The Australian Skills Quality Authority has recommended that training providers re-sequence their training to deliver theoretical training first on an online basis (https://www.asqa.gov.au/COVID-19). In jobs where teleworking is possible, learning by doing and possibly learning from colleagues and supervisors is likely to.have continued. In Italy, the Provincial Adult Education Centres (CPIA), which typically provide basic skills training to disadvantaged adults, continued to function through video conferences. In the context of the crisis, many apprenticeships and TVET providers have put emphasis on building and maintaining the motivation of online learners. This paper is published under the responsibility of the Secretary-General of the OECD. Support from government to guarantee training continuity through online learning was provided in several countries and took various forms. Some countries have replaced this with online training solutions that were already available prior to the crisis (e.g. [8] WorldBank (2020), How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic, Brief, https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic (accessed on 28April2020). Few courses are currently available online and they tend to focus on the skills needed in white-collar jobs. 1. The campaign provides access to online training, learning resources, and tips on how best to undertake learning at home. The ongoing COVID19 crisis has seen a substantial increase in online learning by adults (Box1). The survey also asked the online learning leaders whether their institutions had teaching and learning centers that provide support to faculty members for using technology or innovative practices in their classrooms. Although evidence on its effectiveness compared to face-to-face training is lacking at this stage, the COVID19 crisis will provide a valuable natural experiment to measure employment and wage returns. MANILA (Reuters) - With schools in the Philippines only due to reopen when a vaccine for COVID-19 has been found, educational authorities are racing to This translates to supporting teachers with digital education and training using MOOCs, online courses and online conferences. In France, the PIX platform (https://pix.fr/) allows users to take tests in 16 digital skills domains and share their skills profile directly with employers. [20] Fialho,P., G.Quintini and M.Vandeweyer (2019), Returns to different forms of job related training:Factoring in informal learning, OECD Social, Employment and Migration Working Papers, No. France launched a website to help adults who are struggling with digital tools in their daily life or for work (https://solidarite-numerique.fr/). (accessed on 29April2020). Informal learning by definition is not provided as part of a course. Schools with extensive online learning will need to watch the progress of low-income students. Here are some of the ways UNICEF is working with partners to keep schools safe and students learning, in classrooms or at home, online and offline wherever they are. The Education Gap Was Shrinking Before Covid-19. In France, the government has extended financial support for training, previously available for the unemployed only, to workers on short-time work schemes. [15] Butcher,N. (2013), A Guide to Quality in Online Learning, Academic Partnerships. The programmes are particularly aimed at low-skilled, low-income adults and are delivered at a very low cost. This is particularly evident in the context of the COVID19 crisis, when untrained teachers have been forced to deliver their courses online and faced difficulties such as limited digital literacy and limited training in online teaching methods. In Hungary, improving the digital skills of disadvantaged adults is part of the new national development plan (https://www.palyazat.gov.hu/). The goal is to provide digital skills training opportunities to 260000 low-skilled adults from disadvantaged regions. Much of the training that was originally planned for the classroom is now being delivered online. The advantages and disadvantages of online learning during the Distance learning refers to learning that is done away from a classroom or the workplace. Results from this assessment would help identify the features of online learning provision that are most likely to lead to positive outcomes for participants, all else being equal. A new survey of those officials, released this week by Quality Matters and Eduventures -- respectively, a nonprofit group focused on ensuring quality in online education and a research and advisory group -- was conducted in spring 2019, well before COVID-19 was on any of our radar screens. [16] Esfijani,A. The innovation consists in the use of competency-based online courses, curated into ultra-short-term programmes with the minimal amount of skills for initial employment. In Denmark, a law was changed to allow municipalities to offer new digital qualification courses and in France, over150 new training courses have become available online on the Emploi Store. Several initiatives already exist. Strengthen the digital infrastructure and use teaching methods that minimise infrastructure needs. By definition, this is not the case for workers on short-time work schemes or those made redundant. But the data still provide some potentially useful insights into the current situation by giving a sense of how well prepared campuses were, on various fronts, to respond to the current imperative that they conduct most of their instruction virtually. Officials cited student marketing and recruitment as the most common areas for which they sought outside help, but about half of those that used online program management companies said they were involved in online course and program development, too. The answer, not surprisingly, is a mixed bag. Developing basic digital skills will be instrumental to the mainstreaming of online learning. This ensured that learners moved from offline methods of delivery to online and, more so the shift was quick. [5] OECD (2020), VET in a time of crisis: Building foundations for resilient vocational education and training systems, VET in a time of crisis: Building foundations for resilient vocational education and training systems, OECD Publishing, Paris, http://www.oecd.org/coronavirus/policy-responses/vet-in-a-time-of-crisis-building-foundations-for-resilient-vocational-education-and-training-systems-efff194c/. "Given the known difficulties of students adjusting to online study, we considered the figures for required online student orientation as surprisingly low," the report's authors write. This is particularly the case when discussing measures taken in the context of the COVID19 crisis during which most face-to-face training was interrupted to enforce physical distancing. [12] Minocha,S., A.Tudor and S.Tilling (2017), Affordances of Mobile Virtual Reality and their Role in Learning and Teaching Conference or Workshop Item Affordances of Mobile Virtual Reality and their Role in Learning and Teaching, The Open University, http://oro.open.ac.uk/id/eprint/49441 (accessed on 29April2020). #OnlineLearning has the potential to address time, scheduling and location barriers to #AdultLearning, #workbasedlearning and #apprenticeships are hard to pursue through #onlinelearning, Government support through shared resources is crucial for training providers to move their offer to #onlinelearning, Governments, PES and social partners have encouraged adults to retrain and #keeplearning while they #stayathome, Organisation for Economic Co-operation and Development (OECD), The potential of online learning for adults: Early lessons from the COVID-19 crisis, Hwa Choi, Dailey-Hebert and Simmons Estes, 2016[13]), (Fialho, Quintini and Vandeweyer, 2019[20]), [5] OECD (2020), VET in a time of crisis: Building foundations for resilient vocational education and training systems, [6] OECD (2020), Public Employment Services in the frontline for employees, jobseekers and employers. Certification is provided to teachers who successfully complete these courses. Most statistical sources available (including those used in this brief) collect information on distance learning as opposed to online learning and potentially include individuals following a training course by correspondence, although this type of distance learning is rapidly being replace by digital methods. Before the COVID19 crisis, 23% of training participants with high digital problem solving skills participated in [13] Hwa Choi,D., A.Dailey-Hebert and J.Simmons Estes (2016), Emerging Tools and Applications of Virtual Reality in Education, IGI Global. Addressing these issues could contribute to expanding online learning provision in the post-crisis period and to making it more inclusive. For instance, the Centres for Socio Professional Integration (CISP) in the Walloon Region of Belgium that provide hands-on training to prepare low-skilled adults for jobs in sectors such as hospitality, catering and construction, interrupted training provision. That perhaps explains why most colleges -- for this spring semester, at least -- are generally embracing a very low-technology form of remote learning, involving Zoom or other video platforms and various tools for communicating about assignments and assessments. With few exceptions, courses have been moved online to provide continuity. in Estonia, the Netherlands, Austria, Denmark, some regions of Italy, or the three regions of Belgium) with minimal investment (OECD, 2020[5]). The Spanish Aula Mentor programme allows for this digital interaction. Source: OECD Secretariat calculations based on the Survey of Adult Skills, PIAAC (2012, 2015, 2017). web designer, social media marketer, software developer but also comprises a range of activities belonging to traditional jobs e.g. Canvas has an ecosystem of add-ons and solid workflow, but user interface could be cleaner. Lack of time, scheduling conflicts and distance constraints are among the key barriers reported by those who do not undertake any training, along with a lack of financial resources (Figure1). This brief discusses the potential of online learning to increase adult learning opportunities and identifies some key issues that the crisis has highlighted. Some countries, like Spain, have provided flexibility to providers to decide how to re-organise vocational programmes. Much talk and a fair number of horror stories circulating on social media in recent weeks focused on whether college faculty members are prepared for the sudden, required move to virtual classrooms. In several countries, PES have also played a role to accompany and support private training providers with the use of online tools for training provision. Before the COVID19 crisis, 23% of training participants with high digital problem solving skills participated in online learning every year, compared with just 14% of trainees with no computer skills. Data for the Hungary, Mexico and the UnitedStates refer to 2017. Figures refer to participation in formal and non-formal adult learning. In some cases, work tools were shipped to the students address so they could practice during virtual sessions with trainers located in training labs, in full respect of social distancing rules. 2 POLICY BRIEF: EDUCATION DURING COVID-19 AND BEYOND Executive summary The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners Strengthening the digital infrastructure is a fundamental context factor for online learning to be a viable option in the delivery of online learning. These aim to upgrade the ICT skills of teachers and trainers and to assist with the preparation of online learning materials. (2014), OpenupEd label, quality benchmarks for MOOCs, http://e-xcellencelabel.eadtu.eu/. They help consolidate learning and measure the effectiveness of the learning course. [8] WorldBank (2020), How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. (2019), XR for Teaching and Learning, https://www.educause.edu/hp-xr-2. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. This document, as well as any data and map included herein, are without prejudice tothe status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Coronavirus meant teachers had little training for online classes With dropout rates for online education being higher than for face-to-face courses, the findings were surprising, wrote one of the authors, Ronald Legon, executive director emeritus of Quality Matters. not relying too heavily on real-time online learning so as not to disadvantage students whose internet infrastructure is of a poor quality, who use a shared device at home, or who have other family members who need the Internet bandwidth for other things (Lederman, 2020[18]). He wondered why institutions wouldn't take the extra step of requiring students to prepare for online study. Sweden will use part of the extra funding allocated to the PES and other key players to strengthen online learning and Internet-based education. In some cases, certified teaching courses are made available online. As these courses have become rare, the statistics presented are a good, albeit not perfect, proxy for the incidence of online learning among participants in non-formal training. Among the low-skilled, the incidence of adult learning is just over20% on average (OECD, 2019[2]). Several partners of the Ministry of Labour have volunteered to share educational training content free of charge. Virtual learning was a better option for some students even before The recommendations put forward in this brief apply to a varying extent to the different types of online learning courses. It is also possible to obtain certifications of the digital skills (through tests at PIX centres). training provided at universities or vocational colleges as well as some publicly provided non-formal training e.g. Broadening the range of online courses is crucial to make online learning more inclusive. Four-year institutions with low online enrollments and what the study calls enterprise institutions, which tend to have large online operations, were in between. In this brief, the term online learning is used mostly to refer to learning through digital resources that is carried out at a distance. Evidence from MOOCs shows completion rates as low as 10% (Rivard, 2013[9]; Murray, 2019[10]) In addition to basic digital skills, online learning requires autonomy and self-motivation. In the Netherlands and NewZealand, the incidence of distance learning among adults with little ICT knowledge surpasses that for adults with high digital problem solving skills. Developing effective testing methods and certificates is important to ensure that online training, both formal and non-formal, is valued in the labour market. [10] Murray,S. (2019), Moocs struggle to lift rock-bottom completion rates | Financial Times, https://www.ft.com/content/60e90be2-1a77-11e9-b191-175523b59d1d (accessed on 25April2020). During the COVID19 crisis, several countries provided laptops with internet connections to disadvantaged students. In Europe, the European Association of Distance Teaching Universities (EADTU) has created OpenupEd, one of the largest MOOC providers for higher education. Public Employment Services (PES) have continued to provide jobseekers training through digital channels during the crisis. In Chile, the Ministry of Education provides management and technical support to teachers on the use of online platforms and the development of online materials, on teaching methods, on evaluation and on how to gather feedback from students through surveys (https://www.aptus.org/). A few datasets from the US Department of Education, however, reveal a shift to online education. In Ireland, the Professional Development Service for Teachers provides access to a collection of resources for teachers in order to provide continuity to students during the COVID19 crisis. Since the COVID-19 pandemic started, many provinces have been forced to close schools and push their students into online learning. About 28% of adults claim they do not participate in training because they lacked time due to work commitments and another 15% report a lack of time due to family responsibilities. As work placements are no longer possible in most cases and hands-on training cannot easily be delivered online, most programmes have simply been interrupted. Sweden, through Crisis package for jobs and transition, has put forward plans to increase funding and additional support to online learning providers in higher VET. However, some countries have introduced measures to preserve parts of work-based learning through online instruction: In many countries with mixed programmes including both off-the-job and on-the-job training providers have been allowed to bring forward the off-the-job component and postpone work placement. Several countries have provided free or subsidised online training for the lockdown period: On the same platform for online learning resources mentioned above, France is providing online VET courses free of charge for a period of threemonths, including the core curriculum of vocational schools and main training courses for professional qualifications; similar initiatives have been set up in Ireland, Belgium, Spain, Croatia and Romania, among others. Some programmes for digital skills assistance were introduced to support users of online resources. School closures: Impact of Covid-19 5 or 10 years ago, this shift would have been very painful, mainly because internet bandwidth was required for live, video classes were not available, or was just too expensive. Most OECD PES suspended the provision of face-to-face training shortly after the introduction of confinement measures. During the COVID19 crisis, most countries have cancelled exams and are planning to evaluate students only based on course work conducted prior to lockdown, hence prior to the deployment of online provision. Broadening the range of online courses is crucial to make online learning more inclusive. Although figures are not available, it is very likely that non-formal training that was being provided or planned by employers would have been interrupted and rescheduled, particularly if it was being provided in-house or by small training providers without sufficient capacity to convert it into online instruction. This brief discusses the potential of online learning to expand the opportunities for adult learning, and identifies some key issues that the crisis has highlighted. This means that prioritising the creation of an open and clear channel of communication with both students and parents is an essential first step. Information on whether training happened face-to-face or at a distance is only available for non-formal training. Probably their institution's chief online officer, the highest-ranking official responsible for whatever they do in terms of distance or digital learning. [2] OECD (2019), OECD Employment Outlook 2019:The Future of Work, OECD Publishing, Paris, https://dx.doi.org/10.1787/9ee00155-en. AI can help develop simulations and virtual reality experiences that allow for a learning by doing experience (Minocha, Tudor and Tilling, 2017[12]; Hwa Choi, Dailey-Hebert and Simmons Estes, 2016[13]). The OpenupEd partners have identified eight features to which supported courses need to adhere: Learner-centred, Openness to learners, Digital openness, Independent learning, Media-supported interaction, Recognition options, Quality focus, Spectrum of diversity. Whether it is language application, virtual tutoring, video conferencing tool, or online learning software, there has been a significant surge in usage since COVID-19. As an initial resource, Mark Anderson, ICT Evangelist,has created this useful infographic to help teachers think about the first steps that need to be put in place during a potential school closure, to guide key decision making during the process: This infographic is a great re Distance learning includes correspondence courses, although the share of these courses is now minimal in most OECD countries. Data for Hungary, Mexico and the UnitedStates refer to 2017. [18] Lederman,D. (2020), How the shift to remote learning might affect students, instructors and colleges, https://www.insidehighered.com/digital-learning/article/2020/03/25/how-shift-remote-learning-might-affect-students-instructors-and (accessed on 25April2020). In France, it is estimated that, prior to the crisis, only about 10% of training courses were accessible online. There is a risk that the proliferation of certificates and credentials from online learning may dilute its value in the labour market and in granting access to further training. In particular, training will be important for the increased number of unemployed to gain skills that are likely to be in high demand in the post-COVID19 world. Some countries are developing curricula to equip teachers and managers at training institutions with the skills needed to shift the training offer to online delivery. To put these figures into perspective, on average across OECD countries, only 5% of adults score at the highest level of digital proficiency in PIAAC while about 15% of adults lack even the most basic computer skills (OECD, 2019[4]). However, for online learning to represent a valuable alternative to face-to-face instruction, it would needs to provide high-quality reskilling and upskilling opportunities that can translate into sustainable employment opportunities for job seekers and productivity gains for firms and the economy more broadly. [7] UNESCO (2020), National learning platforms and tools, https://en.unesco.org/covid19/educationresponse/nationalresponses (accessed on 28April2020). [16] Esfijani,A. In Korea, the Ministry of Employment and Labour is planning to develop and operate a curriculum to equip teachers and managers at training institutions with the skills needed to shift the training offer to online delivery. Among the available content, there are the MOOCs by AFPA a training provider focused on the food professions (cooking, pastry making,etc.) It allows learners to choose a time, rhythm and place compatible with work and family responsibilities. Even before COVID, kids were very likely to learn, get higher education degrees, or do on-the-job training through blended learning or online learning, so In addition to more successful outreach campaigns, this could also reflect the lower ICT requirements of the online learning on offer or the use of offline correspondence courses. (2018), Measuring Quality in Online Education: A Meta-synthesis, American Journal of Distance Education, Vol. Peter R. Orszag. Based on it, "those who have only a limited understanding of online learning, or have avoided it all together, are likely to be disappointed, frustrated and perhaps confirmed in their belief that this is not a viable alternative to traditional classroom education.". Proficiency in this domain is measured in four levels, ranging from Level3 (Highest level of digital problem solving in the figure) to Below Level1, along with a group of Individuals who did not take part because their ICT knowledge was too poor (No or limited computer experience in the figure). [3] OECD (2019), Dashboard on priorities for adult learning - OECD, http://www.oecd.org/employment/skills-and-work/adult-learning/dashboard.htm (accessed on 16April2020). Short-time work compensation schemes provide additional funds so that employees can reduce their hours of work without a proportional reduction in their take-home pay. Equity is the biggest obstacle in preparing for online learning, In addition to basic digital skills, online learning requires autonomy and self-motivation. Motivating online learners is key to retention. Spain and South Korea have extended training periods to allow for gaps during lockdown, while Austria, Germany, Ireland and Switzerland have allowed employers to furlough their trainees by extending the coverage of short-term work schemes (OECD, 2020[4]). Among women, 41 percent said they would choose in person, 30 percent hybrid and 29 percent fully online. In Canada, the Ontario Schoolboard has partnered with Apple to provide videos, apps and books to help teachers build engaging lessons for students at home. Results from this assessment would help identify the features of online learning provision that are most likely to lead to positive outcomes for participants, all else being equal. Country reviews on specific national priorities and challenges in adult learning and skills assessment and anticipation systems have already been conducted in 12countries and offer tailored policy analysis and recommendations. [13] Hwa Choi,D., A.Dailey-Hebert and J.Simmons Estes (2016). 5. During the COVID19 crisis, several countries considered starting to fund Internet access as a basic service to ensure access for all citizens, including those living in rural regions or from poorer economic backgrounds. Unequal access to the Internet risks exacerbating existing inequalities in education and training. About 60percent of chief online officers said their college or university required faculty members to engage in some formal training before teaching online. Tests, quizzes and assessments are becoming an important part of online training courses. To overcome these limitation, training providers are turning to Artificial Intelligence (AI). Tests, quizzes and assessments are becoming an important part of online training courses. However, some of the lessons put forward for further development of online learning also apply to blended online learning. In Canada, France, Italy, the UnitedKingdom and the UnitedStates, searches for terms such as online learning, e-learning and Massive Online Open Courses (MOOCs) increased up to fourfold between end-March and early April 2020 as strict lockdown rules came into force in most OECD countries. Training teachers to deliver online courses effectively is important to raise the quality of online courses. content can be shared across institutions. training for jobseekers.4. Despite its potential, however, data prior to the current crisis suggest that, in normal times, few adults take advantage of online learning as a means to train (OECD, 2019[3]). Other countries have boosted the options of training available online. The team is also about to embark on a major project analysing the potential of using AI in training provision. The platform is operated by the private company and provides a central infrastructure for co-operative, adaptive and skill-oriented teaching and learning. The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. In the formal sector, many countries are reflecting on how assessments of training provided online could be undertaken. While the crisis will have increased that share, training for crafts-related occupations and training involving a work-based component remains difficult to deliver online. Never before have so many children been out of school at the same time, disrupting learning and upending lives, especially the most vulnerable and marginalised. But as the weeks pass, if colleges remain shut down physically, the pressure on institutions will grow to "actually design and build structured online courses that use the online tools as effectively as they can," he said. In the context of the crisis, many apprenticeships and VET providers have put emphasis on building and maintaining motivation of online learners. and access to CNED (National Centre for Distance Learning) materials for core subjects in the technological fields. Online learning (often referred to as e-learning) refers to the use of digital materials to support learning. Much of the training that had started as face-to-face in classroom environments has been pursued online. They were still about twice as high as their long-term trend at the end of April 2020. On the other hand, training was less often maintained at training institutions focused on practical job-related training. Yet that stack could use further improvement. Several countries launched programmes to equip adults with basic digital skills prior to the crisis. Several countries have set up online portals to provide support for teachers.

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