Report on Blended Education and Educational Poverty
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Report on blended education and educational poverty G20 Italy Education Working Group Disclaimer This report was prepared by the G20 Education Working Group and submitted to the G20 Education Ministers’ meeting on 22 June 2021. The examples in the tables were submitted by G20 countries in response to the surveys of Blended education and Educational poverty conducted by the Italian Presidency of the G20. They are neither representative nor exhaustive of the practices undertaken by G20 countries. Some countries, especially federal countries, submitted more examples than others. Acknowledgements This report is the result of sustained guidance and support from the Italian G20 Education Working Group team and internal experts at UNESCO. We would like to thank all G20 Education Working Group delegates who contributed to the analysis, writing and production of this report, through discussions on and participation in the surveys on which the report is based. The G20 Education Working Group team under the Italian Presidency is led by Gianluca Grandi and includes Elena Murtas, Viviana Ruggeri and Mariantonietta Salvucci. Mariantonietta Salvucci coordinated the collection, analysis and synthesis of country information, which was conducted by Viviana Ruggeri regarding blended education and by Elena Murtas regarding educational poverty. At UNESCO, the work was coordinated and edited by Borhene Chakroun. François Leclercq contributed to writing; Satoko Yano and Peter Wallet provided inputs and comments, with support of Charles Antoine Linne and Danni Xu. The UNESCO Institute for Statistics led by Silvia Montoya provided data and analysis on education response to COVID-19 based on UNESCO- UNICEF-World Bank-OECD surveys. The Global Education Monitoring Report team led by Manos Antoninis compiled data and contributed to the section on educational poverty. Cover image: Prostock-studio/Shutterstock.com Version II - Published 2 July 2021 II Table of contents Disclaimer ii Acknowledgements ii Foreword 5 Executive summary 6 1. Introduction 9 2. The impact of the COVID-19 pandemic on education 11 3. Organizing blended education 17 4. Addressing educational poverty 68 5. Orientations for future cooperation among G20 countries in the field of education and training 107 Index 109 Annex 116 1 List of tables Table 1 Table 10 School status on 27 April 2021, Using lower-tech media 48 G20 countries 12 Table 11 Table 2 Training teachers and school leaders 53 COVID-19 incidence in late April 2021 (average for the week ending Table 12 on 26 April) 13 System-level interventions 65 Table 3 Table 13 Prioritization of teachers in Integrated packages addressing COVID-19 vaccination efforts, educational poverty 71 G20 countries (March 2021) 13 Table 14 Table 4 Preventive measures that tackle Working hours lost due to the the root problems 82 COVID-19 crisis, G20 countries, 2020 14 Table 15 Table 5 Intervention measures that address Macroeconomic indicators for emerging difficulties experienced G20 countries, 2019 to 2021 15 by students 90 Table 6 Table 16 Share of G20 and EU countries Compensation measures that in the global stimulus packages 16 create new opportunities for those who left education early 96 Table 7 Countries that permitted teachers Table 17 to teach from school premises 20 Governance interventions to improve system monitoring Table 8 and peer learning 102 Improving access, inclusion and connectivity 24 Table 9 Creating education platforms and digital content 35 2 List of figures Figure 1 Figure 8 Duration of full and partial school Forms of interactions closures in G20 countries, encouraged between teachers March 2020-March 2021 (weeks) 12 and students/parents, 2020 21 Figure 2 Figure 9 Per capita education spending Perceptions of remote learning from stimulus packages 16 in G20 countries, July 2020 21 Figure 3 Figure 10 Modalities of distance education Approaches to student assessment delivery in 2020–21 (percentage of following school re-opening 22 the school-aged population) 18 Figure 11 Figure 4 Types of additional learning Use of distance education modalities support programmes 22 by level of education (per cent) 18 Figure 12 Figure 5 Disparities in secondary Measures taken to facilitate education completion rate, access to distance education, G20 countries, 2019 or most October 2020 19 recent year 69 Figure 6 Figure 13 Measures targeting populations Gender disparities in secondary at risk of exclusion from distance education completion rates, education platforms, October 2020 19 G20 countries, 2019 or most recent 69 Figure 7 Types of support provided to teachers for remote teaching, 2020 20 3 Acronyms and abbreviations EU European Union G20 The Group of Twenty ICT Information and Communication Technology ILO International Labour Organization OECD Organisation for Economic Co-operation and Development SDG Sustainable Development Goals UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children's Fund 4 Foreword The Italian Presidency of the G20 has taken place in a and learning has become a driving force for innovation, particularly historical moment characterized by the COVID- transforming educational models and school management 19 pandemic. While most G20 countries are gradually procedures while promoting the overall equity of our recovering thanks to an unprecedented vaccination plan, educational systems. The role of teachers has been critical we should not forget the social and economic issues that in engaging with learners, innovating and actively building overwhelmingly emerged during this long period of crisis – community of practices. to which we are called to give adequate answers. What kind of future school model should we aim at? Some These issues have affected education systems and of the main pillars could include: combating educational highlighted the risks of spreading different forms of poverty including early school leaving and the digital educational poverty including early school leaving and divide; raising the quality of learning and achieving better learning losses. As well as underlining the impact that the learning outcomes; and investing in initial and in-service educational crisis could have on the social and economic training for teachers and all school staff. development of G20 countries, they have drawn attention To realise this vision, we must strengthen our commitment to the need for considerable investment in ensuring to collaboration, enhancing the exchange of best practices educational quality and continuity, in particular for the and effective solutions aimed at improving and innovating most vulnerable children and adolescents. our education systems, making them more resilient and While inequalities, including educational inequalities, attractive. have grown in this period, so has our awareness of the This report aims at providing deeper knowledge of these transformative role of education in ensuring sustainable issues, in particular the implementation of blended and “regenerative” economic models, among others teaching and learning and the fight against educational with the aid of new technologies. These innovations are poverty in G20 countries that have shared their valuable enabling new educational scenarios, unthinkable a few policies and programmes. years ago, with potential to increase inclusiveness and development of human capital. Our main goal must remain to enable new generations to acquire the competencies they need to fully develop their Through remote teaching and learning, G20 countries potential, become responsible and active citizens, and have been able to respond immediately to the need for contribute to the sustainable development of their countries. educational continuity. In particular, blended teaching Prof. Patrizio Bianchi Minister of Education of the Italian Republic 5 Executive summary 1. Introduction of 2021, although G20 countries differ greatly according to whether they are prioritizing teachers for vaccination. The Group of Twenty (G20) is a leading forum of major econ- The pandemic, school closures, other lockdown measures omies that seeks to develop global policies to address the and the economic crisis have all had a strong, adverse world’s most pressing challenges. The G20 members are impact on education and training, in terms of both school Argentina, Australia, Brazil, Canada, China, France, Ger- participation and learning outcomes. A major increase many, Japan, India, Indonesia, Italy, Mexico, Russia, South in educational poverty threatens to reverse years if not Africa, Saudi Arabia, South Korea, Turkey, the United King- decades of progress towards Sustainable Development dom, the United States, and the European Union. Spain Goal 4 (SDG4). According to the UNESCO Institute for Sta- is also invited as a permanent guest. Each year, the Pres- tistics (UIS), at the global level, out of 1.06 billion children idency invites guest countries, which take full part in the of primary and lower-secondary school-going age, 483 mil- G20 exercise. lion fell below the proficiency threshold in reading in 2019; Building on the legacy of previous summits, and taking that figure would have increased by nearly 100 million in the new situation created by the COVID-19 pandemic into 2020, to 581 million at the end of that year. Returning to account, the Italian Presidency of the G20 conducted two the previous trajectory of increasing proficiency levels may surveys of policies and programmes aimed at (i) organiz- take nine to 15 years. There are risks