Rebuilding Resilient Education Systems After the COVID-19 Pandemic
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Rebuilding Resilient Education Systems After the COVID-19 Pandemic
Narrated by:
Virtual Voice
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Narrated by:
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Virtual Voice
This title uses virtual voice narration
Virtual voice is computer-generated narration for audiobooks.
About this listen
The chapters in this book demonstrate that the COVID-19 pandemic dealt a severe blow to educational opportunities across the world. This was not just because of the shock caused by the health emergency, but also because of the fragility of school systems to sustain educational opportunities and to recover from it.
These priorities advanced by the clients to the students who consulted for them to carry out the work presented in this book, are narrowly focused on recovering learning loss in foundational areas. This suggests that the education agenda narrowed from an earlier growing interest in 21st-century skills and in educating the whole child to more basic domains of knowledge and skills. This narrowing of the education agenda is understandable given the fragility that education systems demonstrated to sustain even the most basic forms of educational opportunity. It is also quite possible that in expressing such a sharp focus education authorities are simply reflecting an acute awareness of the limitations of capacity and resources with which they need to face the pandemic aftermath. It is, however, essential to recognize that such fragility of school systems was the reason for the many preexisting cleavages in educational opportunities augmented during the crisis. Therefore, the weak capacity, lack of systemic integration, and lack of coherence that undergird such fragility need to be addressed in order to treat the causes of the problem, and not the symptoms (learning loss), making education systems more resilient.
To the extent that the pandemic has narrowed the education agenda and displaced the focus on building systems that can produce success, rather than failure, it will have dealt a more significant blow to public education than the opportunities to learn which were lost during the crisis. The need to reimagine education systems, evident already prior to the crisis, is no less urgent today.
It is, nonetheless, commendable that in the midst of this profound crisis, education systems, and educators made extraordinary efforts to sustain educational opportunities, even as those were clearly insufficient in the cases examined in this book. Quite possibly some important lessons were learned throughout the crisis: the large disparities in the conditions in which children of different social circumstances learned, the necessity to think of opportunities to learn in more sophisticated ways than enrollment in school, the importance of extending learning time and personalizing to help students recover, the importance of providing teachers opportunities to gain new skills, and the power of technology and of professional learning communities to support teacher collaboration to improve instruction, and the urgency to develop more robust digital platforms and skills to learn remotely.
Beyond these lessons, learned at great cost for most students and teachers around the world, the work presented in this book taught us that it is indeed possible to integrate education in higher education, with supporting schools and with advancing knowledge. Our aim in sharing what we learned through the research done in this course is to support a transformation of higher education so it contributes to making all schools more resilient and in so doing, contribute to a world that is also more sustainable, inclusive, and just.
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