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In the context of new age learning , different sorts of online education and education resources should be mobilized. Countries should use their existing online distance courses whenever possible, encourage education technology companies to form their resources freely available, diversify the modes of delivery counting on age and capacity, and encourage teacher collaboration. While tertiary education institutions are largely wont to delivering online courses and have an upscale bank of online materials, this is often less systematically true in primary and secondary education .

Use existing online distance learning platforms. Distance online platforms may have already got curriculum courses and resources in several digital format (text, video lectures, etc.), usually with a bank of related exercises. Typically teachers can select lectures and exercises their students should watch and do, and tutor them through messages and synchronous classes. Where platforms don't exist, open educational resources might be similarly used.

Develop new online teaching platforms (virtual classrooms). Teachers can remotely teach their students while they're reception , using various platforms Some “virtual classroom” services exist already within countries and are deployed in China and Singapore at scale within the context of the corona crisis, be they public or private,

Partner with private educational platforms. One difficulty with existing resources is that their massive use isn't always possible simultaneously. Some private sector platforms have already made their resources and services freely available to some schools to expand countries’ response capacity (e.g. CHN, JPN).

Collaborate internationally to mutualize existing online educational resources. While countries and sometimes regions within countries have different curricula, they have a tendency to show similar subjects and will consider translating and using foreign digital resources aligned with their curriculum.

Use all electronic means as appropriate. Some older electronic means like streaming lessons on TV is more appropriate for very young students or in some contexts where infrastructure lags behind.

Provide teachers with digital learning opportunities. Countries may provide or facilitate teachers with online teacher training resources on the way to teach online (e.g. ITA) but also with online collaborative platforms that allow them to share their resources and provides and receive peer feedback.

Challenges of implementation

Learning and collaborating in a web environment won't come naturally to teachers and students. In considering policy responses to the varsity closures, policy-makers got to consider ways to:

Balance digital with screen-free activities. Simply replacing the schooling hours by online lectures and discussions is probably going to possess a toll on students’ health. Lectures are often shortened (CHN) and combined with non-digital learning activities.

Keep a pulse on students’ emotional health. The context of the virus and faculty closures has the potential to be unsettling and disorientating for college kids . Technological solutions got to find how to supply connection, interaction, and support whilst learning is occurring , particularly during a time of uncertainty.

Access to devices. Students are more likely to possess access to smartphones than to laptops reception , where there could be more students than devices. Governments could lend laptops or provide alternative resources (printed work booklets) (e.g. GBR, JPN).

Manage access thereto infrastructure. Having all students connected at an equivalent time could also be a drag in some places, and access thereto infrastructure should even be monitored to supply good access to all or any , perhaps within certain time frames.

Long-term opportunities

The current wave of faculty closures offers a chance for experimentation and for envisioning new models of education and new ways of using the face-to-face learning time.

Explore secure systems for taking exam from home. One likely disruption are going to be for top stake exams (university entrance exams, etc.),which often require no access to resources and strict identification of the exam taker. Some solutions are developed for identifying exam takers, but the exam format may remain a drag .

Explore different time and schooling models. the necessity to explore how students can learn in several places and at different times will help countries better understand the potential of digital learning solutions and convey communities, homes, and schools closer together. Students are wont to a busy school timetable and workload, but new solutions could also be explored to supply students with opportunities to possess more agency by being given more autonomy. this could be balanced with appropriate guidance to stay them engaged.

Empower teachers to form the foremost of digital advances. Teachers will have the chance to check out different digital learning solutions, and understand how technology are often wont to foster deeper student learning. they have to be encouraged to think creatively about their role as facilitators of student learning, and the way technology can support them in doing so, and the way they will combine their expertise as a profession.

Use the variations within and across countries to find out . While the crisis pushes learning, research and evaluation to the background, the various solutions implemented within countries and their effects should be carefully documented as many ideas of implementation and lessons about their effectiveness might be then be shared and analysed internationally

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