All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion [0.03%]
所有意味着全部：介绍2020年《全球教育监测报告》关于包容的内容
Manos Antoninis,Daniel April,Bilal Barakat et al.
Manos Antoninis et al.
This article provides an overview of the 2020 Global Education Monitoring Report, which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or...
Inclusion and equity in education: Current policy reform in Nova Scotia, Canada [0.03%]
教育中的包容与公平性：加拿大新斯科舍省当前的政策改革
Jess Whitley,Trista Hollweck
Jess Whitley
This article aims to explore the context of inclusive education policy in Canada, and to highlight the particular case of inclusive education policy reform in the province of Nova Scotia. As with most other provinces and territories, inclus...
Michael Fullan
Michael Fullan
This article highlights key points with respect to each of the following: 1) School systems around the world were stagnant before Covid-19 and had been for some time; 2) Therefore there was considerable pent-up energy to make some changes. ...
School curriculum in South Africa in the Covid-19 context: An opportunity for education for relevance [0.03%]
南非在Covid-19背景下的学校课程：相关性教育的机会
Labby Ramrathan
Labby Ramrathan
The pandemic nature of the Covid-19 virus and the infectious potential that this virus has for the global population demands a radical response. This article focuses on school education within the context of Covid-19 and asks a fundamental ...
COVID-19 and the opportunity to design a more mindful approach to learning [0.03%]
COVID-19与重新设计学习方式的机会
Conrad Hughes
Conrad Hughes
The industry of modern schooling leads to surface learning of exaggeratedly voluminous curricula and excessively high-stakes assessments that instrumentalize the pursuit of knowledge. In order to return to a more mindful, authentic, and hum...
Radhika Iyengar
Radhika Iyengar
COVID-19 has disrupted education for millions of children across the globe. The education community is re-imagining and re-designing to build back better. This Viewpoint takes the principles behind UNESCO's Futures of Education initiative t...
Complexities of difference and their significance for managing inequality in learning: Lessons from the COVID-19 crisis [0.03%]
差异的复杂性及其对管理学习中不平等的意义：来自COVID-19危机的教训
Crain Soudien
Crain Soudien
The purpose of this Viewpoint is to argue for an enlarged understanding and approach to the question of inequality and education. While much of the current discussion is correctly focused on learners' material realities and how COVID-19 is ...
Nothing is new, but everything has changed: A viewpoint on the future school [0.03%]
没有什么是新的，但一切都在改变：对未来学校的一种看法
António Nóvoa,Yara Alvim
António Nóvoa
This Viewpoint argues that the debates about the future of education and the need to rethink the school model started long before the pandemic crisis. But the situation we are experiencing has accelerated this need and showed that changes a...
Collective impacts on a global education emergency: The power of network response [0.03%]
全球教育紧急状态中的集体影响：网络响应的力量
Kate Moriarty
Kate Moriarty
The COVID-19 pandemic is an emergency of an exceptional scale, with major impacts on education globally and with significant new challenges for education in existing humanitarian contexts. This Viewpoint reflects on the immediate challenges...
Alan Block
Alan Block
The presence of COVID-19 means that the world will not return to a prior normal, but we cannot yet know into what future we will head. The world will have considerably changed from the one in which our subjectivities were first formed. Thou...