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These are the most extraordinary times. At the start of 2020, almost nobody could have anticipated the extent, and the manner, in which the world has been turned upside down by a virus that has taken hundreds of thousands of lives and left nobody unaffected.
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During this pandemic, it has become very obvious who the essential workers are. Let me be clear. I am not criticizing mayors, university presidents or school superintendents. But amid the COVID-19 contagion, we would be nowhere without custodians, paraprofessionals, food service workers, administrative assistants and school bus drivers.
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In March 2020, the tropical heat was rising in Tamil Nadu, India. The teachers were in the thick of handling lesson planning, engaging with students and uploading our progress for the final term of the academic year in a buzzing school environment. The state government announced a complete lockdown in state capital Chennai first. Teachers wondered what is in store for them and the children with the threatening news emerging about COVID-19 cases and casualties all around the world. Before they really had time to grasp th...
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The Covid-19 pandemic was the context for two major disruptions in education. The first was the disruption to schooling for millions of students worldwide, and a rapid shift to remote learning online. The second, closely related disruption was the entry of the commercial education technology sector into public education at worldwide scale, and its attempts to profit from the shock of the pandemic.
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Fighting gender stereotypes at school Mahathir also underlined that the issue of gender inequality in society will not change if education in schools itself does not change. And education in schools reflects the surrounding society. If school curricula are not gender-sensitive, and reiterate time a...
Read MoreIn recent years there has been a deterioration of the conditions for teaching worldwide: reduced decision making authority for teachers; greater constraints on curriculum and pedagogy; increased surveillance; work intensification; and the diversion of educational resources from the public to the...
Read MoreFurther reading Bangs, J. and Frost, D. (2012) Teacher self-efficacy, voice and leadership: towards a policy framework for Education International. Cambridge University/Education International download.ei-ie.org/SiteDirectory/Research/Documents/Research%20Institute/Teacher%20Self%20efficacy%20GB%20...
Read MoreYet relevant data that could provide valuable context for these scores is too often overlooked or outright ignored. With the possible exception of the OECD's PISA and TALIS studies Little consideration is ever given to teacher quality and other education policies that define school systems in to...
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