Global Education Report on the Pandemic Released

The results of the COVID-19 research on education prepared by the Harvard University Global Education Innovation Initiative and the Organisation for Economic Co-operation and Development (OECD) have been announced. According to the report, it is of great importance that education systems and institutional leaders develop alternative plans to ensure the continuity of education during the days when social isolation is mandatory.

The Harvard University Global Education Innovation Initiative and the Organisation for Economic Co-operation and Development have prepared a research report to guide the steps that can be taken in education due to the COVID-19 pandemic. The report, to which the Bahçeşehir University Faculty of Educational Sciences also contributed, addressed many issues, such as the adequacy of countries' online education platforms, access to a quiet place to study, a computer and an internet connection, internet speed and the adequacy of digital tools in schools. The report, which also examined how education in various countries has responded to the crisis, recommends that education system and organization leaders develop plans for the continuity of education through alternative methods during the current period of necessary social isolation.

SHARED VIEW: THE HEALTH OF TEACHERS AND STUDENTS

According to the report, the most important issues addressed in government decisions taken by countries during the COVID-19 pandemic crisis that has engulfed the world are ensuring academic learning for students, supporting students who lack independent study skills, ensuring students' well-being, providing professional support to teachers, ensuring teachers' well-being and providing medical assistance to teachers.

Asked about the most difficult issues to address and measure during this process, participants answered ensuring the continuity of academic learning for students, supporting students who lack independent study skills, ensuring continuity and reliability in measuring student learning, supporting parents so that they can support student learning, and ensuring the well-being of students and teachers.

THE MOST CHALLENGING AREA IS ACCESS TO TECHNOLOGY

Another finding of the surveys is that the areas considered most challenging in terms of education include the accessibility of technological infrastructure, addressing students' mental health, properly balancing digital and non-digital activities, and managing technological infrastructure. According to the report, while the computer-to-student ratio is 1.25 or higher in Austria, Iceland, Macao (China), New Zealand, the United Kingdom and the United States, there is one computer or fewer for every four students in Albania, Brazil, Greece, Kosovo, Montenegro, Morocco, Türkiye and Vietnam.

Some items of the checklist of measures to be taken in education against the COVID-19 pandemic, from the report prepared by OECD Director for Education Andreas Schleicher and Harvard Graduate School of Education professor Fernando Reimers, based on an assessment of countries' educational needs and responses following surveys and interviews with 98 countries, including Türkiye, are as follows:

1. Establish a working team or steering committee that will take responsibility for developing and implementing the education response to the COVID-19 pandemic.

2. Develop a schedule for frequent and regular communication among working team members, to be implemented during the period when social distancing is in effect.

3. Define the principles that will guide the strategy. For example: protecting the health of students and staff, ensuring academic learning, and providing emotional support to students and faculty.

4. Establish coordination mechanisms with public health authorities so that education actions are synchronized and help advance public health goals and strategies.

5. Reprioritize curriculum goals, taking into account that the methods of delivering education are disrupted. Define what should be learned during the period of social distancing.

6. Determine feasible ways to recover lost learning time once the period of social distancing ends.

7. Define the means of delivering education. If possible, these should include online learning, as it provides the most variety and opportunity for interaction. If not all students have the necessary devices or connections, look for ways to provide them.

8. Clearly define the roles and expectations of teachers so that they can effectively guide and support students' learning in the new situation, if possible through direct instruction or through guidance for self-directed learning.

9. Create a website to communicate with teachers, students and parents about curriculum goals, strategies, suggested activities and additional resources.

10. If an online education strategy is not possible, develop alternative methods of delivering education.

11. Provide adequate support for the most vulnerable students and families while the alternative education plan is being implemented.

12. Foster communication and collaboration among students to enhance shared learning and well-being.

13. Immediately establish a professional development mechanism so that teachers and parents can support students under the new method of education.

14. Define appropriate student assessment processes to be used when necessary.

15. Define appropriate processes for promotion and graduation.

16. Where necessary, review the regulatory framework so as to make online education and other methods feasible and to support teacher autonomy and collaboration.

To read the report, pleaseclick here