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Home Local News A statement issued by the Arab Campaign for Education for All (ACEA) “Coronavirus” global pandemic: a true test of strategies Education in emergencies in the Arab Region

A statement issued by the Arab Campaign for Education for All (ACEA) “Coronavirus” global pandemic: a true test of strategies Education in emergencies in the Arab Region

In recent months, the world has witnessed an accelerated spread of Coronavirus (COVID-19), which rose according to the classification of the World Health Organization to the level of pandemic in a short time record, unparalleled by other global health crises. It has affected more than (1.52) billion learners around the world, in addition to imposing schools and universities closure in 165 countries, as this closure affected about 87% of the total number of students in the world, and these statistics are constantly increasing every moment. [1]

                                                                                   

Like other regions in the world, the Arab countries were not an exceptional case far from this emerging global crisis, as the risk of this pandemic included it. As a result, all aspects of life for the peoples of the region were affected, which led to the cessation of the entire educational process and the denial of millions of students and teachers from reaching their schools and educational institutions.

 

In spite of the exposure of the Arab region during the last decade to many crises and conflicts, which led to the destruction of many development gains for the people and countries of the region, and the emergence of great humanitarian needs among millions of people, especially those who have been displaced, which amounted to a quarter of the forcibly displaced people in the world. The corona pandemic created a dangerous, new and different kind from the rest of the crises the Arab world witnessed, especially for the education sector and its workers. According to preliminary estimates, this current crisis affected the progress of the educational process for (50) million students in the Arab region, and this number is likely to increase at every moment.

 

ACEA sees that despite the confusion, fear and danger posed by this crisis, it carries within its folds opportunities "to test new education systems, in addition to opening the way for serious and in-depth thinking about the future of education, and putting technology at the service of learning and education, especially in emergency situations ". This is what the Arab Campaign for Education for All is trying to contribute to it, by opening dialogue for all directions and with all parties and stakeholders to rethink again about the education issues under the global pandemic crisis (Corona) and the resulting experiences, and results.

 

The Arab Campaign for Education for All- ACEA, as an educational enlightening movement, rooted in its national and regional dimension, and open to its human environment, appreciates the efforts made in these exceptional circumstances, and calls on all parties to:

  1. A deep reconsideration for the definition and concept of "Education in Emergencies and Crisis", which was for a short time, and before this crisis is generally limited to countries and regions that are under colonial domination or are experiencing civil wars or armed conflicts.
  2. Reviewing approaches about “SCHOOL” and asking the real questions that address the school future roles, by conducting comprehensive reviews of the school programs, so that their social outcomes are a tool for national and international solidarity.
  3. Considering "the learner" the weakest link in the educational system, and thus working to protect him, guarantee his rights, and search for possibilities of reaching vulnerable groups, in order to ensure the achievement of the three pillars of education, namely (access for all, quality of education, and strengthening the educational system).
  4. Adopting a participatory approach in developing strategies related to education in emergencies, by involving all educational actors without exclusion.
  5. Reviewing priorities, by making education a matter of public opinion that deserves attention from governments and all parties, and thus allocating the necessary funds, and increasing education budgets in various Arab countries.
  6. Paying attention to the infrastructure in order to be able to face crises, and providing the necessary digital equipment that guarantees remote communication for the learner, and support his knowledge acquisition, including the recognition of electronic communication networks, working from a distance, and eliminating the gap between urban and rural areas related to communications and providing the Internet for all.
  7. Acknowledging the importance of digital platforms accredited for distance education, taking into account their limitations in assessing acquisitions, as it striking a basic principle of the SDG4 principles, which is equal opportunities.

                                                                  

Arab Campaign for Education for All- ACEA

www.arabcampaignforeducation.org

 

Released on 27th Mar 2020

 

 


[1] According to UNESCO Data and Reports:  https://en.unesco.org/covid19/globaleducationcoalition