This is the link to the report by William Thorn and Stéphan Vincent-Lancrin #AERAOECDCOVID oecd-ilibrary.org/education/scho…

The focus of the report is importantly on: • First wave of the school closures only (March-end of June 2020) – and not subsequent waves (2020-21) • Limited scope in countries: France, Germany, Ireland, UK, US on all topics + 7-8 other OECD countries #AERAOECDCOVID

During this study, the relationship between parents and children stayed mostly the same, however the anxiety level in adults, in the household, increased. In addition, the unemployment rate increased in some countries (notably the US). #AERAOECDCOVID

However, the pandemic exposed pre-existing inequalities in education systems (and societies) and disadvantaged students suffered more – though not always (or just) in terms of academic achievement. #AERAOECDCOVID

The National Assessment on secondary education: #AERAOECDCOVID

From her research, which mirrors Stéphan Vincent-Lancrin and William Thorn research, Dr. Rabe found parents spent more time with younger children in primary school, rather than with older children in secondary school. #AERAOECDCOVID

According to teachers: positives from lockdown were: • About 80% of teachers agree that the period had beneficial effects on students' digital skills and autonomy • Over 50% of teachers find a beneficial effect on the amount of student’s work done. #AERAOECDCOVID

The trends were similar to William Thorn and Stéphan Vincent-Lancrin report: Perceived obstacles in priority education and vocational training • Lack of digital skills • Material and tech constraints of students at home • Lack of support and academic assistance at home #AERAOECDCOVID

In the National National assessments in primary education (grades 1 and 2 ) in French and mathematics, after school closures in '20 and '21 • 1.6 million students in nearly 31,000 schools with a participation rate exceeding 99%. #AERAOECDCOVID

In addition Dr. Rukmini Banerji notes that many of the solutions that can be used in Europe and US do not apply to Indian school systems. She provides the resources for how the lockdown has shaped and affected children's reading levels. #AERAOECDCOVID

Our discussion ends w/ the panelists touching on what surprised them and major takeaways: Stéphan Vincent-Lancrin: One thing that surprised me is the new ways of social relations, and perhaps new types of schooling, that we could build on: involving the parents much more. #AERAOECDCOVID

Birgitta Rabe @rabe-b.bsky.social: There was this strong expectation that SES mattered, it was encouraging to see parents were working hard to engage. The thing that struck me most is the mental health aspect. I fear it is a bigger problem than learning loss, it is not being addressed. #AERAOECDCOVID

William Thorn: What struck me is, how looking at the data, how the imperial information belied the concerns of many experts. In many cases a disaster has been predicted, and to some extent averted, largely to the incredible human capacity for adaptation. #AERAOECDCOVID

Thorn then makes a plea: Please stop using the term learning loss. This is not what is occurring. They are not perhaps learning as much as they would in other circumstances. It is important in our discourse to avoid the assumption that people have lost something. #AERAOECDCOVID

يحدث الآن / بدء جلسات اليوم الثاني للندوة المشتركة "استخدام التقنية في التعليم في دول الخليج العربية" التي ينظمها #مكتب_التربية_العربي_لدول_الخليج ومنظمة التعاون الاقتصادي والتنمية oecd. ويتحدث في جلسات اليوم خبراء من oecd والسويد،وهولندا ،والإمارات ، والبحرين ، والكويت .

World Bank Education Blog: 📣The emergency remote learning responses adopted during the pandemic have highlighted many highs and lows, exploring what worked well and what didn't... written with Maria Rebeca Barron Iñaki Sanchez Ciarrusta and Stéphan Vincent-Lancrin blogs.worldbank.org/education/ensu…

James McEnaney Laura McInerney Sam Freedman Pasi Sahlberg Ollie Bray @TTRadio2022 Tom Starkey .Prof Prachi Srivastava Stéphan Vincent-Lancrin @martinallenh Andy Hargreaves

Join the OECD Centre for Educational Research and Innovation (CERI) and the Global Institute of Creative Thinking (GIoCT) on 17 October 2022 for Day 1 of the 2022 Creativity in Education Summit Register for the online webinar 👇 meetoecd1.zoom.us/webinar/regist…

Please join OECD Education on 17 October 2022 (10-16h CET) for the first day of the #Creativity in Education Summit. Speakers include: Andreas Schleicher, Professor Bill Lucas, Liu Limin, and many others. Agenda: tinyurl.com/bddfe7zx. Zoom registration: tinyurl.com/uz9p4ky8.

📽️REGISTER NOW: Assessing creative thinking: What, why and how? Join us as we talk about the importance of creative thinking and why we should be assessing it 🗓️🕒 8 November, 15:00 Paris time Find out more 👉 oecdedutoday.com/oecd-education…