Beyond COVID-19 supernova. Is another education coming?

Abstract

PurposeThis article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic.Design/methodology/approachThis is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain.FindingsThere is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences.Originality/valueThe article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil.

21st Century Leadership Skills Practiced by School Leaders in Pakistan During COVID-19 Pandemic

“…Another researches also suggest that school leaders' task is not only to solve complex problems but should pick the alternative solution that is the best possible solution for complex setting make tough decisions and school leaders must be good at solving the problem and having this skill to solve issues by considering all complexities and challenges and select the best options that are best for the school environment (Johnson & Weiner, 2020;Mumford, Zaccaro, Connelly, Marks, & Palmon 2000). Therefore, keeping in view the problem-solving skill of school leaders, the results are supported by the empirical and theoretical view of previous researchers (Zhao, 2020;Azorin, 2020;Lunenburg, 2010). For the second major skill, the results highlight (refers to table 2) that school leaders are practicing in their leadership position during covid-19.…”

“…They must use and implement 21 st -century skills for long term change (Talat, Fakhar, &Chaudhry, 2014). Leadership is a phenomenal task, which demands some special training and also updated skills to effectively run both non-human and human resources including emergent situations such Covid-19 (Azorin, 2020;Akinbode & Shuhumi, 2018). Now, as a consequence of the pandemic, the duties and responsibilities of school leaders have been changed.…”

Impact of the COVID-19 Pandemic on the Psychological Distress of Medical Students in Japan: Cross-sectional Survey Study

“…In Okayama, a prefecture in the western part of mainland Japan [ 7 ] with approximately 1.9 million people and ranked 20 out of 47 by population among the 47 prefectures, only 2071 confirmed cases had been reported by January 17, 2021. Behind the scenes of successful COVID-19 mitigation, however, those in education-related jobs and medical students struggled with the rapid change in the educational system, as shown in examples from Australia and Spain [ 8 , 9 ].…”

Educational Administrators’ Facing COVID-19 Measures In Paraguay

“…Therefore, it can be said that minimizing student desertion and preserving the quality of education represent the greatest challenges to the continuity of the educational process. These aspects demonstrate the need for greater and better access to educational technologies by the main educational actors in the country to guarantee equal academic opportunities (Trujillo et al, 2020;Azorín, 2020) and at the same time ensure that Paraguayan students have access "to a quality education, under equal conditions" (Juntos por la Educación, 2019, p.11). In other words, the children of Paraguay have the right to access quality education, under equal conditions, regardless of the socioeconomic contexts of which they are part or the educational institution they attend (Juntos por la Educación, 2019).…”