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Think and Grow Education Systems | International Baccalaureate

📞  : 0300-1115922

Professional Development Programs

[vc_row bg_type=”image” parallax_style=”vcpb-default” bg_image_new=”id^58205|url^https://makeiteasy.pk/live/wp-content/uploads/2021/03/map-1251736_1920.jpg|caption^null|alt^null|title^map-1251736_1920|description^null” bg_image_repeat=”no-repeat” bg_img_attach=”fixed” bg_override=”full” enable_overlay=”enable_overlay_value” overlay_color=”rgba(0,0,0,0.5)” overlay_pattern=”transperant” overlay_pattern_opacity=”25″ margin_top=”-50″ type=”vc_default” css=”.vc_custom_1616266627754{padding-top: 1% !important;padding-bottom: 1% !important;background-color: #000000 !important;}”][vc_column offset=”vc_col-lg-12 vc_col-md-12″ css=”.vc_custom_1616266639144{padding-bottom: 10px !important;}”][ultimate_spacer height=”10″][ultimate_heading main_heading_color=”#ffffff” sub_heading_color=”#ffffff” main_heading_font_size=”desktop:32px;mobile_landscape:20px;mobile:18px;” main_heading_line_height=”desktop:34px;mobile_landscape:30px;mobile:28px;” sub_heading_font_size=”desktop:55px;mobile_landscape:34px;mobile:24px;” sub_heading_line_height=”desktop:62px;mobile_landscape:44px;mobile:34px;” sub_heading_style=”font-weight:bold;” main_heading_margin=”margin-bottom:10px;”]Professional Development Program[/ultimate_heading][vc_empty_space][dt_breadcrumbs font_style=”normal:normal:none” font_size=”13px” line_height=”16px” font_color=”#ffffff” paddings=”8px 12px 2px 12px” border_color=”rgba(255,255,255,0.3)” border_width=”1px” border_radius=”0px”][ultimate_spacer height=”40″][/vc_column][/vc_row][vc_row equal_height=”yes” content_placement=”top” type=”vc_default”][vc_column width=”2/3″ offset=”vc_col-lg-offset-0 vc_col-lg-6 vc_col-md-offset-0 vc_col-md-6 vc_col-sm-offset-2 vc_col-xs-12″ css=”.vc_custom_1573122573221{padding-bottom: 50px !important;}”][ultimate_heading main_heading=”Continuous Professional Growth” alignment=”left” spacer=”line_only” spacer_position=”middle” line_height=”4″ line_color=”” main_heading_style=”font-weight:bold;” main_heading_margin=”margin-bottom:15px;” line_width=”200″ spacer_margin=”margin-bottom:35px;” el_class=”accent-border-color”][/ultimate_heading][ultimate_heading main_heading=”Along with the University of Cambridge Alumni other subject experts will conduct workshops for the faculty throughout the year. At Think and Grow we recognize the importance of continuous professional growth for our teachers.” heading_tag=”h4″ alignment=”left” main_heading_margin=”margin-bottom:25px;” sub_heading_margin=”margin-bottom:30px;”]The curriculum is designed keeping in view the skills set required in future. With a dedicated research team, think and Grow will continue exploring the education possibilities to ensure our pupils can thrive and prosper with the required 21st century skills.

Along with the University of Cambridge Alumni, other subject experts will conduct workshops for the faculty throughout the year. At Think and Grow, we recognize the importance of continuous professional growth for our teachers.

Our Continuous Professional Development (CPD) framework aspires to empower our teachers by helping them grow both professionally and personally. We believe that an effective CPD framework is the driving force behind the improvement in students’ learning outcomes.

At Think and Grow, we aim to establish a culture of continuous learning. We want to ensure that our students are equipped to tackle the challenges of the 21st century. In these changing times, children are exposed to new forms of learning. Their learning styles keep evolving as they adapt to the world around them.

Teachers must keep up with the learning capabilities of their students and upgrade their skills so that they can teach in a way that’s tailored to the new generation’s unique needs. That’s why we have a strong emphasis on CPD for our teachers.

In our workshops, we encourage teachers to exchange ideas and share their teaching practices. This helps teachers from different backgrounds and levels of experience learn from each other and improve their approach.

Our CPD framework includes:

• Conducting workshops with experts
• Benchmarking our teachers’ knowledge and skills
• Providing an opportunity for self-assessment
• Researching evidence-based models for teaching that are relevant in the modern world
• Evaluating the impact of professional development on the learning outcomes of students

We firmly believe continuous professional growth will help both our teachers and students thrive and prosper in their respective stages of life.[/ultimate_heading][ultimate_heading heading_tag=”h4″ alignment=”left” main_heading_style=”font-weight:bold;” main_heading_margin=”margin-bottom:20px;” sub_heading_margin=”margin-bottom:20px;” margin_design_tab_text=””][/ultimate_heading][vc_row_inner][vc_column_inner width=”1/2″][dt_vc_list dividers=”false”][/dt_vc_list][/vc_column_inner][vc_column_inner width=”1/2″][dt_vc_list dividers=”false”][/dt_vc_list][/vc_column_inner][/vc_row_inner][ultimate_spacer height=”20″][dt_default_button link=”url:https%3A%2F%2Ftng.org.pk%2Fabout-us%2F|title:About%20Us” size=”medium” css=”.vc_custom_1616266903720{margin-right: 10px !important;margin-bottom: 10px !important;}”]Meet our team[/dt_default_button][dt_default_button link=”url:https%3A%2F%2Ftng.org.pk%2Fabout-us%2F|title:About%20Us” size=”medium” css=”.vc_custom_1616266918016{margin-right: 10px !important;margin-bottom: 10px !important;}”]More about us[/dt_default_button][/vc_column][vc_column width=”2/3″ offset=”vc_col-lg-offset-0 vc_col-lg-6 vc_col-md-offset-0 vc_col-md-6 vc_col-sm-offset-2 vc_col-xs-12″ css=”.vc_custom_1573122577898{padding-bottom: 50px !important;}”][dt_gallery_masonry bwb_columns=”desktop:2|h_tablet:2|v_tablet:2|phone:2″ image_sizing=”resize” image_border_radius=”0px” image_scale_animation_on_hover=”slow_scale” image_hover_bg_color=”solid_rollover_bg” custom_rollover_bg_color=”rgba(0,0,0,0.25)” gallery_image_zoom_icon=”icomoon-the7-font-the7-plus-04″ project_icon_color=”#ffffff” project_icon_bg_size=”32px” project_icon_border_width=”0px” include=”58262,58261,58259,58260″ css_dt_gallery=”.vc_custom_1616083244340{padding-top: 5px !important;}”][/vc_column][vc_column][ultimate_spacer height=”-40″][/vc_column][/vc_row][vc_row full_width=”stretch_row_content” bg_type=”image” parallax_style=”vcpb-vz-jquery” bg_image_new=”id^58197|url^https://tng.org.pk/wp-content/uploads/2021/03/man-162951_1920-1.jpg|caption^null|alt^null|title^man-162951_1920|description^null” bg_image_repeat=”no-repeat” bg_override=”full” enable_overlay=”enable_overlay_value” overlay_color=”rgba(0,0,0,0.6)” overlay_pattern=”transperant” overlay_pattern_opacity=”15″ type=”vc_default” css=”.vc_custom_1616266951297{background-color: #000000 !important;}”][vc_column][ultimate_spacer height=”40″ height_on_mob=”10″][ultimate_heading main_heading_color=”#ffffff” sub_heading_color=”#ffffff” main_heading_font_size=”desktop:36px;tablet:34px;tablet_portrait:32px;mobile_landscape:30px;” main_heading_line_height=”desktop:46px;tablet:44px;tablet_portrait:42px;mobile_landscape:40px;” sub_heading_font_size=”desktop:30px;tablet:28px;tablet_portrait:26px;mobile_landscape:24px;” sub_heading_line_height=”desktop:46px;tablet:44px;tablet_portrait:42px;mobile_landscape:40px;” main_heading_margin=”margin-bottom:5px;” sub_heading_margin=”margin-bottom:20px;” el_class=”accent-title-color” sub_heading_style=”font-weight:bold;”]The starting point of all achievement is desire[/ultimate_heading][ultimate_heading main_heading_color=”#ffffff” sub_heading_color=”#ffffff” main_heading_font_size=”desktop:36px;tablet:34px;tablet_portrait:32px;mobile_landscape:30px;” main_heading_line_height=”desktop:46px;tablet:44px;tablet_portrait:42px;mobile_landscape:40px;” sub_heading_font_size=”desktop:54px;tablet:50px;tablet_portrait:46px;mobile_landscape:40px;” sub_heading_line_height=”desktop:64px;tablet:60px;tablet_portrait:56px;mobile_landscape:50px;” main_heading_margin=”margin-bottom:15px;” sub_heading_margin=”margin-bottom:45px;” el_class=”accent-title-color” sub_heading_style=”font-weight:bold;”]LET’S START OUR INSPIRING TEAM TODAY![/ultimate_heading][dt_default_button link=”url:https%3A%2F%2Ftng.org.pk%2Fcareers%2F|title:Careers” size=”big” btn_width=”btn_fixed_width” custom_btn_width=”230″ button_alignment=”btn_center” icon_type=”picker” icon_picker=”fas fa-comment-dots” icon_align=”right”]Join Us[/dt_default_button][ultimate_spacer height=”40″ height_on_mob=”10″][/vc_column][/vc_row][vc_row type=”vc_default” margin_top=”0″ margin_bottom=”-50″ css=”.vc_custom_1475335361394{margin-bottom: -40px !important;}”][vc_column offset=”vc_col-lg-6 vc_col-md-6 vc_col-xs-12″ css=”.vc_custom_1475335328257{padding-bottom: 50px !important;}”][ultimate_heading main_heading=”Frequently Asked Questions” heading_tag=”h3″ alignment=”left” main_heading_style=”font-weight:bold;” main_heading_margin=”margin-bottom:20px;”][/ultimate_heading][vc_accordion active_tab=”false” collapsible=”yes” style=”3″][vc_accordion_tab title=”What’s the best way to learn more about Think and Grow Education Systems?”][vc_column_text] The best way to learn more about Think and Grow is to visit us in person. If you are unable to do so we recommend looking through our Campus Tour page on the website. [/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”How do I apply to Think and Grow?”][vc_column_text]Pellentesque nec erat neque. Ut quam dui, sodales vitae velit non, faucibus vulputate ante. In hac habitasse platea dictumst. Suspendisse varius urna vitae dapibus fringilla. Donec arcu magna, auctor non felis a, volutpat elementum ipsum. Suspendisse ac nisl hendrerit, facilisis sapien commodo, posuere lorem. Donec eget lacus velit. Nullam pulvinar libero in consequat porta.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Is there any transportation facility available to students?”][vc_column_text]Suspendisse varius urna vitae dapibus fringilla. Donec arcu magna, auctor non felis a, volutpat elementum ipsum. Suspendisse ac nisl hendrerit, facilisis sapien commodo, posuere lorem. Donec eget lacus velit. Nullam pulvinar libero in consequat porta.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”What are the class sizes?”][vc_column_text]Genenatis erat, at maximus arcu cursus ut. Aliquam tempus laoreet dolor, sed auctor leo bibendum a.

Donec ligula nisl, pretium sed neque tristique, tincidunt interdum justo. Nulla imperdiet efficitur mauris non sodales. Sed imperdiet orci eu turpis tincidunt molestie.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Are there any tests or interviews required for admission?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”When will I know if my child has been accepted?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Is there an After-School program?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Do we offer any clubs for students?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”What is the International Baccalaureate (IB)?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”What does the best school have to offer?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”How to choose the best school for your child?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Looking for the best school in Lahore?”][vc_column_text]Maecenas nisi sem, aliquet id faucibus in, tempor nec massa. Fusce laoreet mattis augue a finibus. Donec ut vestibulum neque. Phasellus commodo augue ipsum, vel rhoncus ex scelerisque at.[/vc_column_text][/vc_accordion_tab][/vc_accordion][/vc_column][vc_column offset=”vc_col-lg-6 vc_col-md-6 vc_col-xs-12″ css=”.vc_custom_1475335333766{padding-bottom: 40px !important;}”][ultimate_heading main_heading=”Didn’t find the answer?” heading_tag=”h3″ alignment=”left” main_heading_style=”font-weight:bold;” main_heading_margin=”margin-bottom:20px;”][/ultimate_heading][vc_column_text css=”.vc_custom_1616417839679{padding-bottom: 25px !important;}”]If you have a new question for us, please share it here and we will try our best to reply to you as soon as we can. We love hearing from parents, students and our community. Thank you.[/vc_column_text][dt_contact_form fields=”name,email,telephone,message” message_height=”5″ required=”name,email,telephone,message” button_title=”Send Question” button_size=”medium”][/vc_column][/vc_row]

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current events conversation

What Students Are Saying About How to Improve American Education

An international exam shows that American 15-year-olds are stagnant in reading and math. Teenagers told us what’s working and what’s not in the American education system.

By The Learning Network

Earlier this month, the Program for International Student Assessment announced that the performance of American teenagers in reading and math has been stagnant since 2000 . Other recent studies revealed that two-thirds of American children were not proficient readers , and that the achievement gap in reading between high and low performers is widening.

We asked students to weigh in on these findings and to tell us their suggestions for how they would improve the American education system.

Our prompt received nearly 300 comments. This was clearly a subject that many teenagers were passionate about. They offered a variety of suggestions on how they felt schools could be improved to better teach and prepare students for life after graduation.

While we usually highlight three of our most popular writing prompts in our Current Events Conversation , this week we are only rounding up comments for this one prompt so we can honor the many students who wrote in.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

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The turning point: Why we must transform education now

Global warming. Accelerated digital revolution. Growing inequalities. Democratic backsliding. Loss of biodiversity. Devastating pandemics. And the list goes on. These are just some of the most pressing challenges that we are facing today in our interconnected world.

The diagnosis is clear: Our current global education system is failing to address these alarming challenges and provide quality learning for everyone throughout life. We know that education today is not fulfilling its promise to help us shape peaceful, just, and sustainable societies. These findings were detailed in UNESCO’s Futures of Education Report in November 2021 which called for a new social contract for education.

That is why it has never been more crucial to reimagine the way we learn, what we learn and how we learn. The turning point is now. It’s time to transform education. How do we make that happen?

Here’s what you need to know. 

Why do we need to transform education?

The current state of the world calls for a major transformation in education to repair past injustices and enhance our capacity to act together for a more sustainable and just future. We must ensure the right to lifelong learning by providing all learners - of all ages in all contexts - the knowledge and skills they need to realize their full potential and live with dignity. Education can no longer be limited to a single period of one’s lifetime. Everyone, starting with the most marginalized and disadvantaged in our societies, must be entitled to learning opportunities throughout life both for employment and personal agency. A new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape a better world anchored in social, economic, and environmental justice.  

What are the key areas that need to be transformed?

• Inclusive, equitable, safe and healthy schools

Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning. Moreover, COVID-19 further exposed the inequities in education access and quality, and violence, armed conflict, disasters and reversal of women’s rights have increased insecurity. Inclusive, transformative education must ensure that all learners have unhindered access to and participation in education, that they are safe and healthy, free from violence and discrimination, and are supported with comprehensive care services within school settings. Transforming education requires a significant increase in investment in quality education, a strong foundation in comprehensive early childhood development and education, and must be underpinned by strong political commitment, sound planning, and a robust evidence base.

• Learning and skills for life, work and sustainable development

There is a crisis in foundational learning, of literacy and numeracy skills among young learners. Since the COVID-19 pandemic, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text. Children with disabilities are 42% less likely to have foundational reading and numeracy skills compared to their peers. More than 771 million people still lack basic literacy skills, two-thirds of whom are women. Transforming education means empowering learners with knowledge, skills, values and attitudes to be resilient, adaptable and prepared for the uncertain future while contributing to human and planetary well-being and sustainable development. To do so, there must be emphasis on foundational learning for basic literacy and numeracy; education for sustainable development, which encompasses environmental and climate change education; and skills for employment and entrepreneurship.

• Teachers, teaching and the teaching profession

Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education. But teachers and education personnel are confronted by four major challenges: Teacher shortages; lack of professional development opportunities; low status and working conditions; and lack of capacity to develop teacher leadership, autonomy and innovation. Accelerating progress toward SDG 4 and transforming education require that there is an adequate number of teachers to meet learners’ needs, and all education personnel are trained, motivated, and supported. This can only be possible when education is adequately funded, and policies recognize and support the teaching profession, to improve their status and working conditions.

• Digital learning and transformation

The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning. These inequities in access meant some groups, such as young women and girls, were left out of learning opportunities. Digital transformation requires harnessing technology as part of larger systemic efforts to transform education, making it more inclusive, equitable, effective, relevant, and sustainable. Investments and action in digital learning should be guided by the three core principles: Center the most marginalized; Free, high-quality digital education content; and Pedagogical innovation and change.

• Financing of education

While global education spending has grown overall, it has been thwarted by high population growth, the surmounting costs of managing education during the COVID-19 pandemic, and the diversion of aid to other emergencies, leaving a massive global education financial gap amounting to US$ 148 billion annually. In this context, the first step toward transformation is to urge funders to redirect resources back to education to close the funding gap. Following that, countries must have significantly increased and sustainable financing for achieving SDG 4 and that these resources must be equitably and effectively allocated and monitored. Addressing the gaps in education financing requires policy actions in three key areas: Mobilizing more resources, especially domestic; increasing efficiency and equity of allocations and expenditures; and improving education financing data. Finally, determining which areas needs to be financed, and how, will be informed by recommendations from each of the other four action tracks .

What is the Transforming Education Summit?

UNESCO is hosting the Transforming Education Pre-Summit on 28-30 June 2022, a meeting of  over 140 Ministers of Education, as well as  policy and business leaders and youth activists, who are coming together to build a roadmap to transform education globally. This meeting is a precursor to the Transforming Education Summit to be held on 19 September 2022 at the UN General Assembly in New York. This high-level summit is convened by the UN Secretary General to radically change our approach to education systems. Focusing on 5 key areas of transformation, the meeting seeks to mobilize political ambition, action, solutions and solidarity to transform education: to take stock of efforts to recover pandemic-related learning losses; to reimagine education systems for the world of today and tomorrow; and to revitalize national and global efforts to achieve SDG-4.

• More on the Transforming Education Summit
• More on the Pre-Summit

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This article is related to the United Nation’s Sustainable Development Goals .

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Global education: How to transform school systems?

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Emiliana vegas and emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development.

November 17, 2020

• 12 min read

This essay is part of “ Reimagining the global economy: Building back better in a post-COVID-19 world ,” a collection of 12 essays presenting new ideas to guide policies and shape debates in a post-COVID-19 world.

Even before COVID-19 left as many as 1.5 billion students out of school in early 2020, there was a global consensus that education systems in too many countries were not delivering the quality education needed to ensure that all have the skills necessary to thrive. 1 It is the poorest children across the globe who carry the heaviest burden, with pre-pandemic analysis estimating that 90 percent of children in low-income countries, 50 percent of children in middle-income countries, and 30 percent of children in high-income countries fail to master the basic secondary-level skills needed to thrive in work and life. 2  

Analysis in mid-April 2020—in the early throes of the pandemic—found that less than 25 percent of low-income countries were providing any type of remote learning, while close to 90 percent of high-income countries were. 3 On top of cross-country differences in access to remote learning, within-country differences are also staggering. For example, during the COVID-19 school closures, 1 in 10 of the poorest children in the U.S. had little or no access to technology for learning. 4

Yet, for a few young people in wealthy communities around the globe, schooling has never been better than during the pandemic. They are taught in their homes with a handful of their favorite friends by a teacher hired by their parents. 5  Some parents have connected via social media platforms to form learning pods that instruct only a few students at a time with agreed-upon teaching schedules and activities.

While the learning experiences for these particular children may be good in and of themselves, they represent a worrisome trend for the world: the massive acceleration of education inequality. 6

Emerging from this global pandemic with a stronger public education system is an ambitious vision, and one that will require both financial and human resources.

The silver lining is that COVID-19 has resulted in public recognition of schools’ essential caretaking role in society and parents’ gratitude for teachers, their skills, and their invaluable role in student well-being.

It is hard to imagine there will be another moment in history when the central role of schooling in the economic, social, and political prosperity and stability of nations is so obvious and well understood by the general population. The very fact that schools enable parents to work outside the home is hitting home to millions of families amid global school closures. Now is the time to chart a vision for how education can emerge stronger from this global crisis and help reduce education inequality.

Indeed, we believe that strong and inclusive public education systems are essential to the short- and long-term recovery of society and that there is an opportunity to leapfrog toward powered-up schools.

A powered-up school, one that well serves the educational needs of children and youth, is one that puts a strong public school at the center of the community and leverages the most effective partnerships to help learners grow and develop a broad range of competencies and skills. It would recognize and adapt to the learning that takes place beyond its walls, regularly assessing students’ skills and tailoring learning opportunities to meet students at their skill level. New allies in children’s learning would complement and assist teachers, and could support children’s healthy mental and physical development. It quite literally would be the school at the center of the community that powers student learning and development using every path possible (Figure 12.1).

While this vision is aspirational, it is by no means impractical. Schools at the center of a community ecosystem of learning and support are an idea whose time has come, and some of the emerging practices amid COVID-19, such as empowering parents to support their children’s education, should be sustained after the pandemic subsides.

It is hard to imagine there will be another moment in history when the central role of schooling in the economic, social, and political prosperity and stability of nations is so obvious and well understood by the general population.

The way forward

To achieve this vision, we propose five actions to seize the moment and transform education systems (focusing on pre-primary through secondary school) to better serve all children and youth, especially the most disadvantaged.

1. Leverage public schools and put them at the center of education systems given their essential role in equalizing opportunity across society

By having the mandate to serve all children and youth regardless of background, public schools in many countries can bring together individuals from diverse backgrounds and needs, providing the social benefit of allowing individuals to grow up with a set of common values and knowledge that can make communities more cohesive and unified. 7

Schools play a crucial role in fostering the skills individuals need to succeed in a rapidly changing labor market, 8 play a major role in equalizing opportunities for individuals of diverse backgrounds, and address a variety of social needs that serve communities, regions, and entire nations. While a few private schools can and do play these multiple roles, public education is the main conduit for doing so at scale and hence should be at the center of any effort to build back better.

2. Focus on the instructional core, the heart of the teaching and learning process

Using the instructional core—or focusing on the interactions among educators, learners, and educational materials to improve student learning 9 —can help identify what types of new strategies or innovations could become community-based supports in children’s learning journey. Indeed, even after only a few months of experimentation around the globe on keeping learning going amid a pandemic, some clear strategies have the potential, if continued, to contribute to a powered-up school, and many of them involve engaging learners, educators, and parents in new ways using some form of technology.

3. Deploy education technology to power up schools in a way that meets teaching and learning needs and prevent technology from becoming a costly distraction

After COVID-19, one thing is certain: School systems that are best prepared to use education technology effectively will be best positioned to continue offering quality education in the face of school closures.

Other recent research 10 by one of us finds that technology can help improve learning by supporting the crucial interactions in the instructional core through the following ways: (1) scaling up quality instruction (by, for example, prerecorded lessons of high-quality teaching); (2) facilitating differentiated instruction (through, for example, computer-adaptive learning or live one-on-one tutoring); (3) expanding opportunities for student practice; and (4) increasing student engagement (through, for example, videos and games).

4. Forge stronger, more trusting relationships between parents and teachers

When a respectful relationship among parents, teachers, families, and schools happens, children learn and thrive. This occurs by inviting families to be allies in children’s learning by using easy-to-understand information communicated through mechanisms that adapt to parents’ schedules and that provide parents with an active but feasible role. The nature of the invitation and the relationship is what is so essential to bringing parents on board.

COVID-19 is an opportunity for parents and families to gain insight into the skill that is involved in teaching and for teachers and schools to realize what powerful allies parents can be. Parents around the world are not interested in becoming their child’s teacher, but they are, based on several large-scale surveys, 11 asking to be engaged in a different, more active way in the future. One of the most important insights for supporting a powered-up school is challenging the mindset of those in the education sector who think that parents and families with the least opportunities are not capable or willing to help their children learn.

5. Embrace the principles of improvement science required to evaluate, course correct, document, and scale new approaches that can help power up schools over time

The speed and depth of change mean that it will be essential to take an iterative approach to learning what works, for whom, and under what enabling conditions. In other words, this is a moment to employ the principles of improvement science. 12 Traditional research methods will need to be complemented by real-time documentation, reflection, quick feedback loops, and course correction. Rapid sharing of early insights and testing of potential change ideas will need to come alongside the longer-term rigorous reviews.

Adapting the scaling strategy is especially challenging, requiring not only timely data, a thorough understanding of the context, and space for reflection, but also willingness and capacity to act on this learning and make changes accordingly.

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Emerging from this global pandemic with a stronger public education system is an ambitious vision, and one that will require both financial and human resources. But such a vision is essential, and that amid the myriad of decisions education leaders are making every day, it can guide the future. With the dire consequences of the pandemic hitting the most vulnerable young people the hardest, it is tempting to revert to a global education narrative that privileges access to school above all else. This, however, would be a mistake. A powered-up public school in every community is what the world’s children deserve, and indeed is possible if everyone can collectively work together to harness the opportunities presented by this crisis to truly leapfrog education forward.

• This essay is based on a longer paper titled “Beyond reopening schools: How education can emerge stronger than before COVID-19” by the same authors, which can be found here: https://www.brookings.edu/research/beyond-reopening-schools-how-education-can-emerge-stronger-than-before-covid-19/ .
• ”The Learning Generation: Investing in Education for a Changing World.” The International Commission on Financing Global Education Opportunity. https://report.educationcommission.org/report/ .
• Vegas, Emiliana. “School Closures, Government Responses, and Learning Inequality around the World during COVID-19.” Brookings Institution, April 14, 2020. https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/.
• “U.S. Census Bureau Releases Household Pulse Survey Results.” United States Census Bureau, 2020, https://www.census.gov/newsroom/press-releases/2020/household-pulse-results.html .
• Moyer, Melinda Wenner. “Pods, Microschools and Tutors: Can Parents Solve the Education Crisis on Their Own?” The New York Times. January 22, 2020. https://www.nytimes.com/2020/07/22/parenting/school-pods-coronavirus.html.
• Samuels, Christina A., and Arianna Prothero. “Could the ‘Pandemic Pod’ Be a Lifeline for Parents or a Threat to Equity?” Education Week. August 18, 2020. https://www.edweek.org/ew/articles/2020/07/29/could-the-pandemic-pod-be-a-lifeline.html.
• Christakis, Erika. “Americans Have Given Up on Public Schools. That’s a Mistake.” The Atlantic. September 11, 2017. https://www.theatlantic.com/magazine/archive/2017/10/the-war-on-public-schools/537903/.
• Levin, Henry M. “Education as a Public and Private Good.” Journal of Policy Analysis and Management 6, no. 4 (1987): 628-41.
• David Cohen and Deborah Loewenberg Ball, who originated the idea of the instructional core, used the terms teachers, students, and content. The OECD’s initiative on “Innovative Learning Environments” later adapted the framework using the terms educators, learners, and resources to represent educational materials and added a new element of content to represent the choices around skills and competencies and how to assess them. Here we have pulled from elements that we like from both frameworks, using the term instructional core to describe the relationships between educators, learners, and content and added parents.
• Alejandro J. Ganimian, Emiliana Vegas, and Frederick M. Hess, “Realizing the promise: How can education technology improve learning for all?” Brookings Institution, September 2020, https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/.
• “Parents 2020: COVID-19 Closures: A Redefining Moment for Students, Parents & Schools.” Heroes, Learning, 2020. https://r50gh2ss1ic2mww8s3uvjvq1-wpengine.netdna-ssl.com/wp-content/uploads/2020/05/LH_2020-Parent-Survey-Partner-1.pdf . 
• “The Six Core Principles of Improvement.” The Six Core Principles of Improvement. Carnegie Foundation for the Advancement of Teaching. August 18, 2020. https://www.carnegiefoundation.org/our-ideas/six-core-principles-improvement/ . 

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