On Dec 4 UNODC/UNESCO hosted a high level concluding session as part of their week-long Education for Justice Global Dialogue. During the 60-minute conversation, representatives from India, South Sudan, Lebanon, International Association of Universities (IAU) and UNODC HQ shared a wealth of ideas about learning losses, learning discontinuity, social justice in education and the rule of law necessitated by the pandemic. Discussions were anchored in experiences of the past nine months and also the inequality existing in our society for long. The opportunity to participate in the discussion made me reflect on the lessons learnt, challenges, insights and steps required to mitigate the situation.
1.The lessons from the pandemic;
1.1 Education systems were not prepared for the change, though recovery was swift where technology could reach. Teachers responded with alacrity.
1.3 Realization that vulnerable children with little or no access to technology suffered the most.
2. Key Challenges
2.1 We all must work to ensure that progress in attaining SDGs are made irreversible.
2.2 Post-COVID scenario cannot be same as pre-COVID. Hence we cannot rely on old methods.
2. 3 Identification of adequate technology and enabling it to all is necessary.
2. 4 Defining and developing a resilient education system where all are taken care of.
3. Insights
3.1 We have witnessed not a digital gap but a digital canyon as acknowledged by the UNICEF Chief.
3.2 It has isolated the victims from work and prevents them from competing in the modern economy, throwing them out of competition in the 21st Century.
3.3The pandemic has exacerbated challenges to democracy, human rights and the rule of law, all rooted in education.
4. Teacher Leadership requirements
4.1. Rethinking the role of teachers as activists and social justice warriors with an unwavering commitment to social justice.
4.2. Unification of their efforts and initiatives, a game plan for coordination, collaboration; sharing of best practices should form part of the teacher education curriculum.
4.3. Teachers need additional support to develop high-quality learning material, provision of research opportunities for CPD:
4.4. Teachers need to be valued and respected more and treated as professionals.
5. Equity and Excellence for all is Equivalent to Success and Sustainability for Society
5.1.Ensuring greater access to technological resources supporting learning such as hardware, resources to poor and deprived communities.
5.2. Promoting a desire and passion for learning, retaining and engaging in different forms of learning experiences - preparing for career and skill development for changing world- economy and the uncertain nature of work.
5.3. Encouraging a greater understanding and appreciation of values, richness, diversity and difference of our global and local communities.
5.4 The integration of technology is essential for children to become digital citizens of the ever-evolving paradigm of education.
5.5 Incentivizing use of technology and Artificial Intelligence for social good/SDGs
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