Ten lessons from COVID-19 for the education systems of the region

Never let a good crisis go to waste. It is an opportunity to do the things you once thought were impossible.

Rahm Emanuel

This phrase is timelier today than ever. The education systems in Latin America and the Caribbean (LAC) have responded to the COVID-19 pandemic to the best of their abilities, yet they facing serious challenges for reaching the most vulnerable populations. Some lessons from the crisis can be used to overcome these challenges. Ana Patricia Andrade (Ministry of Education, Peru), Vicky Colbert (Fundación Escuela Nueva), Carlos Fritzen (Federación Fe y Alegría) and Claudia Uribe (UNESCO/OREALC) recently discussed this in a webinar organized by the Education Division of the IDB. Here are some of the ideas that emerged from this dialogue.

1. Washing your hands is more important than what we thought. The first line of defense against COVID-19 is soap and water. Educational systems already owed a great debt to their students and teachers, as a significant proportion of schools still did not have regular access to clean water prior to the crisis. In this sense, the pandemic offers a great opportunity to address this outstanding debt by investing in such a fundamental thing as is access to clean water.
2. The world is really interconnected. Today LAC is the epicenter of the global health crisis, just six months after the first cases appeared on the opposite side of the world. Why can’t we connect more in other areas? Why not share more educational resources between our countries? The universality of Sesame Street, and initiatives such as Escuela+ and Adela show that we have more things that unite us than those that separates us.
3. First things first: basic reading and writing skills. Prior to COVID-19, education systems faced a generalized “learning crisis,” with three out of four (72%) vulnerable young people not having the minimal reading comprehension skills. This has an impact on their ability to learn remotely. Back-to-school remediation strategies and proven methodologies used to teach reading and writing, including in native languages, should be established, preventing existing gaps from widening any further.
4. The need to integrate technology more effectively in education. As the study “From paper to the cloud” indicates, it is essential to have robust information and learning management systems that strengthen the bonds between teacher and students, as well as planning and allocating resources efficiently. In addition to learning platforms, we need to invest in educational radio and television programs, and train teachers in their use. These channels have been highly effective in serving the most vulnerable students. These resources should become a permanent support for teachers, students and their families, once the crisis is over.
5. Do not forget paper. School textbooks and print resources have been great allies during the pandemic. Countries such as Chile, El Salvador and Mexico have uploaded digital versions of these resources on their platforms, as well as distributed printed materials for students without connectivity. Parents who do have access to the online platforms are making great efforts to print these resources. In the immediate future, school textbooks may be the basis of an integrated multichannel strategy to develop resources that can be used in several platforms: digital, radio and television, among others.
6. The curriculum can be more effective. Educational systems have prioritized some subjects of their curricular content during the crisis. Why not continue doing so after the crisis? In many LAC countries, the curricular burden is overwhelming, with up to 12 subjects in primary school. This situation is worsened by the fact that many systems do not provide textbooks and materials for all areas. In many cases, parents cannot acquire any resources, and even if the resources are available, some teachers may not be able to teach with them (e.g. teachers who do not speak English teaching English). The saying “less is more” is very appropriate when considering the national educational curriculums.
7. Overcome the ‘’four-wall dictatorship.’’ The crisis has shown that learning can happen in other environments (virtual, television, and radio) and spaces (homes). Biosecurity protocols and physical distancing restrictions invite us to rethink blended models and better understand how and in what environments students learn best, as Rosan Bosch proposes. We can also explore past experiences, such as the “Outdoor Schools” used for health reasons in the past. Sometimes, to keep moving forward, one must look back and evaluate the past.
8. Alliances with parents and other key players are essential. Although it sounds trite, education is everyone’s responsibility. In a recent survey carried out in Peru, two-thirds of parents asked for more support to improve learning at home, including guidance and socio-emotional support, resources and materials. Several private organizations have selflessly supported the ministries of education to overcome the crisis. Relationships and partnerships with families should be reassessed and strengthened. These partnerships will also be essential to get back on the road once we overcome the crisis.
9. Private education in LAC is in the ICU. A good proportion of the region’s students attend private schools, particularly at the preschool, high school, and university levels. The crisis has caused the temporary and perhaps final closure of many of these institutions. Ministries are being called to intervene. They will most likely have to absorb many of their enrolled students in the public institutions. Many private institutions provide high-quality services to the most vulnerable population and have become true centers of innovation, such as Alianza Educativa, Fe y Alegría and aeioTü. The crisis offers an opportunity to rethink the relationship with private education providers and establish clear rules in order to take advantage of their potential.
10. School feeding programs will be essential to reduce the effects of the crisis and to retain students. More than a health crisis, COVID-19 is shaping up to be one of the greatest economic crises in modern times. A recent FAO report alerts us to the crisis’s impact on food security in the region. Countries like Guatemala and Haiti have implemented programs that reach the most vulnerable students. Community participation and local purchases are key components of these programs. This is a great opportunity to rethink service provider concepts in schools.

Even if we long for a pre-COVID-19 school, we should not return to it. We must take advantage of the crisis by building more equitable systems that prioritize attention to the most vulnerable populations. The crisis offers an opportunity and it should not be wasted.

What other lessons have you learned from the pandemic? Tell us in the comments section or on Twitter through @BIDeducacion #EnfoqueEducacion.