Combating COVID-19: Updates

This report aims at supporting education decision making to develop and implement effective education responses to the COVID-19 Pandemic. Absent an intentional and effective strategy to protect opportunity to learn during this period, this disruption will cause severe learning losses for students. The report proposes that leaders of education systems and organizations develop plans for the continuation of education during the period of necessary social isolation. (OECD)

The 2020 GEM Report on inclusion and education, All means all, was launched at an online event, featuring its key messages and recommendations. This year’s report shows that, all over the world, layers of discrimination on the basis of gender, remoteness, wealth, disability, ethnicity, language, migration, displacement, sexual orientation, gender identity, religion and other beliefs and attitudes deny students the right to be educated with their peers or to receive education of the same quality. (World Education Blog)

From their academic success to their social skills and mental health, the pandemic is a crisis for today’s children – and the fallout may follow them for the rest of their lives. Only with a concerted effort from parents, teachers, social workers, psychiatrists and politicians can we be sure that children of all classes can emerge from the crisis ready to cope and thrive in the post-Covid-19 world. (BBC Future)

To help teachers, parents, learners and the global community deal with these challenging times and changing learning and working environments, UNESCO MGIEP has developed a ready reckoner of helpful resources in Social and Emotional Learning (SEL). (UNESCO MGIEP)

Governments around the world are making efforts to provide students with distance education opportunities. In general, this consists of web-based learning and streaming classes over TV and radio. However, access to remote education varies dramatically in conjunction with a family’s income level. Both local and global NGOs are working to expand access to remote education during COVID-19 in low-income and vulnerable communities. (BORGEN Magazine)

UNESCO’s 2020 Global Education Monitoring Report: Inclusion and education – All means all provides an in-depth analysis of key factors that cause the exclusion of learners in education systems worldwide including background, identity and ability. It identifies an exacerbation of exclusion during the COVID-19 pandemic and estimates that about 40% of low and lower-middle income countries have not been able to supported disadvantaged learners during temporary school shutdown. (UNESCO)

The COVID-19 pandemic has revealed vulnerabilities; it has also surfaced extraordinary human resourcefulness and potential. Decisions made today will have long-term consequences for the futures of education. Choices must be based on a humanistic vision of education and development, and human rights. The International Commission on the Futures of Education’s new report Education in a post-COVID world: Nine ideas for public action presents ideas for concrete actions today that will advance education tomorrow. (UNESCO)

UNESCO, the Teacher Task Force and the International Labour Organization have released a toolkit to help school leaders support and protect teachers and education support staff in the return to school. The toolkit complements the joint Framework for Reopening Schools and the Task Force policy guidance released in May. (UNESCO)

As part of UNESCO’s initiative “MY COVID-19 Story”,  young people have been invited to tell their stories and experiences: how they feel, how they act, what makes them feel worried and what future they envision, how the crisis has affected their lives, and the challenges they face. This campaign was launched in April as part of UNESCO’s response to the COVID-19 pandemic. (UNESCO)

The COVID-19 pandemic and related school closures are severely affecting immigrant and refugee students. According to UNICEF, 31 million children have been uprooted from their homes, including 12.7 million refugee children. Both during the COVID-19 pandemic and in the aftermath, a holistic approach to education, which responds to the learning, social and emotional needs of immigrant and refugee students, will be critical for ensuring that they are able to complete school and also thrive in learning and in life. (OECD Education and Skills Today)

As governments prepare to reopen schools, planning ahead is essential to ensure a smooth transition for students, teachers and families, taking into account the impact of prolonged closures on learning. This was the purpose of the first joint UNESCO-UNICEF-World Bank Webinar series on the Framework for Reopening Schools, which focused on Learning in the COVID-19 era. (UNESCO)

As part of UNESCO’s work in promoting better health and well-being for all children and young people, it has contributed to the development of a practical guide in a ‘questions and answers’ (Q&A) format on children and adolescents and COVID-19. The Q&A provide children and adolescents with accurate, non-judgmental information and advice around COVID-19, including how to help stop the spread of the virus, what to do if they develop symptoms of the disease, and other useful materials. (UNESCO)