Sarah Pouezevara

At the 68th annual meeting of the Comparative and International Education Society (CIES), a global network of researchers and practitioners gathered to exchange diverse perspectives on how to improve education worldwide.

On November 15, 97 public schools opened their doors once again to classroom instruction after 20 months of closure and a shift to remote learning for more than one full academic year. The Philippines is one of the only countries in the world to have remained closed, with no exceptions, for so long.

Like many countries around the world faced with rising cases of Coronavirus 2019 disease (COVID-19),  classroom instruction in the Philippines is shifting to remote learning. For 22,668,397 Filipino children [1] there will in all likelihood be no face-to-face classroom instru

Like many other organizations working in global education, RTI International is working rapidly to understand the implications of the COVID-19 crisis on our overall institution and the way we function, on how we can support our staff and projects, and how we can support education goals in the countries where RTI staff live and work.

My children are in public school in France. Last week at WISE @ Paris I learned that "French students spend 2/3 of their time taking notes. 70% of students have not worked in a group until they are 15 years old." (Yann Algan, Sciences Po).

The world of online learning—and the prevailing wisdom within it—changes rapidly. This is perhaps best illustrated by the fact that within two years, global commentary moved from “the year of the massive online open course” (2012) to “the death of the MOOC” (2014).

Image: Matthew Burpee (2006). Licensed under Creative Commons 2.0, via Flickr. Some rights reserved.