hello everyone

i'm assuming that those of you listening

or watching have been through

some kind of formal schooling looking

back at your experience

you've probably had to work in groups

because as you may know

it is well established that students

learn a lot when interacting with their

peers

you might have also gone on a field trip

to help you better understand the

lessons you've been taught

like going to the forest when learning

about different ecosystems but then

covet 19 came along and threw away

everything we knew as best practice in

education

this is however not the first time an

interruption to education has happened

it has happened before

in different individual countries due to

natural disasters

protests war and other reasons

but this is the first time an

interruption to education happens

globally and without being able to

predict

when the interruption will be over

ministers of education

educators researchers students parents

and the public

worldwide looked at each other and said

well but now what but there it was

the magical solution distance learning

it might have been the only way for

education systems

to demonstrate resilience many were

skeptical about it at first

russians for example were not sure about

its effectiveness

it is suggested however that we must not

use the

we must not use the term distance

learning

to explain what education systems did

during the pandemic

but instead use emergency remote

education

because systems adopted this approach in

order to survive

with minimal losses possible you see

this is an important realization

education systems

were not aiming for ideal education

delivery

but rather they switched to survival

mode

now that educators know that emergency

remote education

is the way to move forward without

interrupting education delivery

for god knows how long education systems

worldwide help to figure out

how they'll implement emergency remote

education

the easiest way might have been online

websites and apps

with content available for self learning

and where virtual sessions take place

but we're not talking about a group of

students or a school

or even a group of schools or

universities

where you can track the needs of

students and respond accordingly

we're talking about nations moving from

face to face to online learning

almost overnight with all the

diversities present among its citizens

economically socially culturally etc

according to unicef out of the 127

countries with data

five methods were used for emergency

remote education

absent websites for live sessions or

self-learning

tv programs radio stations and

paper-based responses

with take-home packages in most cases

countries adopted more than one approach

to cater for the needs of

all students from different

socio-economic backgrounds

south korea for instance provided three

options for schools to choose two

or more from synchronous interactive

classes where students go online at a

specific time

to attend a class as synchronous

content-based classes

where the content is made available to

students to go through

at their own convenience or independent

assignments

where students are provided with tasks

to complete

independently some issues however were

raised

because of emergency remote education

and countries responded

quite differently to these issues i'll

talk about

four of these issues one the digital

divide

the problem is not new but the pandemic

broadened the gap and highlighted the

inequalities that were present

long before the era of covet 19.

not every student in the world has

access to the internet

tv radio or even electricity governments

responded differently to this issue

turkey china and india were among the

countries that subsidized the internet

to students who need it

on the other hand in addition to

subsidizing the internet connection

the government in south korea provided

rental devices

to students in need another approach was

providing students with radios

as in burkina faso or using telephone

connections to deliver tasks to students

as was done in russia two trauma

psychological pressure

and anxiety the pandemic and the

lockdown were pressuring to all of us

of all age groups through though to

different degrees

the education systems should have taken

this into consideration

some systems did for instance in china

the government established counselling

services to students

as well as a hotline that residents can

call for psychological support

and provided services to help fresh

graduates

find jobs on the other hand emergency

remote education applied in saudi arabia

relied heavily on students motivation

their self-learning skills

and their parents involvement by

providing

mainly asynchronous content this

added to the heavy psychological social

and emotional impact

of the pandemic on the parents and the

students

this brings us to the third issue the

emerging educational roles of parents

parents suddenly found themselves

responsible for their children's

education

in some countries such as saudi arabia

the parental role was essential

which not only was a heavy burden on

students and their parents

but also increased the inequalities

between students

depending on the availability of their

parents and whether or not

they have a full-time jobs of their own

as well as

their level of education and readiness

to tutor

this was also the reason that sets

unique challenges

for households with multiple children in

egypt

the last issue is that unique basic soft

and technical skills were necessary to

survive in a time of crisis

i remember spending the first 15 minutes

of a session

waiting for the professor to call the it

department

because she couldn't log in believe me

nobody knows the need

for these skills during the pandemic

better than the i.t people at

every institution teachers and students

were suddenly in need to gain

skills related to the use of technology

to continue teaching and learning

during the pandemic japan for instance a

country widely known for its technology

and advancement

lagged introducing technology into

schools and universities

and thus its teachers and students

lacked the essential skills to survive

during the pandemic

which led the government to postpone the

beginning of the new academic year

which usually starts in april instead of

implementing

emergency remote education it is worth

noting here that

remote learning should not be

face-to-face learning

done online although a lot of countries

reported facing this challenge

i'll give the example of india and

russia where teachers kept on teaching

the same way as they did

prior to the pandemic but instead of

standing in the classroom in front of

the students

they were now sitting in front of a

computer

this is what happened during the

pandemic what happens afterwards

what will the postcovid education system

look like

what are the lessons learned that will

help systems become

more resilient first of all we can't

really tell the effects of the

approaches

that the education systems adopted

during the pandemic

on students education just yet this is

an analysis

that has to wait a bit longer as for

whether education systems will

change after the pandemic is over here's

what we hope

happens one not back to business as

usual

the pandemic forced education systems to

take steps into the virtual world

which would have otherwise taken so much

time

we don't expect schools and universities

to turn 100

virtual as is the case currently but it

is expected

that blended learning approaches to

education will be adopted

and more online learning approaches

would be implemented

two a very important lesson to take from

the pandemic

is that we must fix the systems in favor

of those who have been facing

injustice within the education system

prior to go with 19 pandemic systems

should invest to reach marginalized and

vulnerable children

as previously mentioned the issue of

inequality was pre-existing

in the system and it was only

highlighted

during the pandemic in simple words the

system should now

resolve this issue they should invest in

the infrastructure of remote and rural

areas

they must provide equal access and

support

to students three each education system

should look at its own experience to

enhance its curriculum

teacher training structure or other

aspects of education

for instance because the curriculum in

egypt was

highly dependent on road memorization

students

and teachers found it hard to shift to

research and

project-based learning during the

pandemic

how will education systems prepare for

possible upcoming interruptions

in the systems the response to the

pandemic was different in different

countries and societies

but perhaps the most important lesson

here

is for systems to create a plan b

because this is what resilient systems

look like

they have the resources and the

knowledge that help them survive

when facing challenges and maybe after

all this is over we can give parents a

well-needed break

and get students to sleep in schools for

a couple of days

weeks maybe thank you

{{}}

大家

好，我假设你们这些听

或看的人已经接受过

某种正规教育，

回顾你们的经历，

你们可能不得不分组工作，

因为你们可能知道

，众所周知，学生在

学习时会学到很多东西 与他们的同龄人互动，

您可能还进行了实地考察，

以帮助您更好地理解所学的

课程，

例如在

了解不同的生态系统时去森林，但后来

covet 19 出现并抛弃

了我们作为最佳实践所知道的一切

然而，

在教育方面

，

由于

自然灾害、

抗议战争和其他原因

，这并不是第一次在不同的国家发生教育中断，但这是第一次在

全球范围内发生教育中断并且无法

预测

中断何时结束

教育部长 教育

工作者 研究人员 学生家长

和公共

世界 Wide 互相看了看，说得

很好，但现在是什么，但它

是神奇的解决方案 远程学习

它可能是

教育

系统展示弹性的唯一方法 许多人

起初对此持怀疑态度

，例如俄罗斯人不确定

它的

有效性 但是建议

我们不能使用远程学习这个术语

来解释教育系统

在大流行期间做了什么

，而是使用紧急远程

教育，

因为系统采用这种方法是

为了

以最小的损失生存下来，你看

这是一个 重要的实现

教育系统

的目标不是理想的教育

交付

，而是他们转向生存

模式，因为教育工作者知道紧急

远程教育

是在不

中断教育交付的情况下向前发展的方式，

因为上帝知道全球教育系统需要多长时间

才能帮助

弄清楚他们如何 将最容易实施紧急远程

教育

方式可能是在线

网站和应用程序，

其中包含可用于自学的内容

以及进行虚拟会议的地方，

但我们不是在谈论一组

学生或一所学校

，甚至不是一组

可以跟踪学生需求的学校或大学

根据联合国儿童基金会的数据，在有数据的 127 个国家中，有五种方法用于紧急远程教育，

但我们正在谈论的国家几乎在一夜之间从

面对面转向在线学习

，其公民在

经济社会文化等方面

存在所有多样性 直播课程或

自学

电视节目的网站 广播电台和

纸质回复

在大多数情况下，

国家采用了不止一种方法

来满足来自不同社会经济背景的所有学生的需求，

例如韩国提供 三个

选项让学校

从同步互动课程中选择两个或更多，

其中 学生在特定时间上网，

以同步

的基于

内容的课程的形式上课，在这些课程中，

学生可以

在自己方便的时候使用这些内容，或者在独立的

作业

中，为学生提供独立

完成的任务，

但是提出了一些问题，

因为 紧急远程教育

和国家

对这些问题的反应截然不同 我将

讨论其中

四个问题 一 数字

鸿沟

这个问题并不新鲜，但大流行

扩大了差距，并突出了

早在 covet 19 时代之前就存在的不平等 .

并非世界上每个学生

都能使用互联网

电视广播甚至电力 政府

对此问题的反应不同

土耳其 中国和印度是向需要

互联网的学生提供互联网补贴的国家之一

另一方面，除了

补贴互联网

连接 韩国政府向 stu 提供

租赁设备

另一种方法是

像在布基纳法索那样为学生提供收音机，或者像在俄罗斯那样使用电话

连接向学生交付任务

两种创伤

心理压力

和焦虑 流行病和

封锁给

我们所有年龄段的人带来压力 尽管

教育系统在不同程度上应该

考虑到这一点，但

有些系统确实如此，例如在

中国，政府为学生设立了咨询

服务，

并开通了居民可以拨打心理支持的热线电话，

并提供服务帮助应届

毕业生

找到工作。 另一方面，

在沙特阿拉伯应用的紧急远程教育在

很大程度上依赖于学生通过主要提供异步内容来激发

他们的自学技能

和父母的参与，

这

增加了大流行对父母和学生的严重心理社会

和情感影响

这给我们带来了 到第三期 t

父母的新兴教育角色 在沙特阿拉伯等一些国家，

父母突然发现自己

要为孩子的教育负责

他们的

父母以及

他们是否有自己的全职工作以及

他们的教育水平和

准备辅导

这也是埃及

有多个孩子的家庭面临独特挑战的原因

最后一个问题是独特的 基本的软

技能和技术技能是

在危机时期生存所必需的

我记得在课程的前 15 分钟

等待教授打电话给 IT

部门，

因为她无法登录相信我

没有人知道在

期间需要这些技能 大流行

比IT人在

每个机构的老师和

学生突然 需要获得

与使用技术相关的技能以

在大流行期间继续教学和学习日本例如，一个

以技术和进步而闻名的国家在

将技术引入

学校和大学时滞后

，因此其教师和学生

缺乏生存的基本技能

在

导致政府推迟

新学年开始的大流行期间

，通常在 4 月开始，而不是

实施

紧急远程教育，

在此值得注意的是，

远程学习不应该

是在线进行的面对面学习，尽管很多 一些国家

报告说面临这一挑战

电脑

这就是

大流行期间发生的事情 之后

会发生什么 postcov 会发生什么 id 教育系统

看起来有

哪些经验教训将

帮助系统变得

更有弹性首先我们无法

真正说出大流行期间

教育系统采用的方法

对学生教育的影响

大流行结束后教育系统是否会改变，

我们希望再等一会，我们希望

不会像

往常一样恢复正常

，大流行迫使教育系统

采取措施进入虚拟世界

，否则我们将花费很多

时间 不要指望学校和大学

会像目前那样变成 100 家

虚拟学校，但

预计

将采用混合式学习方法进行

教育，并将实施

更多的在线学习方法

，从大流行中吸取的一个非常重要的教训

是，我们 必须修复系统以

支持那些在教育系统中面临不公正的人，

然后再选择 19 如前所述，大流行系统

应投资以接触边缘化和

弱势儿童

不平等问题

在系统中早已存在，并且只是

在大流行期间简单地强调了

系统现在应该

解决这个问题 他们应该投资于

偏远地区的基础设施 和农村

地区，

他们必须为学生提供平等的机会和

支持

三每个教育系统

都应该考虑自己的经验，以

加强其课程

教师培训结构或

教育的其他方面，

例如，因为埃及的课程

高度依赖于

学生

和教师的道路记忆 发现

在

大流行

期间很难

转向研究和项目学习

创建一个计划 b

bec 因为这就是弹性系统的

样子，

他们拥有

帮助他们

在面临挑战时生存下来的资源和知识，也许在

这一切结束之后，我们可以给父母

一个急需的休息时间

，让学生在学校睡

几天

几周也许谢谢你