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

In the UK, it is expected that youth unemployment will rise by over 640,000 in 2020 taking the total to over 1 million. Under 25s may face years of reduced pay and limited job prospects long-term. Consider strategies to tackle youth unemployment:

• Encourage organizations to develop partnerships with UK employers, government, education institutions, and civil society to create quality work placements for young people
• Promote the benefits of employer networks e.g. lower recruitment costs and improved staff retention to facilitate more work placements
• Consider measures such as the ‘EU measure against youth unemployment’. The Commission wants EU countries to increase their support for the young through their recovery and suggest member states should invest at least €22 billion for youth employment. Initiatives also include:
  • Youth Employment Support which includes The Youth Guarantee which aims to ensure people under the age of 25 get a good-quality offer of employment, continued education, an apprenticeship or a traineeship within four months of becoming unemployed or leaving formal education.
  • Extending the Youth Guarantee which covers people aged 15 - 29 (previously the upper limit was 25) and:
    • Reaches out to vulnerable groups, such as minorities and young people with disabilities
    • Provides tailored counselling, guidance and mentoring
    • Reflects the needs of companies, providing the skills required and short preparatory courses