Abstract:

Our responses to emerging challenges in formal education are of vital importance to achieving the sustainable development goals of inclusive and equity education for all. During the COVID-19 pandemic and lockdowns, responses range from staying reserved for a variety of reasons to embracing distance learning as the current "new normal".

COVID-19 has shaken societies all around the globe. During the pandemic, education systems in all countries witnessed severe disruptions and radical changes during varying lockdown degrees.
The COVID-19 pandemic has provided a major shock to education systems around the world, with formal and face-to-face education most heavily affected. The major question to emerge is how formal education suddenly delivered at distance (in schools and universities) can be sustained according to the sustainable development goal 4.

We profile international perspectives of Open Education in responding to the impact on formal education caused by COVID-19. Thus, we proceed by highlighting practices and use-cases from 13 diverse countries representing all global continents, identifying and discussing the challenges and opportunities that have presented themselves. These countries are: Australia, Brazil, France, India, Mexico, the Netherlands, Nigeria, Spain, Sweden, South Korea, Taiwan, Turkey, and the United Kingdom. This collection of countries from the five continents were selected on the basis of a) active researchers' contribution to this research; and b) providing a significant case study.

The reports cover the period of one year from 11 March 2020 (when the World Health Organization declared a pandemic). By comparing examples of extant practice, we identify insights into how Open Education strategies can lead to interventions that are effective and innovative - to support and improve formal education at distance in schools and universities in the future.

Further, we present the identified issues and analysis results at the three strategic levels (macro, meso, and micro).

At the macro level, we have identified the following major issues:
1. Formal education at distance for first time
2. Similar approaches for formal education
3. Missing infrastructure and sharing of Open Educational Resources (OER)

At the meso level, we have identified the following major issues:
1. Diverse teaching and learning methods and practices
2. Open Education and access to OER

At the micro level, we have identified the following major issues:
1. Huge need for professional development and training for teachers
2. Assessing and monitoring learning environments, teachers and students

The COVID-19 pandemic led to unpredicted experiences and spontaneous establishment of distance education as the “new normal” without any preparations. With this, opportunities for positive outcomes are also present. Thus, Open Education could demonstrate its benefits for distance learning as a potential “new normal” that embraces “global citizenship” that is more effective, fairer and more inclusive. Our aspirations are that such practices will lead to better formal education promoting and ensuring human rights, democracy, lifelong learning, safety, social justice, diversity, cultural sensitivity and inclusivity through strategic and long-term support by all stakeholders in both modes: face-to-face and distance learning.

Keywords:

School and Higher Education, Lifelong learning, Formal education, Distance learning, Education at distance, Open Education, Impact, Global citizenship, COVID-19.