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  1. Article: Imagining what education can be post-COVID-19.

    Arnove, Robert F

    Prospects

    2020  Volume 49, Issue 1-2, Page(s) 43–46

    Abstract: This Viewpoint argues that the COVID-19 crisis offers a unique chance to imagine more equitable ... societies and education systems. It is also a call to action, to take meaningful action to bring ...

    Abstract This Viewpoint argues that the COVID-19 crisis offers a unique chance to imagine more equitable societies and education systems. It is also a call to action, to take meaningful action to bring about that desired future.
    Keywords covid19
    Language English
    Publishing date 2020-06-02
    Publishing country France
    Document type Journal Article
    ZDB-ID 2088432-1
    ISSN 1573-9090 ; 0033-1538
    ISSN (online) 1573-9090
    ISSN 0033-1538
    DOI 10.1007/s11125-020-09474-1
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: Imagining what education can be post-COVID-19

    Arnove, Robert F.

    PROSPECTS ; ISSN 0033-1538 1573-9090

    2020  

    Keywords Education ; covid19
    Language English
    Publisher Springer Science and Business Media LLC
    Publishing country us
    Document type Article ; Online
    DOI 10.1007/s11125-020-09474-1
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  3. Article: Imagining what education can be post-COVID-19

    Arnove, Robert F

    Prospects (Paris)

    Abstract: This Viewpoint argues that the COVID-19 crisis offers a unique chance to imagine more equitable ... societies and education systems. It is also a call to action, to take meaningful action to bring ...

    Abstract This Viewpoint argues that the COVID-19 crisis offers a unique chance to imagine more equitable societies and education systems. It is also a call to action, to take meaningful action to bring about that desired future.
    Keywords covid19
    Publisher WHO
    Document type Article
    Note WHO #Covidence: #459107
    Database COVID19

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  4. Article: Re-imagining curriculum in India: Charting a path beyond the pandemic.

    Batra, Poonam

    Prospects

    2020  Volume 51, Issue 1-3, Page(s) 407–424

    Abstract: ... been unwilling to rethink post-pandemic education, despite the loss of livelihoods, food, and shelter ... The Covid-19 pandemic has made visible the sharp economic, health, caste-based, gender, and ... the significance of subaltern disciplines and imagining transformative pedagogies that can help reclaim education ...

    Abstract The Covid-19 pandemic has made visible the sharp economic, health, caste-based, gender, and educational inequalities that the disadvantaged face in India. Curriculum is ordinarily viewed as a tool for regulating and adapting modern educational systems to society's needs and trends. But most governments have been unwilling to rethink post-pandemic education, despite the loss of livelihoods, food, and shelter - accentuated by educational inequality and institutionalised via neoliberal reforms. The current pandemic compels us to examine the meanings and purposes of education from a socio-historical perspective, to understand how questions of equity and justice, rooted in India's Constitution, can be woven into curricula and pedagogic approaches. This article reflects on the role that curriculum can play in enabling an ecologically and socially just and connected world. This curricular response includes cognising the significance of subaltern disciplines and imagining transformative pedagogies that can help reclaim education spaces and sustain epistemic justice.
    Keywords covid19
    Language English
    Publishing date 2020-11-02
    Publishing country France
    Document type Journal Article
    ZDB-ID 2088432-1
    ISSN 1573-9090 ; 0033-1538
    ISSN (online) 1573-9090
    ISSN 0033-1538
    DOI 10.1007/s11125-020-09518-6
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: RE-IMAGINING WORKSPACES POST COVID-19

    Mandadi, Pratima Kiran / Raghavendran, Ar. Ramesh

    International Education and Research Journal; Vol 6, No; 2454-9916

    2020  Volume 9, Issue : (SEPTEMBER), INTERNATIONAL EDUCATION AND RESEARCH JOURNAL

    Abstract: ... land productivity, versatility, adaptability, specialized instruments, and man-made reasoning. New COVID-19 ... of covid-19 on workspaces. ... and worldly methods. Workstations will be separated further separated, meeting rooms eradicated, space ...

    Abstract Considering the work-from-home requests around the country, experts are re-evaluating and, in any event, foreseeing the inversion of portion of the patterns recorded previously. One pattern experiencing inversion is the expansion in team-based population densities in group based, open office setups. During Pre-Covid time planning firms, industry authorities, and scholarly scientists worked upon the viability of open workplaces, group-based workspaces, independent work and collaborating, tenant burdens, land productivity, versatility, adaptability, specialized instruments, and man-made reasoning. New COVID-19 conventions will require more prominent physical division in working environments through spatial, physical, and worldly methods. Workstations will be separated further separated, meeting rooms eradicated, space-isolating segments raised, and staff gave pivoting plans. For instance, a part of representatives will go to the workplace on a given day, while the rest will work distantly. In this paper we shall explore the impact of covid-19 on workspaces.
    Keywords Covid-19 ; Workspaces ; Productivity ; Workstations ; Social Distancing ; covid19
    Language English
    Publishing date 2020-09-15
    Publisher The Writer's Publications
    Publishing country in
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  6. Article: Re-imagining curriculum in India: Charting a path beyond the pandemic

    Batra, Poonam

    Prospects (Paris)

    Abstract: ... been unwilling to rethink post-pandemic education, despite the loss of livelihoods, food, and shelter ... The Covid-19 pandemic has made visible the sharp economic, health, caste-based, gender, and ... the significance of subaltern disciplines and imagining transformative pedagogies that can help reclaim education ...

    Abstract The Covid-19 pandemic has made visible the sharp economic, health, caste-based, gender, and educational inequalities that the disadvantaged face in India. Curriculum is ordinarily viewed as a tool for regulating and adapting modern educational systems to society's needs and trends. But most governments have been unwilling to rethink post-pandemic education, despite the loss of livelihoods, food, and shelter - accentuated by educational inequality and institutionalised via neoliberal reforms. The current pandemic compels us to examine the meanings and purposes of education from a socio-historical perspective, to understand how questions of equity and justice, rooted in India's Constitution, can be woven into curricula and pedagogic approaches. This article reflects on the role that curriculum can play in enabling an ecologically and socially just and connected world. This curricular response includes cognising the significance of subaltern disciplines and imagining transformative pedagogies that can help reclaim education spaces and sustain epistemic justice.
    Keywords covid19
    Publisher WHO
    Document type Article
    Note WHO #Covidence: #911919
    Database COVID19

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  7. Article ; Online: Re-imagining health professions education in the coronavirus disease 2019 era

    Anna M.S. Schmutz / Louis S. Jenkins / Francois Coetzee / Hofmeyr Conradie / James Irlam / Elizabeth M. Joubert / Dianne Matthews / Susan C. van Schalkwyk

    African Journal of Primary Health Care & Family Medicine, Vol 13, Iss 1, Pp e1-e

    Perspectives from South Africa

    2021  Volume 5

    Abstract: ... on different aspects of their COVID-19 related educational responses. Responding to the pandemic: Seven ... Background: The coronavirus disease 2019 (COVID-19) pandemic hit South Africa in March 2020 ... learnt in terms of health professions education and what we need to take forward. These insights include ...

    Abstract Background: The coronavirus disease 2019 (COVID-19) pandemic hit South Africa in March 2020, severely disrupting health services and health education. This fundamentally impacted the training of future health professionals and catalysed a significant response from across the health education sector. In 2020, the South African Association of Health Educationalists requested members to submit reflections on different aspects of their COVID-19 related educational responses. Responding to the pandemic: Seven vignettes focused specifically on clinical training in the context of primary care and family medicine. This short report highlights the key insights that emerged from these vignettes, considering what has been learnt in terms of health professions education and what we need to take forward. These insights include building on what was already in place, the student role, technology in the clinical learning context, taking workshops online, vulnerability and presence and the way going forward. Discussion and conclusion: The contributions emphasised the value of existing relationships between the health services and training institutions, collaboration and transparent communication between stakeholders when navigating a crisis, responsiveness to the changed platform and dynamic environment and aligning teaching with healthcare needs. It is more important than ever to set explicit goals, have clarity of purpose when designing learning opportunities and to provide support to students. Some of these learning points may be appropriate for similar contexts in Africa. How we inculcate what we have learned into the post-pandemic period will bear testimony to the extent to which this crisis has enabled us to re-imagine health professions education.
    Keywords covid-19 ; health professions education ; primary health ; responsiveness ; remote teaching ; clinical training ; Medicine ; R ; Public aspects of medicine ; RA1-1270
    Subject code 360
    Language English
    Publishing date 2021-08-01T00:00:00Z
    Publisher AOSIS
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  8. Article ; Online: Re-imagining health professions education in the coronavirus disease 2019 era: Perspectives from South Africa.

    Schmutz, Anna M S / Jenkins, Louis S / Coetzee, Francois / Conradie, Hofmeyr / Irlam, James / Joubert, Elizabeth M / Matthews, Dianne / Van Schalkwyk, Susan C

    African journal of primary health care & family medicine

    2021  Volume 13, Issue 1, Page(s) e1–e5

    Abstract: ... on different aspects of their COVID-19 related educational responses.Responding to the pandemic: Seven ... Background: The coronavirus disease 2019 (COVID-19) pandemic hit South Africa in March 2020 ... learnt in terms of health professions education and what we need to take forward. These insights include ...

    Abstract Background: The coronavirus disease 2019 (COVID-19) pandemic hit South Africa in March 2020, severely disrupting health services and health education. This fundamentally impacted the training of future health professionals and catalysed a significant response from across the health education sector. In 2020, the South African Association of Health Educationalists requested members to submit reflections on different aspects of their COVID-19 related educational responses.Responding to the pandemic: Seven vignettes focused specifically on clinical training in the context of primary care and family medicine. This short report highlights the key insights that emerged from these vignettes, considering what has been learnt in terms of health professions education and what we need to take forward. These insights include building on what was already in place, the student role, technology in the clinical learning context, taking workshops online, vulnerability and presence and the way going forward.
    Discussion and conclusion: The contributions emphasised the value of existing relationships between the health services and training institutions, collaboration and transparent communication between stakeholders when navigating a crisis, responsiveness to the changed platform and dynamic environment and aligning teaching with healthcare needs. It is more important than ever to set explicit goals, have clarity of purpose when designing learning opportunities and to provide support to students. Some of these learning points may be appropriate for similar contexts in Africa. How we inculcate what we have learned into the post-pandemic period will bear testimony to the extent to which this crisis has enabled us to re-imagine health professions education.
    MeSH term(s) COVID-19 ; Family Practice ; Humans ; Pandemics ; SARS-CoV-2 ; South Africa
    Language English
    Publishing date 2021-08-10
    Publishing country South Africa
    Document type Journal Article
    ZDB-ID 2526836-3
    ISSN 2071-2936 ; 2071-2928
    ISSN (online) 2071-2936
    ISSN 2071-2928
    DOI 10.4102/phcfm.v13i1.2948
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article ; Online: Re-imagining higher education: A cohort of teachers' experiences to face the 'new normal' during COVID19.

    Phillips, Heather Nadia

    International journal of educational research open

    2021  Volume 2, Page(s) 100069

    Abstract: The Covid-19 pandemic has disrupted education of over 220 million post-secondary students, globally ... during the COVID-19 pandemic. There is a dearth of knowledge in current research which speaks ... platforms and instructional processes used to maintain high quality education amidst growing uncertainty ...

    Abstract The Covid-19 pandemic has disrupted education of over 220 million post-secondary students, globally. A need to rise to the challenges and re-imagine ways of educating students becomes essential. This paper explores the learning trajectories experienced by a cohort of B Ed Honours students completing their degree during the COVID-19 pandemic. There is a dearth of knowledge in current research which speaks to the transition from face-to-face to synchronous and asynchronous learning for postgraduate students who are, themselves, teachers. A mixed methods approach was engaged which allowed for the students, who are in-service teachers, to contribute their experiences of the transition from face-to-face learning to online learning through questionnaires and focus group interviews. A pedagogy of vulnerability was deployed which focuses on risks of change, risks of not knowing, risks of failing and risks of self-disclosure. The framework was used to capture the essence of their experiences in: their continued learning during the pandemic and the learning platforms and instructional processes used to maintain high quality education amidst growing uncertainty. The results reveal socio-economic inequalities such as lack of access, technical devices and skills when using online platforms and its impact on current teaching and learning. The results also show that exposure to a variety of online pedagogies increased student knowledge which could be transferred to their own practice.
    Language English
    Publishing date 2021-08-25
    Publishing country Netherlands
    Document type Journal Article
    ISSN 2666-3740
    ISSN (online) 2666-3740
    DOI 10.1016/j.ijedro.2021.100069
    Database MEDical Literature Analysis and Retrieval System OnLINE

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