Schools’ readiness for digital learning in the eyes of principals. An analysis from PISA 2018 and its implications for the COVID19 (Coronavirus) crisis response JUAN MANUEL MORENO | LUCAS GORTAZAR | APRIL 08, 2020
Ministries of education around the world try to ensure learning continuity for children and youth through distance learning.
Across more than 170 countries, some 1.5 billion students have seen schools close as part of their governments’ response to the coronavirus (COVID-19). Now, ministries of education around the world try to ensure learning continuity for children and youth through distance learning. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible. The paradox facing all countries is that, while these technological solutions seem to be the best way to minimize huge learning losses during the crisis (especially for vulnerable students), they also risk further widening equity gaps in education . Thus, if the digital gap in education were to increase while schools are closed, learning inequality and learning poverty would also inevitably increase. Learning continuity would then be ensured for some but denied to others. Initial efforts are focusing on ensuring that all students have access to the Internet, the first dimension of the digital gap. This would allow all students to access online learning materials and digital platforms with educational content. However, even in rich countries where Internet connectivity is all but universal
