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October 04, 2021 Monday 01:02:01 PM IST

Building Back Education Post Covid-19

 Deploy education technology to power up schools in a way that meets teaching and learning needs and prevent technology from becoming a costly distraction and forging stronger and more trusting relationships between parents and teachers becomes the key features in the essay"Reimagining the global economy: Building back better in a post-COVID-19 world,Emiliana Vegas and Rebecca Winthrop, co-founders of the centre for Universal Education, Global Economy and Development, formulate new policies of education in a global world. In their analysis, they find that in the early throes of the pandemic less than 25 per cent of low-income countries were providing any type of remote learning, while close to 90 per cent of high-income countries were giving support. Yet, for a few young people in wealthy communities around the globe, schooling has never been better than during the pandemic. They are taught in their homes with a handful of their favorite friends by a teacher hired by their parents. The research found that the learning experiences for these particular children may be good in and of themselves, they represent a worrisome trend for the world: the massive acceleration of education inequality. Now is the time to chart a vision for how education can emerge stronger from this global crisis and help reduce education inequality.

They believe that strong and inclusive public education systems are essential to the short- and long-term recovery of society and that there is an opportunity to leapfrog toward powered-up schools. A powered-up school, one that well serves the educational needs of children and youth, is one that puts a strong public school at the centre of the community and leverages the most effective partnerships to help learners grow and develop a broad range of competencies and skills. It would recognize and adapt to the learning that takes place beyond its walls, regularly assessing students’ skills and tailoring learning opportunities to meet students at their skill level. It means that the school is at the centre of the community which powers student learning and development using every path possible. 

To achieve this vision, they propose five actions to seize the moment and transform education systems (focusing on pre-primary through secondary school) to better serve all children and youth, especially the most disadvantaged.

•    Leverage public schools and put them at the center of education systems given their essential role in equalizing opportunity across society.

•    Focus on the instructional core, the heart of the teaching and learning process.

•    Deploy education technology to power up schools in a way that meets teaching and learning needs and prevent technology from becoming a costly distraction

•    Forge stronger, more trusting relationships between parents and teachers

•    Embrace the principles of improvement science required to evaluate, course correct, document, and scale new approaches that can help power up schools over time.