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How COVID-19 forces us to re-think education
- 1. HOW COVID-19 FORCES US TO RE-THINK EDUCATION Dirk Van Damme OECD/EDU
- 2. LEARNING LOSS, INCREASING INEQUALITIES AND OTHER HARM 2
- 3. Learning loss (Belgium/Flemish sample comparing June 2020 test results with 2015-19 results) https://feb.kuleuven.be/research/economics/ces/documents/DPS/2020/dps2017.pdf 3
- 4. Learning loss (NFER survey of 1782 teachers in the UK) https://www.nfer.ac.uk/media/4119/schools_responses_to_covid_19_the_challenges_facing_schools_and_pupils_in_september_2020.pdf 4
- 5. 5 Learning loss (Univ of Oxford study of Dutch schools)
- 6. Learning loss in hybrid teaching & learning mode Source: http://www.nber.org/papers/w27431 6
- 7. • Severe learning loss as a consequence of COVID-19 induced school closures and educational disruption – More adequate assessments and measurements needed • Learning loss is not evenly distributed: inequalities have increased • Home-schooling and remote education have partly compensated educational disruption among middle-class families, but have aggravated the educational disadvantage for children in poor households Learning loss 7
- 8. The long-term economic cost of learning loss: Estimated impact of COVID-19 induced learning loss on GDP -Bn $16,000 -Bn $14,000 -Bn $12,000 -Bn $10,000 -Bn $8,000 -Bn $6,000 -Bn $4,000 -Bn $2,000 Bn $0 Source: Hanushek and Woessmann (OECD, 2020) 8
- 10. • A smooth return to the ‘old normal’ cannot be expected and is not desirable • A number of elements in the prevailing teaching and learning environments are in need of re-thinking to increase their effectiveness and improve the quality and equity of schooling • Educational research and the science of learning can help to remediate the harm inflicted by COVID-19, but also to redesign education Challenges, lessons and how educational science can help 10
- 11. Challenge 1: educational technology “However, the costs of missing school are huge. Children learn less, and lose the habit of learning. Zoom is a lousy substitute for classrooms. Poor children, who are less likely to have good Wi-Fi and educated parents, fall further behind their better-off peers.” https://www.economist.com/leaders/2020/07 /18/the-risks-of-keeping-schools-closed-far- outweigh-the-benefits 11
- 12. Challenge 1: educational technology • Remote learning and distance education failed to compensate for classroom education – Unprepared teachers, poor technology, poor eduware and resources – Digital divides • 1st digital divide: hardware, connectivity • 2nd digital divide: digital skills (both at teachers’ and students’ ends) • 3rd digital divide: usage • Massive effort needed to speed up edtech, to prepare for (partial) school closures and to redesign learning (without the naive evangelist messages) 12
- 13. • A ‘one-size-fits-all’-approach is no longer appropriate – too many students fail because of educational standardisation • Many more parents look for alternatives for standard public education: private schools, home schooling, tutoring, etc., with a further increase in inequalities as a consequence • Remediating learning loss will require a very diversified, even personalized approach, enabled by educational technology (learning analytics, learning management systems, etc.) • Improved design of teaching and learning environments for better quality and equity Challenge 2: diversifying education 13
- 14. • The secondary costs of missing school are high and the social functions of the school have become very clear – School meals, healthy nutrition – Social networking, friendships, community life • Schools are places of social and emotional learning, building resilience, perseverance and empathy, so desperately needed to overcome crises • Excessive individualization of learning is a risk for social cohesion Challenge 3: understanding and revaluing the social and emotional significance of schooling 14
- 15. • COVID-19 caused severe disruptions in examinations and educational trajectories – National exams at end of primary education, end of secondary education, entry to higher education • The old-fashioned exam model needs thorough revision, with increased role of new types of assessments (simulations and games, adaptive assessments, hands-on assessment in vocational settings, automated rating, etc.) • New types of credentials, digital credentials (badges), blockchain technologies Challenge 4: rethink evaluation and assessment 15
- 16. EDUCATION IS NOT ONLY A VICTIM OF COVID-19, BUT ALSO THE KEY TO DEFEAT THE PANDEMIC 16
- 17. • The virus does discriminate – Age, poverty, ethnicity impact on infections and death risks – But also skills matter: lower educated people have higher risks • People adjust their behaviour on the basis of cognitive and non- cognitive skills – Cognitive: understanding health risks, understanding media messages – Non-cognitive: various skills impact on the willingness and motivation to adjust behaviour (social distancing, masks, etc.) • Better education improves society’s resilience against pandemics! The role of education in overcoming the pandemic 17
- 18. FINALLY, RETHINKING THE PURPOSES OF EDUCATION 18
- 19. • Will the current model of mass schooling survive? Or are we experiencing a fundamental transformation of education? • Renewed interest in educational objectives such as resilience, risks, autonomy, ethical decision-making • The impact of artificial intelligence yet to come • The future-readiness of education systems is now coming very much on the agenda • Finally: SDG4 no longer is the main political objective. Political support is waning 19 Education for human flourishing