International Education – As the pandemic enters its third calendar year, 2022 promises to be critical—especially for education. Around the world, education systems have had to contend with frequent shutdowns, inequitable access to educational technology and other distance learning tools, and profound challenges to protecting the physical and emotional health of students and teachers. At the same time, not all of the sudden changes brought about by the pandemic are bad – some promising innovations, partnerships and a focus on international education have emerged over the past three years. The main question is Will 2022 and beyond lead to a transformation in education, or will students, teachers, and families face long-term setbacks?
At the Center for Inclusive Education, our scholars examine the trends, policies, practices, and research that are closely following this year and many more to come.
International Education
More than ever, by 2022 it will be critical to focus on achieving positive outcomes by strengthening the landscape of our global education system—especially with a focus on informed decision-making. We’ve seen a renewed focus on different types of data, such as real-time performance data, that allow teachers and other decision-makers to tailor their learning journeys to better support their learning journeys. Additionally, high-quality program cost information is needed for decision makers to plan, budget, and select the most cost-effective interventions.
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One of the ways we are seeing these sectors strengthen is to leverage new financing for education, such as impact bonds, to their full potential. This year, syndicated financing through results funds—a scaled-down version of impact bonds—should make a particularly big splash. The Education Outcomes Fund is set to launch programs in Ghana and Sierra Leone, and we also expect to see the launch of back-to-school country-specific outcomes funds, such as OFFER (Outcomes Fund for Education Outcomes) in Colombia. A school results fund in India and another fund in Chile. At the Center for Universal Education, we are following these innovations closely and look forward to the insights they bring to the education sector.
In the year As we look ahead to 2022, one of the continuing challenges for many families is navigating the range of ways to support children’s education amid increasing school closures. But while the pandemic has forced a sudden slowdown in modern life, it has also provided an opportunity to re-examine how we can prioritize education and healthy development, both in and out of school. What’s more, the epidemic’s devastating impact is disproportionately affecting families in communities that have faced decades of discrimination and disinvestment — and could dangerously widen pre-existing educational inequities.
One new approach to providing rich learning opportunities beyond school walls that addresses inequities in our current system is playful learning landscapes (PLL) – installations and programs that promote learning for children and families through play in the public realm. PLL’s current focus is to measure the impact of these areas to demonstrate that PLL works and invest heavily in them. To this end, the partners have developed a framework and initial indicators from both the learning science and spatial perspectives to help evaluate the positive impact of PLL on learning outcomes, as well as the gaps in its potential to enhance social relations and the revitalization of public life. The framework will continue to evolve as we learn from communities experimenting with PLL expansion and adaptation—this important work is just beginning.
The pandemic has highlighted several educational trends that promise to be the focus of future policy and practice in 2022 and beyond: the importance of skills that complement content learning, systemic inequities in education systems and the future role of digital technology in education. It is becoming clear that memorizing content alone does not prepare children for future work and society. According to the report, “A New Path to Education Reform,” in an automated world, manufacturing tasks and even basic medical diagnoses or legal contracts could be performed by computers and robots. Students who can work collaboratively—with strong communication skills, critical thinking, and creativity—are highly valued. Mission statements from around the world have begun to promote a “whole child” approach to education that encourages broad skills education by aligning the education sector with the needs of the business sector.
Ialf Global Education Fair 2022
The past year has revealed weaknesses and inconsistencies in distance education that I will be following closely for years to come. In fact, the Centers for Disease Control and Prevention suggests that virtual learning poses risks for social-emotional learning. In addition, studies have shown that students’ gains in math and 60 to 68 percent in reading have dropped from 35 to 50 percent in math and 60 to 68 percent in reading as academic progress slowed during the pandemic. Disadvantage is not experienced uniformly, with children from under-resourced areas lagging behind their more affluent peers.
The failure of distance learning also raises questions about the place of digital learning in the classroom. Learning will become more and more hybrid, and keeping up with technological developments – especially in terms of augmented reality and metaphor – will be especially important, as both have real consequences for classrooms.
In the year In 2022, I will focus on one group of children in particular–immigrants–who are historically among the least likely to receive primary education. The epidemic hit them disproportionately, pushing them and their families into poverty and depriving them of most forms of education when schools were closed.
While much more investment in early childhood education research and evaluation is needed to improve evidence and use limited resources more effectively, there are a few important efforts to watch. A report by NewWorld last year provided an overview of the sector and highlighted a critical gap and opportunity to better address inequities in access to early childhood education in refugee communities through better support teachers and community workers. This year, Theirworld and partners are following two recommendations from the report: making the science of early childhood brain development more accessible in immigrant communities and building the evidence on what works to support early childhood education teachers and the young immigrant children they teach.
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The report is informed by existing initiatives, including Ahlan Simsi, which in 2017 received significant support for early education in a humanitarian context. While Ahlan SimSim’s review won’t be completed for two more years, Global Connections for Children’s Research Center, Sesame Workshop, and the International Rescue Committee will share critical insights into their studies to date in an upcoming episode of the Impact Room podcast. .
This year I will focus on how education systems can prepare for future disruptions, regardless of the cause, more intentionally. The past two years have seen education systems around the world struggle to find ways to continue learning due to the Covid-19 pandemic. In addition, other public health crises, natural disasters such as earthquakes, floods, and hurricanes, and wars and terrorism have severely challenged the ability of school systems in various parts of the world to reduce the toll on students and teachers. . Finding safe temporary learning spaces outside of school and using technology like radio, television broadcasts, and online learning tools have helped, but quick fixes with little preparation are not effective ways to sustain and advance learning gains.
In the age of broadcast and digital technologies, there are many more ways to meet the challenges of future emergencies, but life- and education-saving solutions must be part of the functioning of school systems – in their structures, staffing, budgets, and curricula. By preparing for potential emergencies, we can persevere in reaching learning goals for all children.
In the year As of late 2021, several studies have begun documenting the impact of COVID-19 on the educational trajectories of girls in the Global South. These studies indicate promising trends – lower than expected dropout rates and re-enrollment rates similar (if not higher) to boys – and still highlight the challenges faced by adolescent girls and girls living in poverty, conflict and crisis.
Indonesia International Education & Training Expo 2022 (iiete)
In the year In 2022, it’s important to continue generating more nuanced evidence—carefully examining questions like “which girls,” “where,” “when,” and “why.” And we must use this knowledge to protect and promote the rights of women and young women, not only in education, but to participate and grow in the world around them. Ensuring that marginalized girls and young women are transformative in improving their lives and livelihoods, as well as that of their families and communities, requires us to develop new strategies for learning and working together.
At the Center for Universal Education, this means strengthening our work with local leaders in girls’ education: advancing gender research through the Echidna Global Scholars Program; Expanding the collective impact of our 33 Echidna alumni; And
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