Recovery, Renewal, Resilience

During COVID-19, schools were forced to move to remote delivery of teaching. The Economic Commission for Latin America and the Caribbean (ECLAC) note that high levels of pre-existing inequalities (e.g. poverty) have exacerbated the negative impacts of the pandemic on children’s education. The World Bank report predicts that the “shock on human capital will substantially reduce intergenerational mobility and the likelihood of children from low educated families to complete secondary school”. The bank also presents a call to action to address the significant learning loss experienced by Latin American and Caribbean children. As countries are transitioning back to face-to-face or to more hybrid styles of education delivery, consider:

• Work in partnership with schools, community groups (e.g. parental committees) and local social care services to identify vulnerable children and develop targeted measures (e.g. through remedial programmes) to ensure that schools are teaching at an appropriate level for all children. Specifically take into account the learning needs of children from lower-income families who may not have had the resources at home to keep up with remote learning measures
  • For example, ‘Alerta Escuela’, Peru uses early warning systems to identify students who are at risk of dropping out or who are in need of targeted interventions
• Guide and support schools on how best to combine remote and in-person learning (e.g. the Ceibal initiative in Uruguay). To increase accessibility, blended learning recovery solutions should consider low- or no-tech options (e.g. educational TV programmes/local radio/community youth groups)
• Design a long-term transformational plan for accelerating the digital transformation of local and national Education Management and Information Systems (EMIS), for example:
  • The World Bank is collaborating with education agencies to establish a “new generation of EMIS based on an enterprise architecture focusing on learning data”. The programme will collate best practices, tools and guidance that aim to enable education agencies to implement technology-driven solutions that accelerate cost effective educational programmes and generate high investment returns

See also TMB Issue 33 – a case study which explores the “attainment gap” and digital divide, detailing international strategies that aim to support children to catch up on learning time lost during the pandemic

AI uses computer systems to perform tasks associated with human intelligence. This can be used to help detect and interpret patterns useful for managing emergencies. Explore with AI experts how AI may be used in COVID-19 mitigation, preparation, response and recovery:

• Mitigation: To recognize patterns in the environment to provide early warning e.g. data on compounding factors associated with COVID-19 infection such as urban poverty to provide information on potentially high risk areas
• Preparation: To analyse patterns in natural and social phenomena e.g. impacts of natural disasters on hospital capacity during COVID-19. Run emergency simulations to mathematically model detailed emergency management plans to account for compounding disasters during the pandemic
• Response and Recovery: To evaluate situational information from social media, and surveillance cameras to determine where response is needed, and to support coordination of recovery activities e.g. drones can be used to transport PPE, using online information developed by mapping COVID hotspots. In the UK, Windracers (a humanitarian aid transportation company) used delivery drones to fly four times a day to the Isle of Wight, taking just 10 minutes to deliver PPE

AI uses computer systems to perform tasks associated with human intelligence. This can be used to help detect and interpret patterns useful for managing emergencies. Explore with AI experts how AI may be used in COVID-19 mitigation, preparation, response and recovery:

• Mitigation: To recognize patterns in the environment to provide early warning e.g. data on compounding factors associated with COVID-19 infection such as urban poverty to provide information on potentially high risk areas
• Preparation: To analyse patterns in natural and social phenomena, and run emergency simulations to develop detailed emergency management plans
• Response and Recovery: To sort situational information from social media, and surveillance cameras (fixed, drones, satellites) to determine where response is needed, and to support coordination of recovery activities