Pandemic,Vaccination and return to face-to-face classes in Latin America and the Caribbean (En Inglés)

The International Research Center Other Voices in Education and the Portal of Teachers Other Voices in Education (OVE)  we will be  publishing a report on the Global Situation every month with the intention of accompanying through-in –depth analysis, the processes of global educational transformation.Today we deliver the number 1.

This June 3 at 10 a.m. in Venezuela, its authors Luis Bonilla-Molina and Nelson Ortega will be explaining its content live.We invite you to join them through the You Tube Channel of Other Voices in Education.

 

Global Situation Report  (executive summary) PDF

31 05 2021 INGLES-CII-OVE Informe de Coyuntura Nº 1 mayo-2021

Pandemic,Vaccination and return to face-to-face classes in Latin America and the Caribbean.

 

About the Research

This research combines the collection of health data and the educational systems,crossed and updated in an intelligent way,action- research compared and consultation with relevant actors of the Latin America teaching profession.

It is a synthetic study of the COVID -19 pandemic on educational institutions in the region from March 2020 to date.

Luis Bonilla-Molina (VEN) Doctor in Pedagogical Sciences with postdoctoral studies in quality of education,critical pedagogies and popular educations.

Founder of the Other Voices in Education portal and director of Research at the International Center for Research Other Voices in Education.International Prize for Social Justice awarded by the Paulo Freire Democratic Project of the University of Chapman,USA. Retired teacher,university professor in various Latin America  countries.

Nelson Ortega (VEN) is a Master in Global Planning (VEN), Master of Foreign Policy (SP), Computer Engineer (VEN), Diploma in Technological Innovation (SP) and Specialization in Special Economic Zones (CHN). He was Vice Minister of Foreign Trade of the Bolivarian Republic of Venezuela. Researcher at the ICR-OVE in economic affairs and the fourth industrial revolution in education.

Executive Summary

The educational reality of February 2020 has been radically different from what we have today. Not only the turn to virtuality, but also  problems derived from a precarious internet connection, limited acces to digital educational repositories, unequal access to computers and computing devices, precariousness of teaching work and the emergence of new forms of privatization, show a worrying panorama for the majority of the population of Latin America and the Caribbean.

This study is an educational photograph of the pandemic that opens the path to  other analytical work.

Contents

 

The current situation/ Latin American and Caribbean countries which suspended face-to-face  classes due to the pandemic /Some educational situations generated by the suspension of face-to-face classes/Internet connection in the region and its impact on exclusion/ Situation of the pandemic/Return to face-to-face classes /Projections of teacher vaccination in Latin America and the Caribbean /Back –to- school problems amid  low levels of vaccination  and the pandemic all around the world./Main situations students will encounter when returning to hybrid, bimodal or partial presentiality /Main problems teachers will face when returning to presentiality / Impact on the economy and / or capitalism of platforms/Final words

Some Considerations

l The uneven development of digital tools and the differentiated possession of equipment for virtual connections, tends to break with the equalizing role of the classroom.

l The non-uniform learning of  technological dynamics seems to be maintained in the post pandemic in a school that is going to be stressed to incorporate these processes in the daily life of education.

l At least 55.8  million students in the region who attend secondary education level do not have internet access.

l  11 Large technology corporations that provided instruments to develop educational virtuality during the pandemic have reached a market capitalization of 3.29 billion dollars.

l We are in the presence  of a discourse of innovation and educational change that haunts school from its  edges.