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Higher Education Policies for Developing Digital Skills to Respond to the Covid-19 Crisis: European and Global Perspectives

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Higher Education Policies for Developing Digital Skills to Respond to the Covid-19 Crisis: European and Global Perspectives Higher Education Policies for Developing Digital Skills to Respond to the Covid-19 Crisis: European and Global Perspectives Edited by Dr. Nina Tomaževič, Dr. Dejan Ravšelj, Dr. Aleksander Aristovnik Higher Education Policies for Developing Digital Skills to Respond to the Covid-19 Crisis: European and Global Perspectives Edited by Nina Tomaževič Dejan Ravšelj Aleksander Aristovnik European Liberal Forum asbl, Rue d’Idalie 11-13, boite 6, 1050 Brussels, Belgium [email protected] www.liberalforum.eu Graphic Design by www.spotnet.si depositphotos.com ISBN: 978-2-39067-005-6 9782390670056 © 2021 European Liberal Forum. All rights reserved. This publication can be downloaded for free on www.liberalforum.eu. Published by the European Liberal Forum asbl with the support of the Friedrich Naumann Foundation and Zavod 14. Co-funded by the European Parliament. Neither the European Parliament nor the European Liberal Forum asbl are responsible for the content of this publication, or for any use that may be made of it. The views expressed herein are those of the author(s) alone. These views do not necessarily reflect those of the European Parliament and / or the European Liberal Forum asbl. © 2021 European Liberal Forum (ELF) CHAPTERS The digital skills in the Hungarian higher education 4 during the first wave of Covid-19 Kornélia Lazányi, Alexandra Vincze, Péter Szikora Higher education policies for developing digital skills in 19 response to the Covid-19 crisis: The case of Romania Florin Lazăr, George Valentin Roman Digital skills, self-efficacy and emotions: Impact of Covid-19 32 on Italian university students Daniela Raccanello, Giada Vicentini, Roberto Burro Distance learning in higher education in France 45 during the Covid-19 pandemic Sébastien Jacques, Abdeldjalil Ouahabi Gender and digital skills in Portuguese higher education 59 during the Covid-19 pandemic Thais França, Bertil P. Marques Higher education policies for developing digital skills in 72 response to the Covid-19 crisis: Evidence from Slovenia Dejan Ravšelj, Eva Murko What can we learn from the Covid-19 pandemic in terms of developing 83 digital skills in higher education? A Bosnian and Herzegovinian perspective Maja Arslanagić-Kalajdžić, Amra Kapo The Covid-19 pandemic’s effect on digitalization and 97 internationalization policies of Turkish higher education Cenay Babaoğlu, Onur Kulaç Higher education policies for developing digital skills: 110 Lessons learnt from the Covid-19 crisis in South Africa Chinaza Uleanya, Jogymol Alex Transition from on-site to on-line education: Exploring the 120 Chilean higher education experience in times of Covid-19 Roxana Balbontín-Alvarado, Cristian Rivas-Morales India during the Covid-19 crisis: Higher education policies 130 for digital learning Sujita Kumar Kar Higher Education Policies for Developing Digital Skills to Respond to the Covid-19 Crisis: European and Global Perspectives THE DIGITAL SKILLS IN THE HUNGARIAN HIGHER EDUCATION DURING THE FIRST WAVE OF COVID-19 Kornélia Lazányi, Alexandra Vincze, Péter Szikora 1.1 Introduction 4 The coronavirus pandemic is the defining global health crisis of our time. The virus has spread to every continent, except Antarctica. The number of cases is growing rapidly around the world, with countries competing over the virus’ spread – slowing it down is a global priority. Efforts have been madeo t manage the virus by testing and treating patients, contact tracing, restricting travel, quarantiningitizens, c and cancelling large gatherings like sport events, concerts and schools. By affecting almost every part of the world, the pandemic has caused not only a health crisis but an economic, political and social crisis. The closure of shops, restaurants and entertainment facilities all over the world might leave deep wounds, socially as well as economically. Every day, more and more people are losing their jobs and their income. The International Labour Organisation estimates that 195 million jobs could be lost as a result of the Covid crisis (United Nation Development Programme, 2019). Society faces unprecedented challenges due to the emergence and pandemic spread of the coronavirus. Significant economic, social and environmental changes may be seen, making digital preparedness and access to IT infrastructure for teleworking increasingly important. The day-to-day lives of higher educational institutions (HEIs) have also been altered radically (Aristovnik et al., 2020b). HEIs had to switch over to contactless education (e-learning) within days. The aim of the THE DIGITAL SKILLS IN THE HUNGARIAN HIGHER THE HUNGARIAN IN SKILLS THE DIGITAL present study is to describe the situation of Hungarian higher education relative to the pandemic situation EDUCATION DURING THE FIRST WAVE OF COVID-19 OF WAVE THE FIRST DURING EDUCATION and to offer recommendations about digital competencies in connection to the long-term integration of the competencies – whose importance has been underlined during Covid – acquired during the pandemic into education. 1.2 The Covid-19 situation in Hungary: The first wave The Covid-19 pandemic is an epidemic caused by the SARS-CoV-2 virus, a disease called Covid-19. The first cases were discovered in December 2019 in Wuhan, China. As early as on 31 January 2020, the Hungarian government established an operational body with the main task of managing the Covid-19 pandemic in Higher Education Policies for Developing Digital Skills to Respond to the Covid-19 Crisis: European and Global Perspectives Hungary and to analyse and evaluate its spread abroad. The first registered case of the Covid-19 virus in Hungary was announced on 4 March 2020 by Prime Minister Viktor Orbán. The operational body has met on a daily basis since 5 March. It has become responsible for the localization and screening of infections and for epidemiological and health measures by coordinating the activities of public bodies, where applicable. The first patients in Hungary were two students of Iranian descent who arrived in Hungary on 26 and 28 February, respectively. The outbreak was declared a pandemic by the World Health Organization (WHO) on 11 March 2020. On the same day, a national emergency situation was declared in Hungary, whereby a special legal order came into force in Hungary: a period different from peace and the general rules of normal state operation. Like in most countries around the world, measures restricting people’s daily lives were introduced in Hungary. The curfew restriction law was enforced on Friday, 27 March, when already 256 active infected patientscould be found in Hungary – then mainly in the capital (Budapest). The curfew applied to the whole country, with people only able to leave home for a good reason. Examples of such good reasons were: employment, professional duty, economic, agricultural activity, marriage and funeral in the close family, shopping in a grocery store, market, pharmacy, tobacco shop, gas station etc. These restrictions most likely did slow the infection’s spread, yet the number of active infections rose by 1,342 within 25 days, meaning an average of 53 new cases per day. A Financial Action Group also started working on crisis scenarios, on restarting the economy, reconstructing economic processes, budgets and the possible damage and outcomes created by the virus. The pandemic has so far arrived in Hungary in three waves. During the first wave, which began in March 2020, the number of active cases increased until early May, exceeding 2,000, and then began to decline steadily. This decline lasted until the second half of July, but after then the number of new cases grew 5 slowly at first and then started to rise rapidly after August, upon the onset of the second wave. The third wave started in February 2021. Epidemiological data for the first wave are shown in Graph 1. Graph 1: Epidemiological data of the Covid-19 cases in Hungary during the 1st wave THE DIGITAL SKILLS IN THE HUNGARIAN HIGHER THE HUNGARIAN IN SKILLS THE DIGITAL EDUCATION DURING THE FIRST WAVE OF COVID-19 OF WAVE THE FIRST DURING EDUCATION Source: Own compilation on the basis of data provided by koronavirus.gov.hu Higher Education Policies for Developing Digital Skills to Respond to the Covid-19 Crisis: European and Global Perspectives During the epidemic’s first wave, which lasted from March until mid-July, 595 victims of the pandemic were registered, with the worst daily figure of 17 people dying on 19 April. Mortality began to rise more sharply in the second wave after September 2020. The Hungarian data are even more interesting in the light of the European data. A European comparison is shown in Graph 2. Graph 2: Epidemiological data of the Covid-19 cases in the European Union during the 1st wave 6 Source: Eurostat, 2020 “The Covid-19 epidemic is hitting strong shocks on the already weak and fragile world economy”, stated a UN report published in March 2020, indicating the Covid-19 epidemic was likely to have a profound and negative impact on a global scale. The report added the long-term global economic slowdown could adversely affect Agenda 2030. According to the report, the groups most affected by the pandemic would be women, children, the elderly, and informal workers. It was already anticipated in March 2020 that most countries did not have a healthcare system able to adapt to such a large-scale, unexpected health crisis. Unfortunately, these forecasts were mostly proven correct. THE DIGITAL SKILLS IN THE HUNGARIAN HIGHER THE HUNGARIAN IN SKILLS THE DIGITAL EDUCATION DURING THE FIRST WAVE OF COVID-19 OF WAVE THE FIRST DURING EDUCATION 1.3 The situation of Hungarian higher education: The first wave In Hungary, on 11 March 2020 an ‘extraordinary rector’s break’ was ordered in higher educational institutions (HEIs), while the spring break was brought forward in order to prepare for the digital agenda. At the request of the Secretary of State for Higher Education, by 16 March 2020 HEIs had developed an institutionalaction plan to ensure the continuation of education in the form of distance learning.
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