Education in the time of COVID-19
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The coronavirus disease (COVID-19) pandemic has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. The Economic Commission for Latin America and the Caribbean (ECLAC) has argued that even before the pandemic hit, the social situation in the region was deteriorating, owing to rising rates of poverty and extreme poverty, the persistence of inequalities and growing social discontent. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty. Meanwhile, UNESCO has identified major gaps in educational outcomes, which are related to the unequal distribution of teachers in general, and of the best qualified teachers in particular, to the detriment of lower-income countries and regions and of rural areas, where indigenous and migrant populations tend to be concentrated. In the sphere of education, many of the measures that the region’s countries have adopted in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main areas of action: the deployment of distance learning modalities through a variety of formats and platforms (with or without the use of technology); the support and mobilization of education personnel and communities; and concern for the health and overall well-being of students. The aim of this document is to shed light on various consequences that these measures will have on educational communities in the short and medium term, and to offer key recommendations on how to manage those consequences in the best possible manner, drawing attention to opportunities for learning and innovation in the post-pandemic education system.
I. Educational measures during the COVID-19 crisis .-- II. Continuing education and the impact on the curriculum .-- III. Countries’ readiness for continuing education online: widening of the digital divide .-- IV. Tailoring assessment methods .-- V. The need to provide support to teachers and school management .-- VI. Psychological and socio-emotional impact on the education community .-- VII. Prioritization of vulnerable groups .-- VIII. Conclusions.
ECLAC SubtopicsCOVID-19 ; EDUCATION ; INEQUALITY ; HEALTH ; SOCIAL RIGHTS
United Nations SubtopicsCOVID-19 ; VIRUSES ; PANDEMICS ; VIRAL DISEASES ; SOCIAL ASPECTS ; EDUCATION ; EDUCATIONAL QUALITY ; DIGITAL TECHNOLOGY ; INTERNET ; DIGITAL DIVIDE ; EQUALITY ; SOCIALLY DISADVANTAGED PERSONS ; TEACHING PERSONNEL ; EDUCATIONAL POLICY
Country / RegionLATIN AMERICA AND THE CARIBBEAN