UNESCO learning cities' responses to COVID-19
When the COVID-19 global pandemic hit in 2020, governments around the world temporarily closed educational institutions in an attempt to contain the spread of the virus. But how did learning continue for young and old during this time?
The UNESCO Institute for Lifelong Learning (UIL) called on its network of 229 UNESCO learning cities to provide insights into their particular handling of the situation. During a UIL webinar series in 2020, they jointly developed strategies and exchanged information about good practices to ensure that learning did not stop.
In our new publication Snapshots of learning cities’ responses to COVID-19, we showcase local responses to COVID-19. The UNESCO learning city of Shanghai, People's Republic of China, provided one of them.
The UNESCO Institute for Lifelong Learning (UIL) called on its network of 229 UNESCO learning cities to provide insights into their particular handling of the situation. During a UIL webinar series in 2020, they jointly developed strategies and exchanged information about good practices to ensure that learning did not stop.
In our new publication Snapshots of learning cities’ responses to COVID-19, we showcase local responses to COVID-19. The UNESCO learning city of Shanghai, People's Republic of China, provided one of them.
Shanghai, People's Republic of China
Older people are among the most vulnerable to COVID-19. In light of this, Shanghai launched large-scale distance learning programmes for this group through a project called the Lifelong Learning Cloud. The programmes cover various topics, such as health and safety, cooking, entertainment, information technology, counselling, art, local history, and current affairs.
The Lifelong Learning Cloud’s programmes
Two types of programmes were developed for the Lifelong Learning Cloud. The first was on emergency response measures: a series of courses on health protection and pandemic prevention. These courses were streamed through the Cloud Classroom alongside quiz-based contests on combating the pandemic by the Shanghai Science Education Promotion Centre working with universities for the elderly. The other programme featured diverse resources for individual districts of the city.
Mr Ni MinjingDeputy Director of the Shanghai Municipal Education Commission
Project development Stage 1
The Lifelong Learning Cloud project was developed in three stages.
The first stage, from January to February 2020, was launched as an immediate response to the public health emergency. Businesses and schools had to close their doors and, to meet the learning demands of the elderly, Shanghai integrated various top-quality learning resources in building the Cloud Classroom.
The first stage, from January to February 2020, was launched as an immediate response to the public health emergency. Businesses and schools had to close their doors and, to meet the learning demands of the elderly, Shanghai integrated various top-quality learning resources in building the Cloud Classroom.
Project development Stage 2
From March to May of 2020, the Shanghai Learning Network, the portal website of the city’s lifelong learning initiative, carried out an in-depth analysis of learning demands in order to meet citizens’ needs more precisely. Based on the platform’s data and users’ feedback, a second batch of learning resources were developed and introduced to the platform.
Project developmentStage 3
In the third stage beginning June 2020, the Shanghai Learning Network launched ‘Live Online Classroom for Elderly Education in Shanghai’. The platform has enabled teachers from different districts to provide live online teaching and respond to participants in real time.
Professor Jiacheng LiDirector of the Shanghai Municipal Institute for Lifelong Learning
Challenges: Technology and interactions
Some older people were not familiar with using mobile phones and computers; providing guidance and assistance to improve IT literacy and ensure learners had access to and could use modern technologies was therefore necessary.
In addition, the lack of teacher-student interaction in the pre-recorded online courses was problematic; this was eventually solved via the introduction of live online courses.
In addition, the lack of teacher-student interaction in the pre-recorded online courses was problematic; this was eventually solved via the introduction of live online courses.
Challenges: Continuity
Another challenge was figuring out how to continue distance education after the reopening of universities for older people.
There is ongoing research and exploration on how to further respond to this challenge.
There is ongoing research and exploration on how to further respond to this challenge.
Learn more!
Find more cases in our publication Snapshots of learning cities’ responses to COVID-19
UNESCO Global Network of Learning Cities
The UNESCO Global Network of Learning Cities (GNLC) supports and improves the practice of lifelong learning in member cities by promoting policy dialogue and peer learning, documenting effective strategies and good practice, fostering partnerships, providing capacity development, and developing tools and instruments to design, implement and monitor learning cities strategies.
Become a member!
Photos courtesy of © Getty Images / zhaojiankang; © Akaratwimages / Toa55; Creativa Images; khunkorn; Getty Images / Andres Victorero; © Leung Cho Pang RyanKing999; dodotone; pixabay / jandyzhu
Become a member!
Photos courtesy of © Getty Images / zhaojiankang; © Akaratwimages / Toa55; Creativa Images; khunkorn; Getty Images / Andres Victorero; © Leung Cho Pang RyanKing999; dodotone; pixabay / jandyzhu
Scroll down to continue
Swipe to continue
Swipe to continue
UNESCO learning cities' responses to COVID-19
Shanghai, People's Republic of China
The Lifelong Learning Cloud’s programmes
Mr Ni Minjing
Project development
Project development
Project development
Professor Jiacheng Li
Challenges: Technology and interactions
Challenges: Continuity
Learn more!
UNESCO Global Network of Learning Cities