“The present can provide many opportunities to “build back better” and harness them to build more inclusive, effective and resilient education systems.”, confirms the advisory body of the Ministry of Education in a study released now.
When assessing the effects of the COVID-19 pandemic on increasing inequality, in a study commissioned by the Assembly of the Republic, the European National Council reaffirms that Two academic years marked by the pandemic affecting most students, some to a much greater extent, but looking to the future through the prism of opportunity.
“By learning from innovations and emergency operations, systems can adapt and aim for more effective solutions‘, you read the document.
Specifically, it is referred to as Curriculum focus on core subjects, reform of the examination system, building of information and data collection systems, and investment in ensuring the long-term resilience of education systems, schools and students.
As for the resumeAdvisory Board of the Ministry of Education Suggests an organization that allows for strategies that are differentiated in their implementation and skills development, and more comprehensive strategies while clarifying the different areas.
In terms of building information systems, the French National Council asserts that this is where the best answers come in and argues that With effective data systems, it is possible to “monitor learning pathways, identify improvement factors and identify children and youth who may be left behind.”.
More investment to increase efficiency
On the other hand, the effectiveness of the measures also depends on financial investment, with particular attention being paid to the most vulnerable groups.
“Attribution of scholarships and subsidies to families and the enhancement of human and material resources are tools that can help restore learning and prevent school dropout.“, says the document, adding that these measures should be accompanied by programs in other social, economic and cultural fields.
In addition to measures directly aimed at restoring learning, the National Education Council highlights the effects of the pandemic on well-being and mental health and recommends the implementation of intervention programs in these areas, which are followed and monitored in the long term.
The recommendations of the National Board of Education do not begin with basic education only, and in recognition of the importance of early childhood education, public policies that promote the expansion of these responses are advocated, including the possibility of integrating nursery into education while at the same time paying more attention to the dimension. from this offer.
In this recovery process, the study also looks at teachers and emphasizes the need to support the well-being of teachers, non-teacher staff, and families themselves.
Restrictions in the field of education over two academic years had impacts on students, with increased inequality and learning loss, which were contributed by various factors, such as the socio-economic context of families, access to digital equipment for classroom monitoring or follow-up at home.
“Confined to poor, often crowded housing and without a quiet place to study, there were also those who had no technological equipment or internet connection, or digital skills that would allow them, even at a distance, to continue learning and stay connected. With your teachers and peers”, points to the CNE study, which also highlights the consequences in terms of well-being.
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