The OECD summarizes 4 types of education emergency policies for countries to respond to the new crown epidemic:
(1) Publish information about viruses and related training (for example: USA, France, Italy).
(2) Train teachers and principals for remote work (China, Italy, United Kingdom).
(3) Large-scale deployment of online courses (for example: China).
(4) Establish and train working groups of counselors and teachers to support parents and students (USA). Many of these countermeasures have involved closing educational institutions, both nationally (eg: China, Italy, Korea, Japan) and regionally (eg: France, Germany, Portugal), or in specific ways ( For example: United States, United Kingdom).
When schools are closed due to outbreaks, the OECD recommends that countries use their existing online courses as much as possible, encourage educational technology companies to provide their resources free of charge, diversify teaching methods according to age and ability, and encourage teachers to cooperate. Specifically, the OECD has proposed six measures:
(1) Use the existing online distance learning platform.
(2) Develop a new online teaching platform (virtual classroom).
(3) Cooperation with private education platforms.
(4) Conduct international cooperation and share existing online education resources.
(5) Make full use of all electronic media.
(6) Provide teachers with opportunities for digital learning.
Since online teaching and cooperation may not be a natural thing for teachers and students, there may be some challenges in implementing “stopping classes without stopping”. The OECD believes that policymakers need to consider four points:
(1) Balance digital and screenless activities.
(2) Always pay attention to the emotional health of students.
(3) Availability of equipment.
(4) Access management of IT infrastructure.
Although the epidemic forced many schools to close worldwide, it also provided an opportunity to conceive new education models and innovate face-to-face learning methods. The OECD believes that the following four aspects can be considered:
(1) Explore the security system for home exams.
(2) Explore different time and education models.
(3) Let teachers make full use of the advancement of digital technology.
(4) Learn how to make use of differences within and between countries.
(Adapted from the International and Comparative Education Institute, the author is a member of the research team, March 28, 2020)