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The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. Tomah Area School District passed protocols for handling information reporting and school procedures relating to COVID 19. The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. It could refer in education to the long-term impact of school closures on students’ outcomes. During this time, distance-learning solutions such as online classrooms, TV and radio broadcasts, and computer-assisted learning were implemented to bridge the gap between schools and learners, but the overall impact on learning remains uncertain. On the one hand, how much students have learnt during school closures — the “intensive margin” — refers to the efficiency of education continuity solutions. [8] Saavedra, J. Some solutions have been developed for identifying exam takers, but the exam format may remain a problem. [9] CEDEFOP (2020), Digital gap during COVID-19 for VET learners at risk in Europe, https://www.cedefop.europa.eu/files/digital_gap_during_covid-19.pdf (accessed on 18 June 2020). During the pandemic, transition coaches have adjusted their services to ensure the continuity of tailored support, providing advice to young people as much as possible by phone (CEDEFOP, 2020[11]). Organisation for Economic Co-operation and Development (OECD), Education responses to COVID-19: Embracing digital learning and online collaboration, 1. Where platforms do not exist, open educational resources could be similarly used. The use of this work, whether digital or print, is governed by the Terms and Conditions to be found at http://www.oecd.org/termsandconditions. GBR, JPN). Keywords: COVID-19, Online Education, Challenges, College Education The coronavirus outbreak that started from Wuhan city of China in late 2019, has claimed more than four hundred thousand deaths globally. But for Black and Hispanic students, as … Against this backdrop, governments should not solely focus on the short-term effects of the 2 months of disrupted learning, which may fade out by the time students complete their school education. Partner with private educational platforms. Source: Reimers and Schleicher (2020[2]), Educational Opportunity during the COVID-19 Pandemic. During the COVID-19 crisis, and in the absence of traditional schooling, we expected that levels of learning would not match what face-to-face teaching would have achieved. Our dashboard was updated as COVID cases occurred. ITA) but also with online collaborative platforms that allow them to share their resources and give and receive peer feedback. [3] OECD (2018), The Future of Education and Skills: Education 2030, OECD Publishing, Paris, http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf. A recent report on how the coronavirus pandemic has affected students' academic performance paints an optimistic picture. He recalls that the literature has only shown “tiny” effects of the school year length on students’ outcomes, and that the Christchurch earthquakes in 2011, which led to prolonged school closures, did not undermine students’ performance in school examinations at the end of the year, mostly because teachers focused afterwards on "what has to be learnt". First, there is an urgency to collect comprehensive data to gain an accurate picture of dropouts or disengaged students during school closures, develop specific support to bring those students back to school, and engage in diagnostic assessment to identify their learning needs. US Education Secretary Miguel Cardona on Wednesday projected optimism that the fall will bring a school year that looks "more like what it was before Covid," but … The need to explore how students can learn in different places and at different times will help countries better understand the potential of digital learning solutions and bring communities, homes, and schools closer together. In Los Angeles (United States), the nation’s second-largest school district, around 13% of high school students still had not had any contact with teaching staff three weeks following the lockdown (The New-York Times, 2020[7]). Use all electronic means as appropriate. Explore secure systems for taking exam from home. Education responses to covid-19: Embracing digital learning and online collaboration, Tackling coronavirus (COVID-19) - Browse OECD contributions, © 2019 “The stakes are high A CSCCE report last year described the crippling impact of COVID-19 on child care and early childhood education centers in California. In the meantime, governments can establish different forms of targeted communication to reinitiate contact with disengaged students, and adopt a flexible curriculum centred on key competences to restore students’ confidence. Typically teachers can select lectures and exercises their students should watch and do, and tutor them through messages and synchronous classes. Countries should use their existing online distance courses whenever possible, encourage education technology companies to make their resources freely available, diversify the modes of delivery depending on age and capacity, and encourage teacher collaboration. In many countries, it implies to plan the safe reopening of schools, and it has taken various forms. Empower teachers to make the most of digital advances. This requires to pay careful attention to the indicators that will determine how the COVID-19 crisis will influence students’ outcomes in the long term, such as the curbing of their educational aspirations and in extreme cases, their dropping-out rate. Having all students connected at the same time may be a problem in some places, and access to IT infrastructure should also be monitored to provide good access to all, perhaps within certain time frames. Such elements encompasses for instance the struggle some students face to maintain their learning pace from home due to inadequate resources; the erosion of their basic academic skills due to lack of practice; the difficulty in re-engaging with education activities; their demotivation as they fall further behind; and the curbing of their educational aspirations due to the uncertainty of the learning environment. The policy focus should be set on keeping students engaged in learning to limit hysteresis, the long term impact on students’ outcomes, which also potentially aggravates inequalities in education. Teachers can remotely teach their students while they are at home, using various platforms Some “virtual classroom” services already exist within countries and have been deployed in China and Singapore at scale in the context of the corona crisis, be they public or private. In the OECD-Harvard Graduate School of Education Survey, the impact of school closures on education continuity was estimated to be at least 2 months of instruction for half of the primary and secondary school students (Figure 1). (2020), “Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic”, Worldbank Blogs, https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic (accessed on 18 June 2020). COVID-19: Stringency Index, Mar 13, 2021 This is a composite measure based on nine response indicators including school closures, workplace closures, and travel bans, rescaled to a value from 0 to 100 (100 = strictest). Between 5 and 8% of French students could not be reached by their teachers two weeks after school closures, according to the French Minister of Education (LesEchos, 2020[6]). Read our latest report here. Education at a Glance 2020 focuses on vocational education and training. [2] Reimers, F. and A. Schleicher (2020), Educational Opportunity during the COVID-19 Pandemic. In labour economics, hysteresis usually refers to the long-term effect of unemployment on a worker’s ability to find a job. Some countries have developed initiatives to limit dropout during school closures. With the pandemic slowing down, governments are now developing the next steps of their strategy to cope with a crisis of an unprecedented scope. While the crisis pushes learning, research and evaluation to the background, the different solutions implemented within countries and their effects should be carefully documented as many ideas of implementation and lessons about their effectiveness could be then be shared and analysed internationally. For instance because it takes time to adapt and switch to distance-learning, international reports already highlighted the difficulties schools face to integrate the technologies of information and communication into the classroom (OECD, 2018[3]; OECD, 2019[4]). This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. It is now the focus of analysis in many countries, as they aim to identify the most efficient distance-learning tools. In considering policy responses to the school closures, policy-makers need to consider ways to: Balance digital with screen-free activities. [10] Department for Education, UK (2020), Guidance: Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak - actions for educational providers and other partners, https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people (accessed on 18 June 2020). Note: At the time of the survey, respondents were not only asked how many days were the schools closed, but also how many additional days were the schools expected to remain closed. Given the critical role proper IT resources and parental involvement have played in ensuring education continuity during the crisis (Gouëdard, Pont and Viennet, 2020[1]), the hysteresis induced by school closures may be more prevalent among students from less privileged backgrounds. https://www.cedefop.europa.eu/files/digital_gap_during_covid-19.pdf, https://www.cedefop.europa.eu/files/2020_05_27_llg_and_pandemic_cnet_b.pdf, https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people, https://opsoa.org/application/files/2215/8689/0389/Infuences-during-Corona-JH-article.pdf, https://www.lesechos.fr/politique-societe/societe/coronavirus-5-et-8-des-eleves-sans-continuite-pedagogique-depuis-la-fermeture-des-ecoles-1190583, https://www.oecd.org/pisa/pisaproducts/PISA-2021-Adjusted-Design.pdf, http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf, https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic, https://www.nytimes.com/2020/04/06/us/coronavirus-schools-attendance-absent.html. Organisation for Economic Co-operation and Development (OECD), Education and COVID-19: Focusing on the long-term impact of school closures. Use the variations within and across countries to learn. This potential learning loss is determined by two concurring factors. The COVID-19 crisis has forced school closures in 188 countries, heavily disrupting the learning process of more than 1.7 billion children, youth, and their families. This “hysteresis” effect in education requires specific attention, and this paper outlines a dual strategy to bring disengaged students back to school, and mitigate effectively student disengagement in case of future lockdowns. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. This work is published under the responsibility of the Secretary-General of the OECD. 224, https://doi.org/10.1787/8e95f977-en. They need to be encouraged to think creatively about their role as facilitators of student learning, and how technology can support them in doing so, and how they can combine their expertise as a profession. And he pointed out that local authorities already have powers to … It reveals a different issue, as distance-learning solutions are often associated with attendance challenges and higher absenteeism. On the other hand, how many students who continued to learn during the school closures — the “extensive margin” — refers to the share of students engaged in the education continuity solutions. (2020), “Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic”. One likely disruption will be for high stake exams (university entrance exams, etc. In Germany, social pedagogues called “transition coaches” support students at school to limit dropouts and ensure they complete general or vocational education. [5] Hattie, J. Students are used to a busy school timetable and workload, but new solutions may be explored to provide students with opportunities to have more agency by being given more autonomy. Collaborate internationally to mutualise existing online educational resources. [1] Gouëdard, P., B. Pont and R. Viennet (2020), “Education responses to COVID-19: shaping an implementation strategy”, OECD Education Working Papers, No. In the context of necessary closures, different forms of online education and education resources should be mobilised.