Tag: coronavirus

The Covid Catch Up Premium – Woefully Inadequate…?

The UK government’s main policy to help students catch up on missed schooling during the Pandemic has been to provide extra funding to schools on a per pupil basis.

The extra funding amounts to around £600 million, which sounds like a lot, but this is only equivalent to £80 per pupil, but with more being allocated for students with special educational needs.

If you are studying for this years A-level sociology exams you should consider and critically evaluate this policy, not only as it should have affected your own life, but also because you should be able to use this in the PAPER 1 exam as ‘education policies’ is the topic selected in the pre-release advanced information – something about Policies WILL come up, most likely an essay, and so you SHOULD be able to use material on covid catch-up policies.

To give you an idea of just how little money this is once it gets to schools check out this policy response document from one school.

So that’s £68 000 for 966 pupils.

Let’s assume that this school is going to focus on the 35% disadvantaged pupils….

So that would be £68 000 for 350 pupils (approximately), each of whom would have missed around 20 weeks of schooling over the last two years.

So what can that $68K buy for the school….

Let’s assume like for like and that they’re going to fund 6 months worth of catch up, then that £68K would buy….

  • About 3 qualified teachers (pay their salaries for 6 months) – with classes of 35 and 5 lessons of an hour a day (to make the maths easier) that could mean an extra 2.5 hours of lesson per pupil per week.
  • With smaller classes of 15-20 that’s 1 hour and 15 minutes a week.
  • Or about 3400 hours of one on one tuition (at £20 an hour) – a total 10 hours each per pupil over 6 months.
  • Or they could pay for around 6 Full time support workers, but the benefits of those are more difficult to quantify.

NB all of the above assumes ONLY the 35% of disadvantaged students getting extra help at the same rate, it doesn’t factor in SEN pupils and assumes 65% of students get nothing.

So TLDR – this catch up funding means 10 hours of extra tuition for disadvantaged pupils for 6 months in smallish classes of around 15 pupils.

So ask yourself – is 10 hours enough to catch up on 20 weeks of missed schooling?

Is it fair that 65% of pupils get nothing? (In my hypothetical model)

Oh and one final thing, if you feel as if you’ve got no extra support to catch up following lessons lost due to Covid, this might explain why!

Relevance to A-level Sociology

This is directly relevant to the Education topic, and should be useful in this year’s 2022 exam!

The Covid-19 Pandemic Exaggerated Health Inequalities in England

The Pandemic has increased health inequalities in England, according to a recent report by the Institute of Health Inequalities – Build Back Fairer – The Covid-19 Marmot Review: The Pandemic, Social and Health Inequalities in England.

Prior to the Pandemic, from 2010 to 2020, health inequalities between the least and most deprived were increasing in England.

Pre-pandemic, increases in life expectancy had stalled, but life expectancy for the most deprived 10% of the population actually decreasing in some regions (such as parts of the North East and London) during some years in that 10 year period.

Covid-19 increased health inequalities

The charts below show the mortality rates per one thousand between March and July 2020.

As you can see, there are drastic differences already between the least and most deprived deciles – 600/ 100 000 for the poorest decile, compared to 400/ 100 000 for the wealthiest decile.

But the difference is greater when we look at the covid related mortality rate – this is 200/100 000 for the poorest, compared to nearly 100/ 100 000 for the wealthiest.

So health inequalities increased from a difference of 1.5.1 to nearly 2:1 as a result of the Pandemic.

Some of this difference is explained by the different levels of exposure due to occupation – as a general rule, professional workers are more able to work from home and stay isolated, while manual workers and care workers need to actually go to work in person, and this is reflected in the different mortality rates by occupation (‘social class’) for the same period as above:

Explaining health inequalities… it’s not ALL about the Pandemic

Professor Marmot is at pains to point out that these health inequalities were in existence BEFORE the pandemic, and that government health policies between 2010 to 2020 explain WHY poor people have died in such huge numbers from covid-19 and why England has the highest covid related mortality figures in Western Europe.

In particular Marmot points to the following government policies:

  1. A political culture that undermined social inclusivity and cohesiveness and failed to promote the common good
  2. Widespread inequality, which is bad for socio-economic outcomes in general, with the most deprived ‘steered’ towards poor living conditions and unhealthy lifestyles.
  3. Government austerity policies – an underfunded health and social care sector.

In terms of what to do, the report makes a number of suggestions, mainly to do with introducing policies to improve health outcomes of the most deprived, and this will take a broader/ deeper approach to social change rather than just being about health!

Relevance to A-level Sociology

This is a VERY sociological report – putting the covid mortality rate in longer term context.

The point is that we can’t just blame the Pandemic for killing people – certain types of people (the poor) died in larger numbers proportionality to the rich – which means there was a social cause to the high covid death toll in England.

And that cause was, according to this report, already high levels of existing inequality.

This is a rare example of some long-term quantitative analysis, it sounds almost like Functionalism/ Positivism in its approach.

Please click here to return to the homepage – ReviseSociology.com

Covid Catch-Up Policies: Are they Sufficient?

Most students in England and Wales missed around 20 weeks of regular in-school contact time due to lock down measures in 2020 and 2021.

The government has introduced a number of policies to try and help students catch up with lost learning, funded with £1.4 billion.

The main official government document outlines several different initiatives which started in 2020 and run through to the end of 2021 and beyond, but are these measures really enough to help students catch up on so much lost learning?

Some of the measure include:

  • The covid catch up and recovery premiums
  • Extra funding for the National Tuition programme
  • £200 million additional funding for summer schools in summer 2021.
  • Extra training and support for teachers
  • Mental health and well being support.

The Covid Catch up Premium

This was £650 million allocated to schools to help them provide catch up lessons in 2021, including running summer schools.

This amounted to £80 per pupil up to year 11 inclusive, £240 for SEND pupils.

If that doesn’t sound like a lot, that’s because it isn’t a lot.

The Covid Recovery Premium

This was an additional £350 million for the 2021-2022 academic year for schools delivering ‘evidenced based approaches’ to helping students catch up. This money is supposed to be targeted and economically disadvantaged and SEND pupils.

£200 million for summer schools

You can read about the government guidance for summer schools here, there’s not much to say about this other than this isn’t a lot of money to go around all schools in England and Wales!

More money for the National Tutoring Programme

An additional £218 million for the National Tutoring Programme which specialises in running additional support classes for small groups of pupils.

The target was for there to be packages of 15 hours extra tuition for the most in-need students on top of all of the extra support already mentioned above.

Other Measures

Besides the above the government also outlines more training support for teachers, mental health and well being funding and holiday food clubs, but I’ve got a sneaking suspicion that most of these were already planned before Covid and the government are just re-hashing them and ‘labelling’ them as extra support for Covid-recovery?!?

Criticisms of these government measures

  • There is wide spread condemnation among teaching unions and other commentators that £1.4 billion is no where near enough money to make up for lost learning. This figure is also pitifully small compared to the amounts being spent on education catch up by other similar European counties. The UK is spending £50 a head, The Netherlands are spending £2500 a head.
  • Like with other forms of ‘compensatory education’ these measures are a sticking plaster. They do nothing to tackle wider inequalities in the UK and which is the root cause of poorer pupils having fallen further behind as a result of the pandemic compared to pupils from wealthier backgrounds.
  • I’m not convincing that everything in the covid-recovery plan is actually new, I’m sure a lot of it was already planned before the pandemic, and has been rebranding as part of covid-recovery policy!

Signposting

This post has been written primarily for students of A-level sociology and should serve as a useful update for education policies, which are taught as part of the education module.

Aspects of these policies are also a contemporary example of compensatory education, as some of the funding is aimed at disadvantaged pupils.

Please click here to return to the homepage – ReviseSociology.com

Policing During the Pandemic… Right or Left Realist?

The UK Police Force have played a front-line role in enforcing government lockdown rules during the Coronavirus pandemic.

Newspapers have tended to focus on the more dramatic incidents of police handing out strict penalty notices to those breaching lockdown rules.

For example, this news item in the Sun from January 2021.

However, sociology students need to ask themselves how representative such cases are of the way the police more generally have conducted themselves during lockdown.

Recent research by HMICFRS on ‘policing the pandemic’ in the UK suggests that policing more generally has been more line with a community-engagement Left Realist approach to policing.

Based on a review of police interactions with the public during the Pandemic, the research found that most police forces in the UK successfully adopted government guidelines and spent most of their time engaging, explaining and encouraging people to obey lockdown rules rather than bluntly enforcing them with fixed penalty notices for people not wearing masks for example.

The ratio of ‘engage/ explain/ encourage’ to ‘enforce’ has been more than 10-1.

So while the police HAVE been enforcing lockdown rules with strict penalties in some cases, in more than 90% of interactions they have taken a much gentler approach, suggesting policing during the pandemic has been closer to a left-realist type of control rather than a right realist type of control.

How has Covid Impacted the UK Illegal Drug Market?

There have been some minor changes in the supply and taking of drugs in the United Kingdom since the onset of the covid pandemic, but the changes maybe aren’t as signficant as you’d think.

At least not according to a recent survey of UK drug users carried out in late 2020 by release.org.uk

Drug Use Increased slightly during the Pandemic

43% of users reported increasing their use of drugs, while 21% reduced and 36% kept their usage about the same.

The types of drug used also changed – with Cannabis use increasing and MDMA (the party drug) decreasing, mainly because of lack of opportunity to take it, with clubs being closed.

Drugs were slightly more difficult to find during the Pandemic

Around a third of drug users reported drugs being more difficult to get hold of a seller and having to source a different seller than usual, but overall only 25% reported it as being more difficult to find the drug they wanted, and only around 5% couldn’t find what they wanted or had to buy an alternative….

Unsurprisingly it became gradually more difficult to source drugs as the lockdown came into force and then eased.

Use of the ‘Darknet’ became slightly more popular

Use of the darknet increased by 13% and a full 30% of users would now consider using the darknet (buying drugs online) to purchase if the need to.

Drug dealers practiced social distancing

And many others took further precautions, well they are business people!

Relevance to A-level sociology/ analysis

Overall I’d say that this research shows us just how resilient the illegal drugs market has been during the pandemic.

Despite the UK borders being much more tightly controlled and huge restrictions on the movement of people with national lockdowns the drug supplies were largely unaffected, for the most part managing to keep up with the increased demand from nearly half of the UK drug taking population.

It’s also a nice reminder that UK drug suppliers are running a business, and they clearly take that business very seriously, showing the ability to adapt under extremely adverse conditions.

And they may be trading in illegal goods, but quite a few of them seemed to stick with the government suggested guidelines to stop the spread of the pandemic. I guess that was in their self-interest, it wouldn’t be good for business to infect your customers I guess!

This should be a useful update to both postmodern and global crimes as part of the Crime and Deviance module for A -level sociology,

Are Covid Vaccines Safe?

Not according to Dr Mike Yeadon, who is the former Chief Science Officer at Pfizer and has 30 years experience working in developing vaccines to combat viruses such as covid-19.

You can watch an interview with him here on the Hive blockchain (video on Lbry), this has been censored from YouTube, but is still available on censorship resistant blockchain technology (which is why you should ALL buy Bitcoin and get on the Hive blockchain!).

Yeadon is not anti-vaccine (30 years working in the industry is evidence enough of that) but he is concerned that the latest coronavirus vaccines are experimental – gene based – so they call on your body to manufacture a response to covid – and the drug companies simply haven’t had sufficient time to put these new experimental drugs through the usual 2-3 years of clinical trials.

It follows that we do not yet have sufficient data on the potential short or long term consequences of these vaccines and thus any one of the hundreds of millions of people who have already received a dose of any of the new vaccines is taking part in a clinical trial.

He argues they have done so without being able to give their full, informed consent because governments around the world have lied to people by pushing out propaganda stating that the vaccines are ‘safe’.

His point is that we don’t have enough data to be able to say these vaccines are ‘safe’ – because they haven’t gone through a trial period yet, only after another couple of years, maybe more, will be able to make judgements as to their safety.

Governments and Pharmaceutical Companies are Criminals

Yeadon further suggests that this is criminal – that is the drug companies and governments pushing the vaccines are criminals because they are coercing the world’s population into taking part in a mass medical experiment without telling them the truth, without their informed consent.

This goes against International Law, specifically the Nuremberg Conventions, which explicitly states that human beings have the right to NOT take part in medical experiments without being able to give their full consent, which isn’t the case with the covid-19 vaccine.

This is especially worrying, says Yeadon, when the risk of most people dying from the virus itself are extremely minimal!

Really about Social Control?

The pharmaceutical industry is already manufacturing ‘top up’ vaccines, which he doesn’t believe are sufficiently different to provide any kind of protection against future variations in Coronavirus

Mike Yeadon further argues that nation states and drug companies could be undermining liberal democracy itself – IF we enter a future where ‘vaccine passports’ become the norm then this could effectively mean people are forced into taking part in this mass clinical trial if they wish to travel from one country to another, or maybe even to go to work or to the supermarket.

Relevance to A-level Sociology

This is what sociology is REALLY about – here’s a critical scientist basically being objective and just stating a fact – that the covid vaccines cannot be said to be safe because they haven’t yet undergone a suitable trial-period of 2-3 years.

And here we have powerful interests colluding to manipulate the world’s population into taking part in a medical trial by lying to them, which is in contravention of international law and against human rights.

There are also links to the media – critical discussion of the pandemic is being censored in mainstream and social media.

There are also more obscure links to Ulrich Beck’s ‘Risk Society’ thesis – this in an interesting example of when ‘risk’ seems to have gone out of the window!

Sociological Observations on the UK’s Vaccine Role-Out

The UK has vaccinated more people (proportionate to population) than any other country:

This is probably due to a combination of the following:

  • A successful ‘social policy’ initiative by the UK government – a sustained focus on getting as many people as possible vaccinated in as short a time as possible and the funding to match.
  • Our National Health Service – so having the infrastructure in place already to enable a relatively easy roll-out of the vaccinations.
  • The fact that UK companies are in the front-line of researching and producing the vaccine – so our ‘industrial and knowledge infrastructure’.
  • Possibly the high level of trust people place in the medical profession (not so much in the government).

However, ethnic and class inequalities are still in evidence:

It’s interesting that the UK is so far ahead of the rest of the EU in rolling out the vaccine, so clearly this isn’t just a matter of ‘developed’ countries being better equipped to roll out mass vaccination programmes.

However I think it’s certainly the case that without a functioning Nation State a mass vaccination programme would be much more difficult to roll-out and track.

Ethnic minorities are less likely to have received the vaccine

Lower social classes are less likely to have received the vaccine:

You should be able to apply some perspectives and sociological concepts to analyse why this may be the case – perhaps lower levels of trust in institutions by these groups?

Interestingly India has just started a mass roll-out of vaccines, aiming to inoculate 300 million people by August – I have a feeling they are going to hit their target, despite the much larger number of people and larger geographical area!

Please click here to return to the homepage – ReviseSociology.com

How is Coronavirus Affecting Developing Countries?

It is worth distinguishing first of all between the negative health effects of the virus itself and the negative effects of government lockdowns. The severity of lockdowns and the capacity to enforce them vary from country to country, and so the consequences of this politically imposed response to the pandemic will vary greatly across countries.

EVEN IF the stats are unreliable, governments the world over have responded with lockdown measures in response to public concern, which has very real consequences.

Lockdowns are pushing people into poverty, hunger and children are being pulled out of school

This brief report from the ODI puts a human face on the consequences of Covid-19. They provide a case study of one woman in Nairobi, Kenya, who was eating three meals a day and sending her children to school pre-lockdown.

However, lockdown forced the shutdown of her street food stall and now she is eating one meal a day, the children are meal sharing at another household and she doesn’t have the money to send them back to school.

Coronavirus has pushed another 71 million people into extreme poverty

The World Bank estimates that 71 million more people will be pushed into extreme poverty in 2021 as a result of coronavirus, an increase of 0.5% and taking the total to nearly 9% of the world population, eradicating all progress towards ending extreme poverty since 2017.

A further 170 million people in low to middle income countries will be pushed below the global poverty lines of $3.20 and $5.50 a day.

How covid-19 has affected households in developing countries

Another World Bank report from December 2020 used phone surveys to interview people in IDA (countries qualifying for development assistance, mostly the poorest countries) and non-IDA countries.

The results show that the consequences have generally been harsher for people in developing countries:

  • People in IDA countries are less likely to have stopped working but more likely to have taken cuts in wages.
  • They are more likely to have skipped a meal.
  • Children’s education has suffered much more in IDA countries compared to non-IDA countries
  • Government bail outs are much less common in IDA countries.

This united Nations article suggests that poorer countries lack the capacity to respond to a global pandemic and that coronavirus could create further burdens in those countries having to deal with other major health problems such as aids and malaria.

It further notes that closure of borders will affect those countries reliant on trade, and reduce remittances from abroad (money sent home), reduce migrant labour opportunities and affect those countries which rely on tourism for income.

Covid-19 will increase inequality

A final World Bank report suggests that inequality will increase as a result of Covid-19.

This is based on evidence from how countries have recovered from previous Pandemics.

The theory is that households with resources are better able to weather the negative affects of a downturn, by keeping their children in school for example, and by using savings rather than taking on debt, and so can just ‘carry on’ as normal when economic recover comes, while poorer people are having to play catch up.

It’s explained in this handy infographic:

Those working in the informal sector are hardest hit

This LSE. blog post reminds us that many more people work informally in developed countries – and these people will be the hardest hit by lockdown policies – they are the first to be laid-off when work is reduced and they do not qualify for any government assistance measures either.

Other potential impacts

You should be able to find out about other impacts, such as:

  • In the long term more countries might cut their foreign aid budgets, like Britain has done recently.
  • Charities such as Oxfam are likely to receive less money from the general public.
  • It will be more difficult for migrant labourers to find work because of border restrictions.
  • I dread to think how all of this has affected the movement of refugees!
  • There have probably been more cases of domestic abuse worldwide as a result of lockdowns.
  • Possibly the most devastating long-term affect is the number of days of schooling that children in poorer countries would have missed – low income countries have much less capacity to offer home based, online learning, compared to wealthier countries.

Relevance to A-level sociology

This is mainly relevant to the health and global development topic, but there are also some useful links here to social constructionism and social action theory.

How has Coronavirus Affected the UK?

What are the short and long term affects of Coronavirus for the UK’s social and economic development?

in this post I focus on how Coronavirus has affected health (obviously) education, work and employment, as well economic growth prospects.

There are many more consequences I could focus on, but all of the above are specifically on the Global Development module specification as aspects of development for students of A-level sociology to consider.

How has Coronavirus impacted health in the UK?

NB – forgive me if the stats below date pretty quickly, this is a rapidly evolving situation, and I can’t update every post daily!

At time of writing the total number of covid related deaths in the UK has just surpassed 100 000, in the 11 months since recording of covid-deaths began in March 2020.

You can find out the latest figures at this government site.

The Office for National statistics allows you to look at the latest figures for covid-19 infections and covid-19 related deaths, without any of the ‘panic’ aspects (and without the distractions of flashing adverts) of the mainstream media.

The covid-related death rate is three times higher among men working in elementary and service occupations (the working classes) compared to those working in professional and managerial occupations (the upper middle classes)

There has been a reduction in the quality of care for those with other chronic-conditions, because of a combination of the NHS having to cope with covid-cases, and people being reluctant to seek treatment because of the pandemic.

This is an interesting article from the BBC which outlines the possible long term negative effects on mental health of dealing with Covid – including increased anxiety and OCD (hand washing!), loneliness, a sense of meaningless and uncertainty (anomie?) and depression – not least because of so many people having to deal with loss of someone they know among that 100, 000 death toll.

This research adds to above finding that there were statistically fewer people who started cancer treatment in 2020 compared to 2019, probably because of lower test rates due to covid-19.

How has Coronavirus impacted education in the UK?

Lockdown measures meant that students missed several months of in-school education in 202.

This report by the Nuffield Foundation suggests that pupils started school in September 3 months behind as a result of lockdown in 2020. There is also evidence that poorer students suffered more as they were less able to access online learning provision.

Exams were also cancelled in 2020, but GCSE and A-level pupils received better grades than students in previous years, because of the reliance of Teacher Predicted Grades. It remains to be seen whether this will be the case in 2021.

How has Coronavirus impacted work and employment in the UK?

The effects have varied enormously be sector. The service sectors have been hardest hit, with accommodation and food services suffering a 25% downturn by GDP because of the lockdown rules imposed in response to the pandemic.

Education has also taken quite a hit, but I guess the switch to online learning has lessened the impact here.

The impact has generally been a lot less (somewhat obviously) on sectors where it’s easier to work from home, on professional occupations and on rural occupations.

How has Coronavirus impacted economic growth the in the UK?

The UK has seen a projected decline in GDP growth in 2021 of – 12.9%, which is going to take years to recover from and an expected increase in unemployment going forwards into 2021-2024 – with unemployment figures double that what we’d anticipated for these years.

Also note the debt figures shown in the bottom rows – almost £400 bn borrowed in 2020-21 to cover the cost of dealing with the Pandemic. Not exactly small change!

And then the debt repayments as a percentage of our GDP increase from 5% to 15% – meaning the government is going to be spending 20% more for at least the next five years (and probably longer) to pay for the Pandemic!

This probably means cuts to welfare and public services sometime in 2021 or 2022 – given that the government is neoliberal and will be reluctant to raise taxes, also something which is difficult to do when the economy is struggling.

Selected Sources

HM Gov (November 2020) – Analysis of the Health, Economic and Social Consequences of Covid-19

UK Gov – an enquiry into the impact of covid-19 on education

ONS – Coronavirus impact of covid-19 on Higher Education

The coronavirus class-divide

Those in working class jobs are about two to three times more likely to die of covid-19 related deaths compared to those in middle class jobs.

The Office for National statistics allows you to look at the latest figures for covid-19 infections and covid-19 related deaths, and one of the aspects of the death rate it focuses on is how it varies by occupation.

The covid-related death rate is three times higher among men working in elementary and service occupations (the working classes) compared to those working in professional and managerial occupations (the upper middle classes)

The class difference in the covid related death rate isn’t quite as large for women – those in ‘working class’ jobs are only around twice as likely to die as those in professional jobs…

OK so I’m being quite crude in my measurements of social class, but nonetheless, this is yet more evidence of social class inequality in the UK

Why are the working classes more likely to die from Covid-19?

This article from The Conversation sums it up nicely:

Referring to the ‘coronavirus class divide’ (there’s a not so nice new concept for you!) the answer is very simple:

Working class jobs are the kind of jobs you have to be physically present to be able to do – cleaning, care work, taxi-driving, food and accomodation services – you simply have to be ‘out there’ away from home and you are more likely to be interacting with people.

And thus you are more exposed to the virus if you are working in a manual, working class job:

While if you’re in a managerial or professional role, it is much easier for you to work remotely, to work from home, or if you must go into your workplace, it is easier for you to maintain social distance by shielding yourself in an office or at your individual work station.

The figures for stay at home work, post lockdown, are much higher for those in middle class jobs:

So there is even a class divide when it comes to your chances of contracting and dying from covid-19

Relevance to A-level sociology

This can be used as a rather depressing update to the ‘death rate’ topic which is part of families and households, or the ‘health’ topic within global development.

Please click here to return to the homepage – ReviseSociology.com