In this blog post, education finance experts from the Centre for Global Development warn that the economic shock related to COVID-19 may affect nations’ ability to meet Sustainable Development Goals related to Education

Well-know Canadian education scholars, Dr. Pamela Osmond-Johnson, Carol Campbell, and Dr. Katina Pollock, make the case for evolution in the education post-COVID. They say we need to re-examine assessment practices, re-evaluate our use of technology, and “rethink the future of schooling in partnership with the education profession and support staff.”

The UK’s Headteachers’ Roundtable is calling for change in England. They say that COVID-19 has exposed deep failings in the British education system despite – or because of – 10 years of reforms. One of their proposals is that the UK develop an ‘education policy of unity’ led by all political parties so that, for the next 20 years, there is coherent and non-partisan commitment to an agreed course of action.

In an interview for Teacher Magazine, education expert, Deborah Price, discusses practical ways early years educators can provide inclusive learning opportunities for children under eight during the pandemic. Acknowledging that children are always learning, Price suggests taking advantage of the household items and the students’ natural settings in lessons to connect school to life. Price also notes the importance of connecting with peers for even very young children, and provides suggestions for assessment.

The author points to the “grammar” of schooling – the rules by which schools operate that is taken for granted as just the way schools are. He says the grammar of schooling has persisted despite the vast changes in the world outside schools, and that even now, when students cannot attend pysical school, the “mental image of school still rules our thinking.”

Education policy and research experts at the Centre for Global Development report on how there’s no one size fits all approach for opening schools around the world. They caution that the models being implemented by European countries, such as Denmark, are not transferable to developing countries.