L’UNESCO, l’UNICEF et la Banque mondiale ont mené conjointement une enquête pour suivre les réponses nationales du secteur de l’éducation face à la fermeture des établissements scolaires liée à la COVID-19.
As part of the SDG Agenda 2030, countries have pledged to “build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation”.
The UOE questionnaires collect data on formal education, including personnel, enrolment, graduates, source of funds, demographic data and class size.
Results of the survey will be released in 2021 via the UIS database. A timely response to the survey is essential to produce high-quality, comparable data, which are used to monitor the Sustainable Development Goals (SDGs) and included in major international reports.
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En décembre 2019, le groupe inter agence et d’experts sur les indicateurs ODD (Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs)) ont reclassifié l’indicateur 11.4.1 comme Tiers 2, confirmant que cet indicateur est conceptuellement solide et qu’il a une méthodologie reconnue internationalement comme standard afin de guider clairement sa mesure.
In these confusing and uncertain times due to forced homeschooling, authors from the Pansophia Project propose that we pause and reflect on this new reality before deciding on the best way to move forward to preserve key educational gains. Eleven theses on pedagogy are presented here to provide food for thought as we navigate the current COVID-19 pandemic.
1. Digital culture can breed a false sense of security
During this global education crisis, the need has never been greater to develop education policies to help sustain learning in the event of future school closures so that learning never comes to a standstill. The development of policies to support the use of distance learning in particular will need to be informed by robust data on information and communication technologies (ICT) use in and out of schools so these skills can be instilled in learners and teachers.
The global provision of schooling is facing unprecedented challenges as a result of the COVID-19 crisis. Within the span of a few months, 191 countries had closed their schools to deploy social distancing measures in accordance with the World Health Organisation (WHO) recommendations. More than 1.5 billion students from pre-primary to university-level have been affected by these closures, with classroom-based learning interrupted for indefinite periods of time.
The Committee for the Coordination of Statistical Activities (CCSA) has joined forces with 36 international organisations to present the report How COVID-19 is changing the world: a statistical perspective.
Alors que les nations affrontent une pandémie de dimension planétaire qui menace les vies, les moyens d’existence et les modes de vie, le suivi des données de l’éducation n’est sans doute pas en tête de liste des priorités. Toutefois, si nous voulons éviter de perdre du terrain en matière d’équité d’apprentissage et d’inclusion, il est indispensable de poursuivre la collecte des données essentielles.
As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank are jointly launching the Survey on National Education Responses to COVID-19 School Closures. The survey seeks to collect information from Member States on the country-wide scope of national education responses to the mass school closures from pre-primary to upper secondary levels. Responses to the survey will help better guide local/national policy responses to mitigate the impact of school closures and help prepare for the reopening of schools.