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This web page illustrates some interesting approaches to support that have taken place at an international, national and local level and is by no means an exhaustive list.
International research bodies, advisory boards and policy makers have produced numerous reports and guidance documents on the reopening of schools, blended learning approaches and opportunities for innovation and change in the recovery period.
- Thinking about Pedagogy in an Unfolding Pandemic An Independent Report on Approaches to Distance Learning During COVID19 School Closures by Doucet, A., Netolicky, D., Timmers, K. and Tuscano, F.J. This report was written to set out some recommendations and guidance to support quality learning and teaching during and post-Covid19.
- Framework for Reopening Schools From UNESCO, UNICEF, the World Bank, the World Food Programme and UNHCR. The United Nations Secretary-General António Guterres recently called on governments and donors to prioritize education for all children, including the most marginalized, and the Global Education Coalition was established to support governments in strengthening distance learning and facilitating the reopening of schools.
- Independent Children’s Rights Impact Assessment on the Response to Covid-19 in Scotland The Children and young people’s Commissioner have drawn out a number of key high level recommendations for decision makers, parliamentarians, civil society and human rights defenders to engage to ensure children’s human rights are protected in the recovery phase.
- OECD report on returning to school buildings: Trends Shaping Education Spotlight 21 - Coronavirus special edition: Back to school. The COVID 19 pandemic has disrupted education around the world. As the first shock passes, planning is taking place on two timescales: the short-term challenges in the return to school, and the challenges over the next 18-24 months as systems work to build resilience and adaptability for the future.
- OECD report on Teachers as Designers of Learning Environments. This report highlights the Importance of Innovative Pedagogies as educators look to organise a blended learning approach.
- What Does Remote Instructional Leadership Look Like During a Pandemic? - This blog by Education Week discusses Instructional Leadership in the context of the Covid-19 pandemic giving international examples and links to other pieces of research.
- HundrED Toolkit: Quality Education for all during Covid-19: HundrED has released Quality Education For All During Covid-19, in partnership with the OECD. The toolkit comprises a website and summary report and brings together a collection of simple solutions from around the world to provide support and resources for parents, practitioners and learners and help them navigate a plethora of different types of challenges facing education during the pandemic.
- Five things not to do when schools re-open This post is written by Pasi Sahlberg, Professor of Education Policy at the Gonski Institute at the University of New South Wales in Sydney, Australia as part of the ARC Education Project.
- Reopening schools: how are other countries doing it? Schools around the world are slowly beginning to open, with social distancing measures in place. But what do teachers working in those countries think of their 'new normal'?
- The Chartered College of Teaching has undertaken research into the effects of widespread school closures, as a result of Covid-19. Education in times of crisis: The potential implications of school closures for teachers and students, considers the impact that both the school closures and the wider crisis may have on students’ academic achievement and socio-emotional development, as well as their impact on teachers. The report makes recommendations for planning school re-openings and summarises approaches taken in other countries across the world.
- COVID-19 School leadership in disruptive times, School Leadership and Management - This report by Alma Harris and Michelle Jones explores leadership and the quest for equity in the aftermath of a pandemic.
- Education Reimagined: The Future of Learning is a position paper by Michael Fullan and Joanne Quinn which explores the paradigm shift in education in light of COVID-19. It is a collaboration between Microsoft and New Pedagogies for Deep Learning.
National level - responses at national government level from around the world
Taking into account advice and evidence at International level, national governments have begun to put in place their own plans for the recovery period that take into account their contexts:
- Online and open education in Shanghai: emergency response and innovative practice during COVID-19 pandemic This Report aims to document the emergency response and innovative experience accumulated by Shanghai in protecting students' safety and ensuring that learning is undisrupted during this challenging period. The aim is to describe the immediate and systematic actions of the local government, the innovative and inspiring practices of teachers, students, parents and education administrators.
- In Scotland, the Scottish Government have a central hub where all COVID-19 related guidance and documents sits. You can find the ones related to ‘Schools, Education, Children and Young People’ on this page.
- Guidance to educational settings in Northern Ireland has been published by the Northern Ireland Department of Education.
- Policy Scotland is working in Partnership with the Norwegian Government to distil the current available school guidance on reopening schools and a concentration on operational examples, which might inform decision-making within the Scottish education system.
- Policy Scotland have also produced a briefing paper which summarises some of the key practices developed in Denmark which reopened some provision on 15 April 2020. It distills the currently available guidance, and concentrates on those areas which might be the most appropriate now and which have implications for the Scottish education system.
- This briefing by Policy Scotland reviews selected international evidence as to the benefits of, and barriers to, outdoor learning, and offers some points of reflection regarding how outdoor learning can be managed.
- The Welsh Government has released guidance for Education including operational information for schools
- The UK Government Department for Education has a central hub of guidance related to the reopening of Education and Childcare.
- The South Australian Government has followed the advice from their Chief Public Health Officer and supported schools, preschools and early childhood services to remain open
Local level - responses at individual authority, organisation or school level from around the world
Across the world, individual education authorities, schools and organisations that promote learning have developed their own bespoke approaches to supporting learning communities during the recovery period.
- McKinsey and Company, a multi-national leadership and management consultancy have produced a thinkpiece on How leaders can shift mindsets and behaviors to reopen safely.
- From 22nd May - 5th July 2020, the University of Edinburgh invited young people, aged 12-17, across Scotland to take part in TeenCovidLife. It's an online survey about health and wellbeing. It provides a voice for young people. They told us about how lockdown affected them.
- Barry Carpenter CBE, Professor of Mental Health in Education at Oxford Brookes University and Matthew Carpenter, Principal of Baxter College have written a ThinkPiece titled A Recovery Curriculum: Loss and Life for our children and schools post pandemic.
- Fife Education and Children's Services Directorate have produced a Sway entitled Learning at Home for All. The supportive guidance and examples contained have been drawn from feedback and discussions with Headteachers, Educational Psychologists, the Supporting Learners' Service, middle leaders and staff.
- Martha Cleveland-Innes and Dan Wilton at Athabasca University in Canada have written A comprehensive guide to developing Blended Learning approaches
- Rapid Research Information Forum in Australia has produced a report detailing Differential learning outcomes for online versus in-class education
- Education Endowment Foundation (EEF) has created a Remote Learning: Rapid Evidence Review to examine the existing research to support the remote learning of pupils.
- Education Scotland has produced guidance for transitions in 2020, These resources have been organised into 6 categories which aim to identify transition issues for children and young people at all stages: Early Learning and Childcare, primary, secondary and post-16.
- In New York City, the Department for Education has developed a remote learning model for all NYC students.
- Case Study: Kingussie High School – a seven step plan towards a digital school culture published by INTEL might be of use for longer term planning depending upon each school’s circumstances.
- The West Partnership report Effective remote and digital learning, May 2020, defines key concepts relating to remote and digital learning, explores effective remote learning environments and lists tips and resource links for both staff and parents. It also signposts an Education Scotland glossary that provides useful definitions of the key terms discussed in the report.
- The Association of Scottish Principal Educational Psychologists has produced some resources to support children, particularly children with addition support needs, with the transition back into educational buildings.
Note: where a web link is included, this is not an endorsement by Education Scotland. It is intended to illustrate the various range of approaches taken to the recovery period during COVID-19. This page will be updated as further examples emerge.
- How do I know what the specific needs are of practitioners, learners and families within my context?
- How have practitioners' strengths in areas such as digital skills been utilised and what provision is available to support their ongoing learning?
- How am I supporting the wellbeing of the learning community at this time, including my own?
- What provision am I making for learners and families who have limited or no access to a digital solution?
- How is my response taking into account short, medium and longer term considerations?
- How am I working in partnership with others to learn from their experiences and promote a co-ordinated approach to support learning at home?