Global Education: How to Transform School Systems? Reimagining the Global Economy: Building Back Better in a Post-COVID-19 World

Autor/inn/en	Vegas, Emiliana; Winthrop, Rebecca
Institution	Brookings Institution, Center for Universal Education
Titel	Global Education: How to Transform School Systems? Reimagining the Global Economy: Building Back Better in a Post-COVID-19 World
Quelle	(2020), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Global Education; Educational Change; Distance Education; COVID-19; Pandemics; School Closing; Poverty; Access to Computers; Access to Education; Internet; Inclusion; Public Schools; Preschool Education; Elementary Secondary Education; Disadvantaged; Educational Technology; Parent Teacher Cooperation; Human Resources; Financial Support; Equal Education; Developing Nations; Developed Nations; Teaching Methods; Learning Processes; Educational Needs; Educational Opportunities + Suchen Sie Ihr Suchwort? Globales Lernen; Bildungsreform; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Armut; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Public school; Öffentliche Schule; Pre-school education; Vorschulerziehung; Unterrichtsmedien; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Humankapital; Finanzielle Förderung; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance
Abstract	Analysis in mid-April 2020--in the early throes of the pandemic--found that less than 25 percent of low-income countries were providing any type of remote learning, while close to 90 percent of high-income countries were. On top of cross-country differences in access to remote learning, within-country differences are also staggering. For example, during the COVID-19 school closures, 1 in 10 of the poorest children in the U.S. had little or no access to technology for learning. The authors believe that strong and inclusive public education systems are essential to the short- and long-term recovery of society and that there is an opportunity to leapfrog toward powered-up schools. To achieve this vision, they propose five actions to seize the moment and transform education systems (focusing on pre-primary through secondary school) to better serve all children and youth, especially the most disadvantaged. [This essay is part of "Reimagining the Global Economy: Building Back Better in a Post-COVID-19 World," a collection of 12 essays presenting new ideas to guide policies and shape debates in a post-COVID-19 world.] (ERIC).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01