The worldwide dissemination of coronavirus (COVID-19) in an attempt to suppress it has prompted dramatic regulations. The closure of all the schools was one of the first compulsory measures taken by the affected countries. The sudden adjustments of educational processes and altered dynamics among all stakeholders-schools, teachers, students, and parents-challenge familiar routines and threaten crucial public goals. The World Bank has also appointed its EdTech experience team[1] to assist policymakers around the world in promoting the continuity of basic education by adaptation of new technology. Institutions operating historically with interactive education channels have also learnt from their contemporary strategy through the COVID-19 crisis. These schools mastered the sudden transition to homeschooling smoothly, simplifying the adjustment process for both students and parents. Their early expenditure in machinery and software and in educational personnel coaching has enabled them to proceed with limited disruption in their operations.
Across several digital sectors, digital transformation consulting services ties market planning to delivery.
They assist businesses in navigating the possibilities and challenges that the transition to digital enterprise presents.
Technologists and government policymakers are from two entirely different worlds – one following the rules, the other eliminating the eroded technological solutions.
Technologist needs to be a part of the government policymaking process, while these policymakers need to grasp more knowledge on how exactly these solutions work.
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