Pandemic, Poverty and Education: A Challenge for the Sustainable Development Goals

Autor/inn/en	Sanz Ponce, Roberto; López-Luján, Elena; Giménez-Beut, Juan Antonio
Titel	Pandemic, Poverty and Education: A Challenge for the Sustainable Development Goals
Quelle	In: Policy Futures in Education, 21 (2023) 8, S.886-899 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanz Ponce, Roberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103221112542
Schlagwörter	COVID-19; Pandemics; Poverty; Sustainable Development; At Risk Students; Potential Dropouts; Equal Education; Social Emotional Learning; Stress Variables; Anxiety; Self Esteem; Consciousness Raising + Suchen Sie Ihr Suchwort? Armut; Nachhaltige Entwicklung; Angst; Self-esteem; Selbstaufmerksamkeit; Bewusstseinsbildung
Abstract	COVID-19 has changed the socio-economic and educational landscape, increasing poverty rates and generating psychosocial problems. It has also conditioned the achievement of the Sustainable Development Goals (SDGs). Thus, this article pursues three-fold objectives: to describe the situation generated worldwide by the increase in poverty due to COVID-19; to analyse the degree of compliance with some post-pandemic SDGs and to establish educational measures to alleviate the psycho-pedagogical consequences. Interpretative hermeneutics is applied as it makes it possible to interpret and understand the socio-economic-educational reality and establish intervention measures adapted to the educational context. Amongst the macro measures designed, we can mention core actions such as establishing legal and motivational mechanisms to re-engage students at risk of dropping out of school; generating policies of economic and cultural compensation for possible educational inequalities; implementing school support programmes for families and students in vulnerable situations; carrying out socio-emotional learning programmes to combat anxiety, stress and self-esteem among students; establishing policies to raise awareness and appreciation of the teaching profession and stimulate collaboration between family and school; developing teacher training programmes in ICTs. At the micro level, the core actions applied are target vulnerable groups of students to overcome learning losses; promote emotional education; establish initiatives to reduce stigmatisation and discrimination; improve educational environments; and ensure equal opportunities at school. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01