Ceibal Foundation undertakes an international case study in the context of the suspension of lessons worldwide

Faced with the education crisis resulting from the suspension of lessons due to the coronavirus pandemic, which affects most countries around the world, Ceibal Foundation plays a key role in the survey and study of cases at the international level. In this regard, a study of the cases of Italy, Spain and France was carried for the purpose of analyzing the actions that these countries have taken at the educational level.

The countries analyzed were the first to implement class suspension measures at all levels for all year groups in Europe. Only the initiatives and guidelines promoted by the ministries of education at the national level were considered and surveyed for the analysis.

Below are the main findings that will be included in a publication and were presented at the webinar “Continuidad pedagógica ante el coronavirus: perspectivas desde Latinoamérica” (Pedagogical continuity in the face of coronavirus. the outlook from Latin America), held remotely on March 27.

Main findings:

• In the three cases analyzed, the measures adopted are of a pedagogical, operational and technical nature.
• Distance learning has become instrumental in assuring pedagogical continuity.
• The ability to implement solutions depends to a large extent on the degree of development of distance learning modalities in the different countries.
• The three cases highlight the key role played by teachers in implementing distance learning modalities. The resources, guides, and platforms are aimed at this group as the link between the education systems and the schools with their students.

Italy

• Suspension of classes: February 23 in three regions, extended to the entire territory on March 10.
• Promotion of the use of existing networks and tools, and sharing and collaboration between communities of practice (focusing on schools and teacher communities).
• Creation of a single web portal to simplify and promote the use of existing resources.
• Efforts to encourage the digital educational inclusion of specific groups such as special-needs students.
• Public calls to invite operators that provide technological tools or services.

France

• Suspension of classes: March 16
• Instructions and guidelines for parents were produced on how to explain the current situation to students (centrality of the family).
• Specific guides for teachers, principals, and administrative and school service staff.
• Greater degree of development of distance learning modalities and tools.
• Two platforms (one for students and another for teachers).

Spain

• Suspension of classes: March 11 in three communities, subsequently extended to the others.
• Selection and integration of existing resources on a single website.
• Focus on families – Materials, exercises and resources enabling parents to support the students, as well as guides developed with the support of Applied Psychology services to deal with the current situation.
• Major role of public television in creating multimedia content.