iGeneration - 21st Century Education (Pedagogy & Digital Innovation)

Dr. Jean Clinton shares her insights as a psychiatrist, parent, and professional educator on the importance of not focusing on perfection, and ways to enjoy progress is the various areas of our lives.

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Sailors don’t resist the wind. You can’t deal with the storm until you acknowledge the wind. Fretting over things beyond your control is impotence stressing over incompetence. The worst stress comes from resisting unalterable realities. We’re all sailors in a storm that isn’t ending soon. Teams are often stressed about things they can’t control. Life…

In this report, we examine the growing body of research on the effects of the COVID-19 pandemic on children’s mental health.

Free Technology for Teachers

by Tanya Basuarchive page

Understanding that everyone’s return to work will be different and meeting staff where they’re at in their journey with empathy, support, and encouragement is necessary for that survival.

After enduring remote learning, teachers and students are heading back to the classroom. Here are some things to keep in mind.

English Analysis on World about Education, Recovery and Reconstruction and Epidemic; published on 13 Jul 2021 by OECD, UNESCO and 3 other organizations

By PJ Caposey

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For this Winter issue, beyond our magazine, this cross-platform learning experience explores emerging issues that matter to you as educators.

The World Economic Forum is an independent international organization committed to improving the state of the world by engaging business, political, academic and other leaders of society to shape global, regional and industry agendas. Incorporated as a not-for-profit foundation in 1971, and headquartered in Geneva, Switzerland, the Forum is tied to no political, partisan or national interests.

Public education. Public good.

Public education. Public good.

By Alyson Klein

In-person learning is essential for the learning and overall well-being of children and youth. Therefore, barring catastrophic circumstances, schools should remain open for in-person learning. The level of community COVID-19 burden should inform the degree of school-based measures: the provided framework should be implemented at the regional level by public health units, considering local vaccination coverage rate and metrics of COVID-19 disease severity and to a lesser extent, SARS-CoV-2 transmission rate. Permanent measures that support the ongoing operation of schools, irrespective of the COVID-19 pandemic, include vaccination of all eligible individuals, exclusion of sick students and staff, hand hygiene, adequate ventilation, and environmental cleaning. Temporary measures (e.g., masking, physical distancing, cohorting) implemented in response to changes in COVID-19 disease burden should take into consideration student age, grade, and vaccination status. Re-initiation and maintenance of extracurricular activities (e.g., music, sports, clubs) is an important component of return-to-school plans.