1. Teach through a mix of high-tech, low-tech, and no-tech
As schools moved online during lockdowns, the pandemic began to expose the world’s entrenched digital divide, in which the 'technical haves' – those who possess high-quality devices with internet access – and the 'technical have-nots' have grown further apart. Many developing countries, as well as rural communities in developed countries, lack consistent and affordable broadband. In addition, blackouts and brown outs in some countries restrict real-time access. Girls may be steered away from technology solutions in favour of their male counterparts. Young people in refugee camps and youth with disabilities face even steeper challenges in getting online. And once they’re connected, young people may not be safe from predators, bullying, and hate speech if their online space isn’t regulated.
2. Reduce the focus on high-stakes exams
The pandemic has also reminded us that standardized tests and other high-stakes exams are inherently unfair forms of evaluation that exacerbate inequality. There is now ample evidence that these exams, first introduced in the 19th century, are no longer fit for purpose. On a national level in both developed and developing countries, high-stakes tests perpetuate inequality. On a household level, parents from all socioeconomic levels have experienced the imperfections of standardized testing during the COVID-19 crisis, with inconsistent levels of access to teachers, varying levels of access to technology, significant glitches during online testing, and a lack of readiness on the part of the test providers and schools among the main challenges. Inequality and unfairness that is felt by everyone – rather than just the most marginalized – has heightened interest in abolishing testing altogether.