Impacts of COVID-19 on Education and Remote Learning. What comes next?

Sponsored by OECD
Recorded on 11/17/2020

Posted in Scholarly Communication and Research

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Summary:

The COVID-19 pandemic has forced nearly 1.5 billion students worldwide to quickly adapt to online learning. While technology has been able to provide students with access to high quality learning, most education systems need to pay close attention to ensure that technology does not amplify existing inequalities in access and quality of education.

Different OECD countries are adopting different strategies to reopen schools, but only 22% of them say they are looking to go back to where they came from, indicating that some form of hybrid learning is likely here to stay.

With increasing technology expenditures on the horizon, what strategies can education leaders implement in this “new normal”?

Building teaching capacity has become absolutely critical in most OECD countries. As we move into the next stages of the pandemic, what lessons can be learned to help pave the way for more strategic education implementation processes for schools reopening, and beyond?

On November 17, join OECD iLibrary, OECD Education and Skills Today, and ACRL/Choice for a presentation by the OECD’s Director for Education and Skills, Andreas Schleicher, as he provides expert insights into the future of schools and education in the post-pandemic era.

Together with governments, policy makers and citizens, the OECD works on establishing evidence-based international standards and finding solutions to a range of social, economic and environmental challenges. Create an iLibrary account to access the OECD’s best-in-class data, analysis, events and reports.

Speakers:

  • Image of Andreas Schleicher

    Andreas Schleicher

    Director for the Directorate of Education and Skills OECD

    Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the OECD in Paris. He initiated and oversees the Program for International Student Assessment (PISA) and other international instruments that have created a global platform for policy-makers, researchers and educators across nations and cultures to innovate and transform educational policies and practices. He has worked for over 20 years with ministers and education leaders around the world to improve quality and equity in education.

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