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DIGITAL TRANSFORMATION - CHANGE MAKERS’ REIMAGINING EDUCATION

a reaction, or use this opportunity to transform the system
How will we choose to respond? Will we patch together
he pandemic has disturbed all sectors of society
and revealed its fault lines—especially in our
education systems. The reaction to the crisis has
ge
reverting to the status quo or using the opportunity to help
T nerated some impressive responses on the itself? The question becomes, what will be more appealing -
part of individuals and small groups as educators have students become knowledgeable and skilled change makers
stepped up to serve their communities. In some cases, through deeper learning? We argue that the solutions lie
public and private partnerships have filled the gaps. Some before us. We have the opportunity to creatively manage the
systems have been able to rapidly deliver remote learning immediate issues while building a bridge to a reimagined
experiences, but most have struggled with meeting the education system.
needs of all. Equity, access and capacity left wanting. Prior
to the pandemic, many education systems were stalled, the CRISIS: TEACHERS LEADING &
pandemic exposed the case that fundamental changes are REIMAGINING THE FUTURE
needed.
In 2020, World Teachers’ Day celebrated teachers
Through this disruption, there has been a recognition with the theme “Teachers: Leading in crisis, reimagining
that schools play a vital role beyond learning. Their custo- the future”. Post COVID-19 pandemic, the world is
dial and community roles are central to a healthy society. at crossroads and over-extended education systems
As we grapple with the issues of reopening schools in this
uncertain time, we must seize the opportunity to reflect throughout the world must work with teachers (as the focal
on what has been learned, and what matters most. point) to protect the right to education and guide it into the
unfolding digital landscape brought about by the pandemic.
The challenges highlighted during the disrup- Teachers made significant contributions to provide remote
tion should not come as a surprise. Over the last learning, support vulnerable populations, re-open schools,
decade, student engagement has plummeted. and ensure that learning gaps have been mitigated. At its
peak, the recent COVID-19 pandemic and associated school
Almost one in every five students does not reach a basic closures directly affected 250 million students at all levels
minimum level of skills to function in today’s society (OECD) and 9.5 million primary and secondary teachers. In many
Moreover, many school systems have not maintained pace cases, teachers were required to conduct online learning
with technological advances; schools have not provided but lacked basic ICT tools in their own homes. In many
widespread access to digital tools. When the pandemic hit, places teachers also found themselves unable to continue
1 in 5 students did not have access to the internet or a device education because many households lacked the technology
to support them in lockdown. and connectivity to allow students to learn online. Globally,
for instance, approximately 50% and 43% of learners,
This disruption revealed systems that already struggled respectively, lack computers or the internet in the home.
to support all learners. To put it plainly: it’s time to situate
education as an instrument of individual and societal good. Formal education should be saved by training and
empowering teachers in digital skills. The failure of formal

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