3 │ INVOLVEMENT OF PUPILS IN DISTANCE LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 16 The proportion of pupils who were lent digital equipment (by or through their school) was about 3.5% (the highest proportion was in incomplete BSs – approx. 5%, the lowest in non-Maturita fields of USSs – approx. 1.5%). Given the estimated number of pupils without digital equipment in the spring of 2020 (according to the then estimate of school principals, it was about 250,000 pupils), this proportion means lending digital equipment to one fifth of them (approx. 50,000 pupils); the remaining group of pupils was provided with digital equipment in a different way – it was mostly purchased by their parents or lent by other organisations without involving the school. Although almost all pupils are involved in distance learning in some form, some do not participate in online learning. 8One of the reasons is still deficiencies in their digital equipment or inadequate connection. The proportion of such pupils is around 3%, the worst situation being in non-Maturita fields of USSs. According to the Czech School Inspectorate’s spring survey, the principals of basic and upper secondary schools estimated the number of such pupils at about 250,000; at present it is about one fifth (approx. 50,000 pupils). In any case, mainly due to large-scale financial interventions that made it possible to retrofit schools with digital equipment and, if necessary, lend them such equipment, the extent of the impact of problems with digital equipment is much lower than in the spring of 2020. CHART 3 | Schools according to the proportion of pupils who do not participate in online synchronous learning due to problems with digital equipment (absence of connection, low quality of connection, lack of computers in the household, absence of computers, etc.) Another reason for some pupils not participating in online learning is their low motivation or the limited motivation of their parents combined with the limited support they provide to their children in learning. This negative trend is naturally more pronounced in schools with a higher proportion of pupils from socio-economically disadvantaged family backgrounds. The influence of the family background and socio-economic aspects on children’s learning is 9very strong in the Czech Republic, and reducing these influences and their impacts is one of the biggest challenges of the Czech education system in terms of increasing the effectiveness of education. This fact has been pointed out by the Czech School Inspectorate, as well as by a number of other organisations, institutions and individual experts, for a long time, and it is clear that with distance learning lasting a very long time these negative influences are even more pronounced. 8 It should be noted here that distance learning and online learning are not the same, because online lessons (synchronous learning) are only a subset of distance learning, which is a much broader complex of activities (consisting of both synchronous and asynchronous activities). Asynchronous activities can be implemented online, but activities without the use of digital technologies are also recommended. 9 Families living in socially excluded locations, families with low educational achievement, families burdened with distraint, families with housing problems, but also, for example, families with a larger number of children and low incomes. 0 %10 %20 %30 %40 %50 %60 %70 %80 %90 %100 %neúplné ZŠúplné ZŠgymnáziamaturitní SOŠnematuritní SOŠnikdozcela výjimečně (okolo 1 %)ojedinělí žáci (okolo 5 %)v průměru jeden, dva ve třídě (okolo 10 %)více než 10 % žáků školynon-Maturita STSs Maturita STSs secondary general schools complete BSs incomplete BSs 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% no one very rarely (approx. 1%) rarely (approx. 5%) one or two in class on average (approx. 10%) more than 10% of pupils