Education as the path to a sustainable recovery from COVID-19

Iyengar, R. N.

doi:10.1007/s11125-020-09488-9

Cited by 43 publications

(31 citation statements)

References 2 publications

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“…14 As a response to the challenges, Iyengar argues that after COVID-19, education systems need to adopt technology in order to reduce digital learning inequalities, and also emphasize the SDG 4.7 and its connection with crisis including climate change. 15 This supports Aleixo’s argument that higher education is a component of SDGs itself, while also a tool to reach SDGs. 2 …”

Section: Introductionsupporting

confidence: 65%

“… 12 The university’s efforts to ensure students with low SES to have access to IT resources can also reduce the concern of equity of online education. 13 , 15 …”

Section: Discussionmentioning

confidence: 99%

“…ZUEL’s coping strategies, especially the logistic support, paid sufficient attention to students with low SES and took actions to minimize the possible inequalities caused by COVID-19. 14 , 15 This would also be supportive to contribute to SDGs, particularly SDG 5, to achieve gender equality and empower all women and girls, as well as SDG targets 4.3 and 10.2, which focus on equal access to education and inclusion regardless of gender and SES.…”

Section: Discussionmentioning

confidence: 99%

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Higher education and Sustainable Development Goals during COVID-19: coping strategies of a university in Wuhan, China

Liu¹

2020

J Public Health Res

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Background It is widely perceived that COVID-19 has significant influence on higher education and also contribution to development including Sustainable Development Goals (SDGs). However there is insufficient evidence about investigations on such influences, especially at micro level. Design and method A university located in Wuhan, China, was selected for the case study to explore how COVID-19 affects higher education and how universities’ coping strategies of COVID-19 can contribute to SDGs. The method is an analysis of 32 institutional documents published by the university. Results The university in the case study has taken a number of coping strategies of COVID-19, largely in four aspects including medical services, online education, logistic support, and graduate employment promotion. These coping strategies contribute to achieving SDGs, especially SDGs 1, 3, 4, 5, 8, and 10. Conclusions The case study provides micro-level empirical evidence, which supports that appropriate university coping strategies of COVID-19 can contribute to SDGs, even it is widely perceived that the pandemic has brought strong negative impact on higher education and sustainable development. The selection of a university in Wuhan, China can generate more practical implications, as Wuhan is the first city that experienced the unprecedented lockdown, and China is the first country which reopened university campuses after the lockdown.

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Section: Introductionsupporting

confidence: 65%

“… 12 The university’s efforts to ensure students with low SES to have access to IT resources can also reduce the concern of equity of online education. 13 , 15 …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Higher education and Sustainable Development Goals during COVID-19: coping strategies of a university in Wuhan, China

Liu¹

2020

J Public Health Res

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“…However, there have been a number of positive outcomes: community-based approaches and partnerships within the private sector have been activated for the common good (Iyengar 2020 ), and the lockdown slowed down the pollution of the planet and forced deep reflection away from “business as usual”.…”

Section: Covid-19 Disruption As An Opportunitymentioning

confidence: 99%

COVID-19 and the opportunity to design a more mindful approach to learning

Hughes¹

2020

Prospects

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“…Having libraries in the community, rather than in schools, helps to reach children not enrolled in school and to inculcate good reading habits among all children, as well as their parents. The pandemic has seen more parents circulating books (Iyengar 2020). After school closures, many community-based libraries started virtual classes for all ages.…”

Section: Model 5: Community-based Librariesmentioning

confidence: 99%

Rethinking community participation in education post Covid-19

Iyengar

2021

Prospects

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has put education in a challenging place. With millions of children out of school, education needs to reinvent itself. During the pandemic, communities have used this opportunity to support children's education in various ways, including the launching of new online classes. This article takes the social capital theoretical model as its framework and applies it to help communities strengthen their education support systems. It also looks at models from the literature as best practices to operationalize social capital. The article highlights various models for community participation that could continue after the Covid-19 pandemic. It urges the school system to be flexible and incorporate community-driven parental engagement with project-based and experiential learning. These community-driven educational programs must be supported to provide much-needed place-based supplementary education opportunities to students.

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Education as the path to a sustainable recovery from COVID-19

Cited by 43 publications

References 2 publications

Higher education and Sustainable Development Goals during COVID-19: coping strategies of a university in Wuhan, China

Higher education and Sustainable Development Goals during COVID-19: coping strategies of a university in Wuhan, China

COVID-19 and the opportunity to design a more mindful approach to learning

Rethinking community participation in education post Covid-19

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