itself. After COVID-19, the schools and universities design strategies and methods to recover lost portions, ensure children return to school when schools reopen, and scale online learning infrastructures. Finally, the COVID-19 pandemic has been impacting the face-to-face education system of developing countries. Therefore, developing countries should scale online teaching and learning infrastructures.

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The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review

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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.

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Many students in middle school and high school have been reported to have an 85% boost in getting grades such as an F or a D. More than 40% are failing their classes. It wasn't the children's faults entirely though. Communication is big in humans. Going to school every day, meeting your friends and doing the activities you love keeps you motivated. Since children have stopped going to school and switched to online schooling, it's been more of a challenge for these students to stay more motivated and connected to what was being taught and what was happening in school.

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You can see that due to the school closure, usually what would have happened was that kids wouldn't neither forget but usually stay constant of what was taught in their class till the typical last day. But when we see the dotted lines, which shows covid slides, we see how much more of a downfall there has been in education being lost since school closes and the typical last day. What was usually a growth in education from school closure to typical last day became a decay instead.

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Based on what covid has done, we can see "education" as a broad topic split into subcategories, seeing the percentages of increase of the impacts on education. Mental health and wellbeing have gone up, and we can also see in a side note, this means levels of stress, anxiety, and depression. Distance learning strategies, impact on non-cognitive skills, school closures, and more have been discussed and shown as percentages of change as well due to covid.

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Many students at first were really excited to be doing virtual learning but soon lost interest and struggled to pay attention in school. Educators felt stressed out on how they could teach their students and control them over virtual learning, trying new innovative ideas on making sure they're studying and learning new things as if it was a normal school year, which eventually doesn't work out as students start to lose focus and instead lose connection with learning and studying new things that interest them.

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How is COVID-19 impacting education? - Education and Human Development

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COVID-19 is changing the face of education. Educators and students across the country are working to accommodate to socially distanced and virtual school while also supporting their student's fears and concerns.