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This policy paper explores airline restructuring and regulatory reform challenges and opportunities in the Southern African region with particular focus on Botswana, Eswatini, Lesotho, Namibia and South Africa. Prior to the COVID-19 pandemic crisis, the air transport sector in the region faced multipronged challenges, including those related to economic regulation, profitability, safety, security, and sustainable financing of critical infrastructure. Much like the rest of Africa, the region is characterized by the dominance of troubled state-owned airlines which have been unable to generate meaningful positive returns for many years due to structural inefficiencies and weak governance. They faced elevated costs and needed several bailouts and turnaround strategies, albeit unsuccessful.

Educational planning.

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Educational planning. --- Education --- Planning

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This report estimates the effects of Coronavirus (COVID-19) on learning and earnings in Cambodia, analyzes the country's EdTech readiness and the extent to which EdTech access and use are correlated with learning, and discusses the policy implications of the study findings for enhancing learning and for improving system resilience through EdTech based teaching and learning. More specifically, it first analyzes the state of learning outcomes in Cambodia in the immediate post-COVID period (November 2021) using the government's national learning assessment (NLA) data for grade six students and estimates the declines in learning outcomes experienced by students in this grade between 2016 and 2021 in Khmer and mathematics. Additionally, using a learning loss simulation model developed at the World Bank, it also estimates losses in learning adjusted years of schooling (LAYS) and future earnings of students resulting from pandemic. Second, it analyzes the relationship between the EdTech based distance learning measures implemented at the school level and learning outcomes, as well as the extent to which the country is prepared to systematically integrate and expand the use of EdTech in the education system. And third, it provides recommendations for enhancing learning recovery and learning outcomes, and for addressing gaps in policy provision and implementation to support the scaling up of EdTech for the purpose of improving system resilience.

Educational planning. --- Social distancing (Public health) and education.

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À une époque où ce qui est facile à enseigner et à évaluer est également facile à numériser et à automatiser, ce sont notre imagination, notre conscience et notre sens des responsabilités qui nous permettent de tirer profit des possibilités offertes par le xxie siècle pour façonner un monde meilleur. Demain, l’école devra encourager les élèves à penser par eux-mêmes et à aller à la rencontre des autres avec empathie, dans la sphère professionnelle comme dans la sphère citoyenne. Elle devra les aider à développer un sens aigu du bien et du mal et une sensibilité aux demandes d’autrui. Comment les établissements d’enseignement parviendront-ils à atteindre ces objectifs ? Andreas Schleicher a accompagné dans plus de 70 pays les responsables de ces questions dans leurs efforts pour concevoir et mettre en œuvre des politiques et des pratiques tournées vers l’avenir. Alors que l’amélioration de l’éducation est bien plus facile à annoncer qu’à réaliser, il analyse de nombreuses réussites dont nous pouvons tirer des enseignements. Il ne s’agit pas de copier-coller les solutions adoptées par d’autres écoles ou d’autres pays, mais plutôt d’examiner de façon attentive et objective les bonnes pratiques afin de comprendre ce qui fonctionne et les circonstances de ces succès. Doté d’une formation en physique, l’auteur propose un point de vue unique sur la question de la réforme de l’éducation : il défend de manière convaincante l’idée qu’il faudrait appliquer une démarche plus scientifique à la réflexion éducative, sans pour autant la dénaturer.

Teachers --- Educational planning. --- Educational innovations. --- Training of. --- Education --- Planning --- Teacher education --- Teacher training --- Teachers, Training of --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Innovations --- Technological innovations --- Experimental methods --- Great Britain --- Education (Continuing education)

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OECD’s Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education.

Educational innovations. --- Education --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Innovations --- Technological innovations --- Experimental methods