Crises and the COVID-19 pandemic: education responses and choices during times of disruptions
Introduction
1. Report background The COVID-19 pandemic has had profound effects on social, political, and economic realities worldwide, forcing governments to respond swiftly with policies to minimise the present effects while weighing future implications. COVID-19 has wreaked havoc, uncertainty and unpredictability, impacting every aspect of life the world over. It has exacerbated social inequalities, further marginalised the impoverished, and plunged fragile economies into disarray. This moment of crisis caused by the COVID-19 pandemic provides an opportunity to examine how education systems can more thoughtfully and deliberately respond to these types of systemic disruptions by asking questions about the purpose and values of education so that all learners, particularly the poor, have access to quality and equitable education in contexts of uncertainty and disruption. How do countries respond when education is disrupted and face-to-face learning is not possible? Given the difficulties with technological infrastructure and problems with broadband connectivity, how can equitable and quality learning continue effectively? What are the implications for teacher professionalism and decision-making? How might governments and teachers’ unions work together to ensure students are learning in times of disruption? And how might we use these moments of disruption to more closely align education offerings to support the full development of the human personality as anticipated by Article 26 of the Universal Declaration of Human Rights? Apart from these enquiries, another area of concern that the report addresses is the impact of policy responses on teacher autonomy. More specifically, the report illuminates how teachers are empowered (or not) to take decisions in the current situation and connect with their peers, their school leaders and their learners. Insights into how policy responses have manifested globally, given the highly differentiated education contexts, are also discussed. In the context above, this research pays attention to how education responses during the pandemic ensure equitable and quality education for all, and crucially, meaningful engagement with stakeholders such as 11
