A record number of children and young people have been affected by the closure of education institutions to halt the spread of the COVID-19 pandemic. From learning losses, to negative impacts on physical and mental health and well-being, hundreds of millions of students have been put at risk. Pre-existing inequalities have been exacerbated.
The response to COVID-19 must involve strengthening education systems to ensure they can overcome adversity and are resilient to the risks they face. According to a COVID-19 Education issue note produced by UNESCO’s section for Health and Education and International Institute for Educational Planning (IIEP), crisis and risk management should be institutionalized in education systems, and specific programmatic options can help prevent disease outbreaks and pandemics from affecting education communities.
The issue note, Building back resilient: How can education systems prevent, prepare for and respond to health emergencies and pandemics?, presents concrete recommendations to build resilient education systems, strengthening them to respond to the immediate challenges of reopening schools and positioning them to better cope with future crises. The recommendations cover actions that address prevention, preparedness and response to health emergencies and pandemics to help ensure no child or young person is denied the fundamental right to education.
Stefania Giannini, Assistant Director-General for Education at UNESCO, said building the resilience of schools and educational institutions benefits students, as well as the broader education community.
“When we talk about building the resilience of the education system, it is not only about developing policies and providing services, it is about building the resilience of schools to provide emotional support and care for teachers and students and the resilience of the students themselves,” Ms Giannini said.
“The time for action is now. At least 24 million children and youth are expected not to return to school because of the economic impact of the COVID-19 pandemic alone. Without making education a pillar of recovery plans alongside health, jobs and climate, societies will fuel rather than reverse rising inequality, poverty and social divides.”
Suzanne Grant Lewis, Director of IIEP, said the goal of building resilience is long-term, calling for ongoing review and reflection, and a continual improvement of processes.
“No child, youth or adult should be excluded from learning opportunities that would give them an opportunity to fulfil their potential. Yet, the COVID-19 pandemic and the resulting school closures have had exactly that effect,” Ms Grant Lewis said.
“Building resilience must become a core part of the planning and management of education systems, ensuring they are able to prevent, prepare for, and respond to the global COVID-19 pandemic, and any other possible future crises.”
- Building back better: how can education systems prevent, prepare for and respond to health emergencies and pandemics?
- COVID-19 Education Issues Notes
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