WASHINGTON, DC, November 18, 2021— Education systems around the world have responded to COVID-19 by closing schools and rolling out distance learning options for their students as an emergency response. New World Bank analysis of early evidence reveals that while distance learning hasn’t been as effective everywhere, blended learning is here to stay.

Going forward, for distance learning to realize its potential, the analysis shows the need to ensure a strong alignment between three complementary components: effective teaching, appropriate technology and engaged learners.

“Blended learning – which combines face-to-face and distance learning – is here to stay. The challenge will be the art of combining technology and the human factor to make blended learning a tool to expand access to quality education for all ”, underlined Jaime Saavedra, Global Education Director of the World Bank. “Information technology is only a complement, not a substitute, to the formal education process – especially among preschool and elementary school students. The importance of teachers and the recognition of education as being primarily a business of human interaction, is now even clearer.

Twin reports, Distance learning during the global school lockdown: multi-country lessons and Distance learning during COVID-19: lessons for today, principles for tomorrow, point out that three elements are essential for distance learning to be effective:

• Prioritize effective teachers: a teacher with in-depth knowledge of subject content, skills to use technology and appropriate pedagogical tools and support is more likely to be effective in distance education.

• Adopt suitable technology: the availability of technology is a necessary but not sufficient condition for effective distance learning.

• Make sure learners are engaged: In order for students to be engaged, contextual factors such as home environment, family support, and motivation to learn need to be well aligned.

The reports found that many countries were struggling to secure their adoption and some even found themselves in a distance learning paradox: choosing a distance learning approach that was not suited to access and capabilities. a majority of their teachers and students.

“Emerging evidence on the effectiveness of distance learning during COVID-19 is mixed at best,” said Cristóbal Cobo, senior education and technology specialist at the World Bank and co-author of the two reports . “Some countries provided digital online learning solutions, although a majority of students did not have digital devices or connectivity, which resulted in uneven participation, which further exacerbated existing inequalities. Other factors leading to low student participation are poor home environments; the challenges of keeping children engaged, especially the youngest; and the low digital literacy of students, teachers and / or parents.

“While pre-pandemic access to technology and the capacities to use it differed considerably from country to country, the limited parental engagement and support for children from poor families has generally hampered their ability to use the technology. ability to benefit from distance learning, ”said Saavedra.

Despite these challenges related to distance learning, it can be an unprecedented opportunity to harness its potential to reinvent learning and rebuild more efficient and equitable education systems. Blended learning is part of the future solution to make the educational process more efficient and more resilient.

The reports propose the following five principles to guide country efforts going forward:

1. Make sure distance learning is suitable for the purpose. Countries should choose distance learning modes suitable for teachers ‘and students’ access and use of technology, including digital skills, and for teachers to have the opportunity to develop technical skills and necessary for effective distance education.

2. Use technology to improve teacher effectiveness. Professional development of teachers must develop the skills and support necessary to be an effective teacher in a remote environment.

3. Establish meaningful two-way interactions. Using the technology most appropriate for the local context, it is imperative to allow students and teachers to interact with each other with appropriate adaptations to program delivery.

4. Involve and support parents as partners in the teaching and learning process. It is imperative that parents (families) are involved and supported to help students access distance learning and to both ensure the continuity of learning and protect the socio-emotional well-being of children.

5. Bring together all the players to cooperate around learning. Cooperation between all levels of government; as well as partnerships between the public and private sectors, and between groups of teachers and principals; is vital for the effectiveness of distance learning and for ensuring that the system continues to adapt, learn and improve in an ever-changing distance learning landscape.

World Bank Education Response to COVID-19

In response to the worsening education crisis, the World Bank quickly stepped up support to developing countries, with projects reaching at least 432 million students and 26 million teachers – a third of the population. student and nearly a quarter of the teaching workforce in current client countries. The World Bank is the main source of external financing for education in developing countries. In the past two fiscal years, our support for education has reached $ 11.5 billion.

World Bank Group Response to COVID-19

Since the start of the COVID-19 pandemic, the World Bank Group has deployed more than $ 157 billion to combat the health, economic and social impacts of the pandemic, the fastest and most rapid response to the crisis. important in its history. The funding is helping more than 100 countries strengthen their pandemic preparedness, protect the poor and jobs, and launch a climate-friendly recovery. The Bank also supports more than 60 low- and middle-income countries, more than half of them in Africa, in the procurement and deployment of COVID-19 vaccines, and provides $ 20 billion in funding for this purpose up to at the end of 2022.

For more information on the Twin Reports, please visit their website.

For more information on the World Bank and education, please visit: www.worldbank.org/education

Follow us on: @ WBG_Education

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PRESS RELEASE N °: 2022/028 / HD

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Contacts

Washington DC
Kristyn Schrader-King
[email protected]