锐眼 眼界

联合国教科文组织:关注新冠疫情对全球教育影响据联合国教科文组织报道,截至3月4日,为了控制新冠病毒的扩散,13个国家的学校停课,使得全球2.905亿学生的教育受到干扰,这一规模前所未有。联合国教科文组织于3月10日召开教育部长紧急会议,交流应对新冠病毒的措施和战略,以保持学生学习的连续性。     

“应对疫情挑战,共商教育未来”系列国际网络研讨会召开

随着大数据、人工智能等新兴技术在经济发展与社会进步中的应用日趋广泛,教育的未来形态将依托于技术迸发出前所未有的活力,成为适应时代、变革世界的重要力量。2019年9月,联合国教科文组织发起了"教育的未来"(Futures of Education)全球倡议,旨在重新思考教育现状、共塑教育未来。2020年1月以来,新冠疫情在全世界范围内爆发,给教育带来了严峻的考验,据联合国教科文组织统计,截至2020年4月15日,全世界191个国家超过15亿大中小学生停课,约占世界总数的91.3%。为加强与指导全球应急响应,联合国教科文组织于3月10日召开了全球高级别教育官员视频会议,分享减少全球学习中断的策略;3月26日成立了全球教育联盟(Global Education Coalition),协调国际组织、民间团体和私营企业等多方力量,旨在分享创新实践方案,共同探讨切实可行的解决方案,确保学生学习的连续性及教育的公平性和全纳性。     

新冠肺炎疫情背景下国际学习型城市联盟的教育应对策略及未来展望

依托终身学习体系保证城市发展的人力资源基础,从而促进城市的可持续发展,是很多学习型城市的发展理念.面对突如其来的新冠肺炎疫情,联合国教科文组织下属的学习型城市联盟成员城市纷纷提出了各自的应对办法,并在教育领域制订应急计划和远程学习解决方案.文章通过梳理学习型城市联盟的发展历程以及学习型城市联盟成员国在疫情发生后的教育应对,提出了新时期学习型城市的发展趋势以及终身教育参与全球治理的路径.未来学习型城市发展,应将生态文明建设作为重要内涵,将终身学习视为重要治理理念,充分体现城市发展的包容性,并将人工智能和大数据等技术与学习型城市发展进行多层面的深度融合.     

新冠肺炎疫情背景下国际学习型城市联盟的教育应对策略及未来展望

依托终身学习体系保证城市发展的人力资源基础,从而促进城市的可持续发展,是很多学习型城市的发展理念.面对突如其来的新冠肺炎疫情,联合国教科文组织下属的学习型城市联盟成员城市纷纷提出了各自的应对办法,并在教育领域制订应急计划和远程学习解决方案.文章通过梳理学习型城市联盟的发展历程以及学习型城市联盟成员国在疫情发生后的教育应对,提出了新时期学习型城市的发展趋势以及终身教育参与全球治理的路径.未来学习型城市发展,应将生态文明建设作为重要内涵,将终身学习视为重要治理理念,充分体现城市发展的包容性,并将人工智能和大数据等技术与学习型城市发展进行多层面的深度融合.     

后疫情时代的全球职业教育发展：影响、应对与展望

新冠肺炎疫情的爆发严重阻碍了全球经济、社会发展,对全球职业教育也造成了巨大冲击：就制度层面而言,全球职业教育机构部分被迫关闭,教育方式从线下教育转向线上教育;就系统层面而言,疫情导致了全球就业短缺,加速了劳动力技能需求的转变。为应对新冠肺炎疫情,全球职业教育采取了多种策略：开展线上教育培训;培训中断或者延期策略;向学习者提供资金支持;灵活授予技能资格证书。为更好地应对职业教育新常态,全球职业教育未来发展应明确发展战略定位,培育社会需求的技能,推进职业教育系统变革。     

“教育2030”背景下联合国教科文组织促进教育信息化的动力、策略和行动

为应对国际社会对教育信息化的迫切需求，充分利用自身在促进教育信息化和牵头落实“教育2030”目标上的比较优势，联合国教科文组织（UNESCO）向全球发出“使用信息技术实现教育2030”倡议，并提出兼顾教育信息化国际标准制定和国家能力建设、构建贯穿可持续发展议程的教育信息化解决方案、加强新冠疫情下的教育领域技术创新和教育信息化循证决策三大倡议推进策略，对应采取了“内外联动”紧扣国际标准打造教育信息化本土化促进方案、以青年信息技术教育为杠杆高效推进全球可持续发展、在后疫情时代加速构建技术赋能的有韧性教育系统、基于可持续发展目标建立教育信息化全球数据库四类具体行动。然而，UNESCO与教育信息化的多样化利益相关主体间存在张力与制衡，在一定程度上制约其国家和地方层面干预措施的成效。这些发现能为“教育2030”目标落实任务日渐紧迫下UNESCO教育信息化推进模式的优化提供重要参考。     

教育的未来:为教育共建一份社会新契约北大核心CSSCI

半个世纪以来,联合国教科文组织发布了一系列重要的、里程碑式的教育文件。从学会生存、学习的四个支柱到共同利益、社会契约等理念的提出,既呈现了联合国教科文组织作为全球教育领导者的全球性思维和全球视野,也体现了其一贯坚持的人文主义传统,并在传承中创新。面对全纳教育危机、学习的贫穷、学习的非认知能力培养以及新冠肺炎疫情加剧的教育危机等,联合国教科文组织在2021年11月发布的《共同重新构想我们的未来:一种新的教育社会契约》报告中提出,要为教育构建一份新的社会契约,通过契约精神维护与践行"教育是一项共同利益"。     

全球疫情下UNESCO对柬埔寨教育援助的行动分析

在抗击全球新冠肺炎疫情过程中,联合国教科文组织作为世界教育联盟的重要机构,秉持“全民教育”的理念、通过开展教育援助行动对柬埔寨提供了重要支持。在此过程中,联合国教科文组织遭遇三重挑战：远程数字教育带来的技术挑战、基础教育面临的质量挑战以及弱势群体遭受的教育公平挑战。为此,联合国教科文组织从远程教育、计划援助、部门合作三方面做出行动对策,提出未来将加大与柬埔寨政府的援助合作力度,对教师、学校、政府三个层面进行深度改革。     

全球疫情考验下经合组织教育理论阐释与实践路径探析

为应对新冠肺炎疫情期间全球教育所面临的挑战,经济合作与发展组织参与全球教育治理,适时为各国提供教育理论与实践指导.经济合作与发展组织借助复杂性理论揭示教育系统所处的复杂时代情境,并结合韧性理论倡导各国识别教育系统中的脆弱性,构建韧性教育生态系统.同时,经济合作与发展组织发挥其国际组织职能在新冠肺炎疫情期间为组织成员国和其他国家进行相关数据搜集和统计分析,提出了循证教育治理建议、促进国际间教育合作和倡导人道主义教育援助等有效举措.未来,增强教育系统韧性和建立教育国际合作伙伴关系将成为实现全球教育可持续发展目标的可行方向.     

以政府为主导,促进学前教育均衡发展——对赤峰市学前教育发展的思考与建议

学前教育是基础教育的重要组成部分,是终身发展的奠基阶段。《国家中长期教育改革和发展纲要（2010-2020年）》指出：＂学前教育对幼儿身心健康、习惯养成、智力发展具有重要意义。＂重视幼儿教育、追求教育公平已成为国民的共识。据赤峰市教育局基教科统计,截至2010年3月,全市共有各级各类幼儿园970所,其中公办园30所、企事业办园4所、乡镇苏木中心园166所、村办园318所、民办园452所。     

Shifting to Remote Learning During COVID-19: Differences for Early Childhood and Early Childhood Special Education Teachers

This study explored similarities and differences in how early childhood education (ECE) teachers (n?=?947) and early childhood special education (ECSE) teachers (n?=?160) provided remote learning to young children and their families following COVID-19 shelter in place orders in the spring of 2020. The most utilized remote learning activities for both ECE and ECSE teachers were the provision of activities for families to use at home, communication with families, online lessons, and singing songs and reading books. Both types of professionals spent more time planning and communicating with families than providing instruction to children. Results of chi-square tests of independence revealed differences in activities provided, how time was spent, and training received by professional role. Open-ended responses revealed particular challenges for ECE and ECSE teachers. Findings are discussed in the context of how the early childhood field adapted quickly to remote learning during COVID-19 and the implications for ongoing technology support for early childhood personnel based on their professional role.

     

Family-School Cooperation: An Online Survey of Parents and Teachers of Young Children in Spain

Early Childhood Education Journal - Given the closure of schools due to the global confinement resulting from the COVID-19 crisis, family-school cooperation has become a priority in most...     

COVID-19, emergency remote teaching evaluation: the case of Indonesia

Education and Information Technologies - The global crisis caused by the COVID-19 pandemic has challenged educational institutions worldwide to rapidly shift to an online mode of teaching. In this...     

Education,the science of learning,and the COVID-19 crisis

PROSPECTS - In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including...     

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery

We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.     

Postsecondary Students with LD/ADHD Facing a Sudden Shift to Online Learning during the COVID-19 Pandemic—Emotional Costs and Implications

This study examined the emotional costs and well-being of postsecondary students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) who faced a sudden shift to emergency remote teaching (ERT) during the COVID-19 pandemic. The study was conducted with 237 postsecondary students in Israel from June to July 2020. With regard to online learning, the LD/ADHD subjects reported significantly higher levels of stress, anxiety, and depression and lower well-being than their neurotypical counterparts. However, no significant differences were found in emotional costs and well-being when the same students had experienced online learning prior to the pandemic. These findings have practical implications for policymakers in academia with regard to the emotional toll of online learning among students with LD/ADHD and their specific needs when facing ERT during the COVID-19 pandemic as well as the contribution of previous online learning when facing ERT.     

Political prioritization of early childhood education in low- and middle-income countries

Despite a growing evidence base and global consensus on the importance of Early Childhood Education (ECE), it remains under-resourced and comparatively neglected as a policy issue. This paper seeks to better understand which factors facilitate or impede efforts to make ECE a political priority in low- and middle-income countries (LMICs), applying a framework used primarily in global public health. We draw on a comparative analysis of four countries: Ethiopia, Liberia, Pakistan (Punjab Province), and Tanzania. Even though each of these countries has undertaken recent, concrete efforts to scale ECE, the political economy conditions to support sustained commitment are only partially present. National policymakers have responded to global efforts to advance early childhood development, and ideas about the benefits of ECE have gained significant traction. With few exceptions, however, civil society mobilization around ECE is relatively weak, and focusing events and prominent champions for ECE are uncommon. Taken together, these factors are consistent with a strong rhetorical commitment to early learning but a lack of sustained follow-through and resource provision.     

Curricular responsiveness to the Covid-19 crisis: The case of Indonesia

This article focuses on the effect of the Covid-19 crisis on education systems in Indonesia. It describes and illuminates various curricular responses, from nation-based actions to policies by the office of the Ministry of Education and Culture of the Republic of Indonesia. The article asks: How does the Covid-19 crisis affect education systems, activities, policies, and practices in the Indonesia archipelago? How has the central government responded to the Covid-19 crisis within educational institutions? What do these institutions’ curricular responses look like? What are some of the guiding curricular principles of schooling, teaching, and learning emerging and circulating during the Covid-19 crisis and within educational institutions’ efforts to revive educational life, possibilities, and continuance? It is hoped that this article on the case of Indonesia will promote and contribute to new sharing of the global understanding of curriculum responsiveness, teaching, learning, policy, and practice during the current Covid-19 crisis.

     

Education response to COVID 19 pandemic,a special issue proposed by UNICEF: Editorial review

This editorial paper presents 11 papers related to the special issue proposed by UNICEF on the Education Response to COVID-19. The COVID-19 pandemic provoked an education emergency of unprecedented scale. At its onset in February 2020, school closures were announced in the worst-hit countries. At the peak of the crisis, 90 per cent of learners worldwide had had their education disrupted. Some learners, especially those from the most marginalised population groups, were put at risk of permanent dropout, provoking long-term and significant negative effects on children’s life-long wellbeing and the socio-economic development of their communities and countries. This special issue, which received contributions from UNICEF staff and various researchers, focuses on the impact of school closures, the effectiveness of remote learning solutions, equity implications, the mitigation of learning loss and notions around re-opening better. Different research perspectives and evidence is gathered to help strengthen policy considerations and future planning. The conclusion emphasizes building on the innovative solutions generated by the response to the crisis to make education systems more resilient, whilst also reinforcing the focus on equity and inclusion so that pre-existing disparities are not exacerbated in the future.