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Applying Standards for Inclusive Online Education
- 1. LEARNING FROM THE DISRUPTION –COVID 19 PANDEMIC Preparing for school closures – Monitoring and Assessment framework for Inclusive Access to Quality Online Education for All
- 2. Overview –Theme Climate Change • The lessons and experiences shared by countries, Ed tech providers and innovators, as well as the participants (teachers and students) about the rapid adoption of online education during the Pandemic raised the question of online education for all and particularly about standards and assessment for gender responsive, inclusive education. • As the CLIMATE CHANGE IMPACTS include even more predicted disruptions in traditional schooling, and as the interest in online education take off, it is time to think about global online education norms, standards and assessments to ensure equitable access to quality education for all.
- 3. Key Take Away Point 1. Learning from the Education in Emergency –The response to the Pandemic - Covid 19 -Health was massive school closures and a rapid shift to online learning. The singular health emergency focus - created a second crisis, Education equity and inclusion in Emergency. Quality education for all and Girls’ education was already on the agenda before the pandemic and had been doubly set back. Point 2. Was the Emergency learning an opportunity a “policy moment” for real lasting and radical change in education systems globally– i.e. recognizing the setbacks in equity and inclusion in online education towards using SDG targets 4 and 6, Education for 21 century, and a push for actually applying agreed quality and equity monitoring standards to hybrid systems? Point 3. Existing gender-responsive global education targets( i.e. SDGs 4,6) , quality, inclusion and equity focused domains, and assessment frameworks (Inee EIE, Inclusive Education Principles) need to be applied to further develop Online Education standards and accelerate education for all. Action Apply and Accelerate gender-responsive, quality, and equity principles, norms, standards for assessment to online education- digital tools and in-school teaching and learning.
- 4. Context –Lessons About Gender Responsive and Inclusive Education Online from the Pandemic • Covid 19 – Unprecedented - Global Education in Emergency • School closures due to COVID led to a shift to allow children to learn outside the the school. It involved much more emphasis on technological solutions for learning continuity . • However, despite the obvious benefits of online education i.e. many learning at own pace and preference, it was neither Gender Responsive nor Inclusive - Social Norms, Access to Tech Issues,. Pedagogy, Safety, and Social and Emotional learning (SEL) needs. • A disproportionate impact of the school closures on girls education and related global goals-SDG4 and 6.
- 5. Context – Countries were unprepared for Equitable and Inclusive Learning Online–Mixed Responses • Countries grappled with actions to provide gender responsive equitable, learner focused, safe teaching as well as gender responsive learning at home and online) during the lockdown. OECD (2020), “ • Almost immediately from the start of the pandemic, reports heralded a ‘shadow pandemic’ of violence against women and girls and concerns that girls may never return to school. This results from an interplay between rising poverty, adolescent pregnancies, forced marriage, and increased care responsibilities. (GPE blog 2021) OECD (2020), “Learning remotely when schools close: How well are students and schools prepared? Insight from PISA”, Tackling Coronavirus (COVID-19): Contributing to a Global Effort, OECD.
- 6. “An almost universal response to school closures has been the creation of online learning platforms to support teachers, students and their families. However, not all students have the same access to information and communication technologies (ICTs), which also varies greatly across countries (OECD, 2020). – New digital learning platforms and tools in response to the Covid surge. i.e. Learning Passport – UNICEF – Many private companies offered access to tools and platforms for free. – Ten cent - China, Bangalore Ed Tech company Rapid but Mixed Response (Countries, UN and Private Business)
- 7. Disparities and Inequality for All Rose During Pandemic -– Girls Doubly Disadvantaged - Less likely to return to school • Girls education was disadvantaged before the emergency. 129 million girls out of school.. • Internet Disparities -Girls had less access to the technology and the internet, and if they did their online learning needs were not met (especially the vulnerable, marginalized and excluded girls). • Digital Gender Gap - Social Norms - Stereotypes perpetuate realities. Computer jobs and online tools are for boys. Girls are Social Communicators not Stem, Girls clean and care give.. • Violence against girls at home increased during emergencies i.e. Ebola, Covid 19.
- 8. Context – Before Pandemic –Relevance of Ed was already changing. Was the Pandemic a portal into the Future (Op Ed -Roy 2020)? • Have we moved to a hybrid education model? Was the Pandemic a central “policy moment” for change on Education for All? • Education was in crisis before the Pandemic –Out of School Children -Focus on Equity and Inclusivity - Post 2015 –The World We Want. SDG 4 targets. • The Pandemic set back girls education goals -SDG 4 and 6 targets, The disruption also opened a unique global window of opportunity. for accelerating action . . • Is there a need for countries and education systems everywhere to apply principles and standards in order to better prepare for and to assess online learning and teaching for quality, access and equity -new normal- providing gender responsive equitable learning and continuity during disruptions.
- 9. Way forward – Applying Principles, Norms, and Standards for Gender Responsive, Inclusive, Equitable, Quality Online Education • Being Prepared for more climate induced School Closures for the new normal “ increasingly “Hybrid” systems. • Applying principles, standards and monitoring frameworks - SDG 4 targets and indicators - the agreed framework for quality and access to education for all (including standards for education in emergencies). • Five Inclusive Education Principles – Principle 1: Diversity in the online classroom enriches and strengthens education – Principle 2: A strength-based and personalized online curriculum – Principle 3: Online student engagement, agency, and voice – Principle 4: Engagement with all your critical stakeholders – Principle 5: Online inclusive teachers need commitment, knowledge, and practical skills
- 10. Way Forward continued – Adapting and Applying Standards for Gender Responsive Online Education Domain 1: Online Access and Learning Environment Standard 1: Equal Access (Consider disparities in online education, especially among girls.) Standard 2: Protection and Well-being (Consider the increase in gender-based violence and the need for safe online learning spaces.) Standard 3: Facilities and services. (access to internet- libraries etc.) Domain 2: Online Teaching and Learning Standard 1: Curricula (relevant skills i.e. SEL etc. , 21 century skills, strength based and gender responsive ) Standard 2: Training, Professional Development, and Support Standard 3: Instruction and Learning Processes Standard 4: Assessment of Learning Outcomes (testing) Domain 3: Online Teachers and Other Education Personnel Standard 1: Recruitment and Selection Standard 2: Conditions of Work Standard 3: Support and Supervision Domain 4: Online Education Policy Standard 1: Law and Policy Formulation Standard 2: Planning and Implementation
- 11. Summary – Actions -Way Forward 1. Additional action-based research and projects should be developed to remove the specific barriers to girls' and other vulnerable children access to quality online education as well as in school education. 2. Broad communication of the principles, norms and standards for monitoring gender responsive, inclusive education including online and using digital tools is imperative. 3. Continued sharing of global good practices and technical cooperation for gender responsive, inclusive education online–Monitoring using standards, sustainable development targets SDG 4 and 6 and applying the principles for gender responsive, inclusive education for all
- 12. References Dunlop, Emily, and Mark Ginsburg. 2022. “Editorial Note.” Journal on Education in Emergencies 8 (3): 5-16. https://doi.org/10.33682/4vs2-2uqs. United Nations Girls Education Initiative. Putting Gender at the Forefront of the COVID19 Education Response. 2020. New York Gender-responsive Education in the Context of COVID19. UNICEF Regional Office for South Asia December 2020 GPE Blog 2021 Building back better: Prioritizing girls’ education in our pandemic response Education for sustainable development dialogues 2015. UNDG_A-Million-Voices.pdf (undp.org).The Global Post 2015 -World We Want Dialogues – Note – The dialogue on Education for Sustainable Development was Co chaired by Stephanie Hodge and Yoko Mochizuki in 2013 Educating Teacher for Children’s with Disabilities. UNICEF December 2013 • UNICEF-Educating-Teachers-for-Children-with-Disabilities_Lo-res.pdf (worldofinclusion.com) Study Coordinated and Complied by Stephanie Hodge- Educating Teachers for Children with Disabilities• was commissioned by the Education Section at UNICEF Headquarters as part of the Rights, Education and Protection (REAP) project which is a partnership between the Australian Government and UNICEF on the rights of children with disabilities. The lead consultant of the study is Richard Rieser. Richard Rieser is the managing director of World of Inclusion Ltd and is an expert disabled international equality trainer, consultant and teacher. Mr. Rieser was the founder and Director of Disability Equality in Education for 17 years. Roy, Arundhati. 2020. “The Pandemic Is a Portal. Financial Times, April 3, 2020. https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca. Social Consequences of Climate Change on Children (unfccc.int) In link Stephanie Hodge INEE_Minimum_Standards_2010.pdf (right-to-education.org) Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B., & Spiel, C. (2021). Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637776 Quality education child-friendly environmental education- UNICEF; Climate change education tool kit for policy; Inclusive education – teacher education resource kit –– All global technical research and policy projects at UNICEF coordinated by Stephanie Hodge 2008-2014. Learning Passport – Retrieved from Web UNICEF And Microsoft Partner To Expand Global Digitized Education (forbes.com)
- 13. References Br J Educ Technol. 2021 Sep;52(5):2038-2057. Retrieved from web 1 /20/2023 doi: 10.1111/bjet.13102. Epub 2021 May 4. Students' experience of online learning during the COVID-19 pandemic: A province-wide survey study Lixiang Yan 1, Alexander Whitelock-Wainwright 1 2, Quanlong Guan 3, Gangxin Wen 4, Dragan Gašević 1, Guanliang Chen 1 Gender Differentials in Times of COVID-19 View all 11 Articles Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher SupportORIGINAL RESEARCH article Front. Psychol., 30 March 2021 Sec. Educational Psychology Volume 12 - 2021 | https://doi.org/10.3389/fpsyg.2021.637776 This article is part of the Research Topic Health Educ Res. 2022 Jan 29;36(6):615-633. doi: 10.1093/her/cyab037. Life skill education at the time of COVID-19: perceptions and strategies of Italian expert school educators V Velasco, S Cominelli, P Scattola, C Celata PMID: 34755182 PMCID: PMC8689966 DOI: 10.1093/her/cyab037 The coronavirus disease 2019 (COVID-19) pandemic has had a huge effect on adolescents' health and learning. Health promotion strategies should be valued, and life skill education is a potential approach in this direction.
Editor's Notes
- About standards and assessment for gender responsive, inclusive education- child safety and needs based learning environments, social and emotional learning (SEL), and pedagogy - teacher capacities for online inclusive education”.
- The pandemic triggered an unprecedented move toward online education and learning, demonstrating the power of technology, especially at the primary and secondary levels. However, even distribution of access to learning tools, computers, and the internet must occur regardless of gender, disability, income, geography, or race. Additionally , beyond lost learning, vital public health measures and associated economic shocks had worsened existing inequalities, meaning vulnerable girls are the most adversely affected by school closures. Prevailing gender norms mean girls and young women are devoting more time than boys to unpaid care work and caring for younger siblings, older populations, and those who are ill within the household rather than focusing on education. Furthermore, health systems’ near-total focus on COVID19 outbreak prevention and response has diverted attention from routine services such as sexual and reproductive health and the clinical management of gender-based violence A World Values Survey shows that approximately 91 per cent of men and 86 per cent of women sampled from 75 countries hold at least one bias against gender equality in areas such as politics, economic, education, violence, and women’s reproductive rights. . Regional and Global Girls education gains. After the Pandemic it was predicted that most vulnerable girls would not return.
- “School closures meant that students from diverse backgrounds who are more at risk of increased vulnerability are less likely to receive the support and extra services they need, and the gap between students that experience additional barriers and that do not might widen.”
- Around the world, 129 million girls are out of school, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age. In countries affected by conflict, girls are more than twice as likely to be out of school than girls living in non-affected countries. Despite promising progress towards universal primary and basic education, the numbers of out-of-school children for instance (according UNICEF (2020) who presented the facts on the state of girls education in East Asia for instance were staggering even before COVID. Children from the poorest households are already five times more likely to be out of primary school than those from the wealthiest, and the longer marginalized girls and boys are out-of-school due to COVID19, the less likely they are to return. According to UNICEF findings in 2020, an estimated 400 million children had no access to remote learning during the first weeks of the coronavirus outbreak. Up to 90% of children in some countries had no laptop or tablet to enable remote learning. Moreover, some countries reported having high internet access disparities even before the pandemic. For instance, a 2017 study in India said that while 93.5% of adolescent boys were connected to the internet, only 80% of girls had access (Jhingran et al., 2019). Even when girls could access the internet, there were other practical issues due to the lack of resources, such as the unavailability of electricity, which made it difficult for them to access online educational resources fully. The survey conducted in India in 2017 found that not only did girls have less access to the internet, but they were also more likely to be at a disadvantage. Out of school children Household wealth: Low economic status is negatively correlated with school exclusion Gender: Gender gaps are largest for the poorest families and for lower secondary school-age children. School attendance rates are lower for girls in Pakistan throughout the basic education cycle. In rural India, older girls are more likely to be excluded than older boys. Girls in rural areas, particularly those from Scheduled Castes and Scheduled Tribes in India also have higher rates of exclusion. In Bangladesh, boys are more excluded in both levels of education. Urban-rural location: Children living in rural areas and in urban slums have a higher chance to be out of school. Children with disabilities: Children with disabilities are less likely to enrol and complete a full cycle of basic education. Child labour: The incidence of child labour varies from 3 per cent in Sri Lanka to 16 per cent in Pakistan. In India and Bangladesh, an estimated 12 per cent and 9 per cent of children are engaged in child labour. Across the region school attendance rates for child labourers are lower than for other children of the same age.8 The "digital gender gap," identified by Young in 2000, begins in early childhood as parents and teachers act under the perception that computers are a male domain. The gender digital gap corresponds to societal gender stereotypes that portray boys as autonomous, independent, and good at technology-related domains and girls as gentle, sociable, and good at nurturing domains. Girls seem to use computers and the internet more for communication and social networking, wrote McSporran and Young in 2001. Violence against girls and women during Pandemic Lockdown – negated idea of Safe learning spaces Gender norms see girls women doing more of the household work and care for the elderly than educating “When Kailani stopped logging into her virtual classes during the spring of her sophomore year, she received several emails from the school telling her she’d been truant. Between two to four weeks after she disappeared from Zoom school, her homeroom advisor and Spanish teacher each wrote to her, asking where she was. And the school’s dean of students called her great-grandmother, her legal guardian, to inform her about Kailani’s disappearance from school. They didn’t communicate further, according to Kailani. She went to work at Chipotle, ringing up orders in Boston’s financial district. In December, Kailani moved to North Carolina to make a new start. She teaches dance to elementary school kids now. Last month, she passed her high school equivalency exams. She wants to take choreography classes. But she knows, looking back, that things could have been different. While she has no regrets about leaving high school, she says she might have changed her mind if someone at school had shown more interest and attention to her needs and support for her as a Black student. “All they had to do was take action,” Kailani said. “There were so many times they could have done something. And they did nothing.”
- In East Asia and the Pacific, Plan International predicted an additional 118,000 girls at risk of adolescent pregnancy and 61,000 girls at risk of child marriage due to COVID-19 disruptions. , Gender-responsive distance learning and Gender-responsive return to school are used as scenarios to frame the minimum standards for gender and education in the context of COVID19. Roy, Arundhati. 2020. “The Pandemic Is a Portal. Financial Times, April 3, 2020. https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca.
- The Minimum Standards for Education in Emergencies Framework 2010 –updated recently is used for planning for quality and access- education continuity planning. The insufficiency of earlier online learning and tools has exposed the need for education online to be varied, inclusive, gender-responsive, and learner-dependent. The forward movement requires a gender-responsive, inclusive, strength-based, personalized curriculum, attention to social and emotional learning, life skills, and a safe learning environment. Speaking notes Inclusive Ed Principles and Minimum Standards Principle 1: Diversity in classrooms enriches and strengthens education There are two central questions: How can online schools and teachers create welcoming and focused environments that include, motivate, and challenge all learners? Do teachers have high expectations of learning, effort, and engagement for all their students online? Inclusive educators are those who draw on the knowledge and experiences of their students. They question their own beliefs about student learning. They are flexible and ready for a challenge. And most of all, they embrace diversity in their online classrooms. Principle 2: A strength-based and personalized online curriculum Strength-based approaches are a key principle of inclusive education. They recognize that each student has inherent strengths and talents. These strengths and a student's specific needs should be central to curriculum planning and implementation, optimizing opportunities for teachers' and students' online learning. Principle 3: Online student engagement, agency, and voice Seeking students' perspectives ensures they contribute meaningfully to their schooling and educational experience. The ability to have a voice influences both student participation and agency. How do you make this authentic? Facilitate multiple ways for young people to be heard online, regardless of their ability and gender; Consider tools such as drawing, writing, talking, painting, photography, and videos to express agency; Ask students, especially girls and women teachers as critical stakeholders, to identify indicators of an inclusive school and measure the school against them. Principle 4: Engagement with all your critical stakeholders An inclusive online education is one in which all students of all capabilities can grow and learn. Each student and parent should have access to accurate information on their online learning through ongoing formative and summative assessments of each student's progress. Over time, this approach creates a positive community perception of the online school and raises awareness about a positive online school culture. Principle 5: Online inclusive teachers need commitment, knowledge, and practical skills Good online teaching is good teaching for all, not just for some. Teaching in inclusive online classrooms requires teachers to have the 3Hs: the heart (commitment), the head (critical knowledge), and the hands (practical online teaching strategies). Online teaching requires teachers to acquire critical knowledge and skills to teach all students online who differ in their gender, abilities, and learning styles. Online teaching does not require teachers to become superhuman. Still, it does need them to know about some of the most powerful evidence-based teaching strategies that engage learners across the board: assessment for learning peer tutoring co-operative learning. An online teacher with the heart, head, and hands of an inclusive gender-responsive teacher will be effective for all learners, not just those who need additional support. A teacher with all three qualities must have adequate support from the school leadership team to use and sustain gender-responsive inclusive practices. Applying the INEE EIE Framework for assessing the need for common domains and standards for Online Education and School Closure, Education in Emergencies As for defining standards for online schools, I suggest having a plan and employing the INEE four domains and 13 standards as an assessment framework for online learning and now increasingly hybrid education systems. Domain 1: Online Access and Learning Environment Standard 1: Equal Access (Consider disparities in online education, especially with girls.) Standard 2: Protection and Well-being (Consider the increase in gender-based violence and the need for safe online learning spaces.) Standard 3: Facilities and services Domain 2: Online Teaching and Learning Standard 1: Curricula Standard 2: Training, Professional Development, and Support Standard 3: Instruction and Learning Processes Standard 4: Assessment of Learning Outcomes Domain 3: Online Teachers and Other Education Personnel Standard 1: Recruitment and Selection Standard 2: Conditions of Work Standard 3: Support and Supervision Domain 4: Online Education Policy Standard 1: Law and Policy Formulation Standard 2: Planning and Implementation
- –Inee MSEIE Viewed with lens for Online Education Delivery – adapting the framework to online education tools and delivery.
- Actions to get girls back to school, which include lifting the financial barriers that prevent girls from going to school. ϐ Scaling evidence informed and gender-responsive distance and blended education; ϐ Intensifying community mobilization and support for girls’ education, and in doing so prioritize girls’ safety and protection;