Combating COVID-19: Updates

In response to COVID-19, countries around the world have implemented several public health and social measures (PHSM), such as movement restrictions, closure of schools and businesses. As the local epidemiology of the disease changes, countries will adjust these measures according to the intensity of transmission. WHO has issued guidance on adjusting PHSM while managing the risk of resurgence of cases.

Some 826 million students kept out of classrooms by the pandemic do not have access to a computer at home, according to a recent study by the UNESCO Institute of Statistics (UIS) and the Teacher Task Force. Many countries had to quickly find effective solutions and television and radio have proven to be a good alternative in a context where online learning is not possible. UNESCO and the European Broadcasting Union (EBU) organised a virtual workshop on 27 May inviting representative from national broadcasters to discuss the lessons learned on the use of radio and television-based distance learning. (UNESCO)

UNESCO joined its partners in the Global Action on Disability (GLAD) Network to put in place strategies and measures to mitigate the impact of school closures on learners with disabilities. The COVID-19 pandemic is having a disproportionate impact on learners with disabilities who were already experiencing social and educational disadvantage. (UNESCO)

The global lockdown caused by the COVID-19 pandemic has not only had an immediate impact on the world economy, but on learning opportunities for youth with the closure of technical and vocational education and training (TVET) institutions. (UNESCO)

Good government leadership is paramount during any crisis. To protect education for all, ministries of education must take on a strong leadership role. But, what makes – or breaks – effective leadership during crisis? How can those at the helm of an education system galvanize its staff and communities, and make important links with other line ministries? These questions are discussed in the article. (UNESCO IIEP)

Major mobile telephone operators that are part of UNESCO’s Global Education Coalition have stepped up efforts to improve connectivity by providing free access to online educational content for students in all regions of the world affected by Covid-19 induced school closures. To take stock of lessons learned in recent months and explore solutions to bridge digital divides, UNESCO organized a webinar on connectivity on 22 May, which brought together partners from the Coalition and beyond. (UNESCO)

A new group made up of UNESCO Member States and focused on exchanging experiences and finding ways to counter hate and discrimination in the post COVID-19 period, has held its first virtual meeting. The questions of how to reinforce international solidarity through the promotion of Global Citizenship Education (GCED) and how to effectively respond to the rise in incidents of hatred, discrimination and stigmatization amplified by the pandemic, were discussed at the meeting. (UNESCO)

Responding to the heightened need to protect children and young people during COVID-19, UNESCO, as part of the Safe to Learn coalition, has issued a suite of support materials for governments and other stakeholders. This includes a technical note on COVID-19 and its implications for protecting children online, guidance for education ministries as they support schools to provide safe online learning experiences, and a set of recommendations for governments to help prevent and respond to violence against children in different learning environments, including at home. (UNESCO)

The Education and Human Mobility Working Group and the Regional Office of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago) call on the countries of the region to not forget the spirit of the 2030 Agenda: “leaving no one behind”. The Working Group brings together technical teams dedicated to human mobility issues from the Ministries of Education of Argentina, Chile, Colombia, Ecuador, Guatemala and Peru to provide key messages to guarantee the right to education for people on the move in this region. (UNESCO)

The Institute suggests to higher education institutions that they follow a 3 – Phase Plan: distance teaching continuity; resumption of face-to-face teaching activities respecting health protocols and restructuring teaching models to create a hybrid one which includes classroom and virtuality. IESALC also calls on States and Institutions to give priority attention to the lack of equipment and connectivity; and ensure connectivity. (UNESCO IESALC)

Equity has been strongly hit by coronavirus. Beyond the physical effects of the virus, the political decisions associated with the outbreak are exacerbating socio-economic inequalities. OECD  Education Indicators in Focus brief investigates the relationship between educational attainment and social issues such as mental health, domestic violence and social connectedness. (OECD Education and Skills Today)

The Teacher Task Force, UNESCO and the International Labour Organization have developed guidelines to support national authorities in their back-to-school efforts, in particular looking at how best to support teachers and education support staff in return to school planning. The guidelines present a series of recommendations to policy-makers, while recognizing the necessity for countries to identify their own priorities. (UNESCO)