Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Lessons Learned in Higher Education from the COVID-19 Crisis

•
•
A
afacct

The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.

1 of 28
Download to read offline
Dr. Yang Yu, Howard Community College yyu@howardcc.edu Lessons learned in higher education from the COVID-19 crisis. Session 1 January 7, 2021 The COVID-19 pandemic has created a learning crisis for education system around the world. Due to the crisis, more than 1.6 billion students have been affected. On the other hand, this crisis has stimulated innovation within the education sector. Community colleges have long been a source for innovation in higher education, and face unique challenges as resource providers to their local communities and keep costs low for their students. With many different approaches being introduced by countries around the world and community colleges in the nation, the COVID-19 is an opportunity to do things differently and for decision makers to learn from each other and collaboratively work together to mitigate the effects of pandemic and build back a better and inclusive education system. This presentation explored and discussed ways that help institutions of higher education emerge stronger moving forward. Abstract
Lessons learned in higher education from the COVID-19 crisis Dr. Yang Yu Acting Associate Dean, Social Sciences and Education. Chair, Social and Cultural Sciences, Howard Community College yyu@howardcc.edu Session 1 January 7, 2021 AFACCT 31st Annual Conference
Outline ● The numbers ● How it looks around the world ● Challenges and opportunities ● Ways forward
The numbers Sources: UN, 2020. A "generational catastrophe", UN Secretary-General Antonio Guterres ● 1.5 billion students in 160 countries ● Extensive closures of schools ● 463 million students unable to access remote learning ● 23.8 million additional children more no access to school next year.
How it looks around the world? Developing vs. developed countries ISTOCK.COM/RIDOFRANZ
● Transition smoother in developed countries ● Challenges remain ○ preparedness for crisis ○ quality concerns of remove learning ○ online delivery ○ financial Developing vs. Developed countries
● Developing: limited access to internet, limited infrastructure ● U.S.: 313 out of 330 million people (90%) with over 152,000 wi-fi locations. ● Zimbabwe: 8.6 out of 14.8M (58%) internet users in 2019 (Ndambakuwa, and Brand, 2020). ● Indonesia, Thailand, and Cambodia: < 60% of the population has access ● ~40% access in Myanmar and Vietnam (Yarrow, 2020). Internet in Developing vs. Developed Countries
● Safety at home, staff skills, assessment processes, finance. ● Examples: ○ Zimbabwe: shortage of qualified teachers, lack of electricity, few learning devices per household, safe space to study, early marriage for girls ○ Arab countries: opposition to online education, lack of assessment tools and even exams (Saeed, 2020) Other Challenges in Developing Countries
Zhe Jiang University officially started online teaching on 24 Feb. (Wu, 2020) People pass facial recognition gates to enter Peking University, Beijing, China. Aug 31. (REUTERS/Thomas Peter, 2020) Huazhong University of Science and Technology held its annual graduation ceremony on site. Wuhan, June (EastAsiaforum, 2020)
Senegal's universities began reopening on Sep 1. University of Dakar, the 78,000 students were split into three groups. In person and online rotation. (Africannews, 2020) Students take exams at Lebanese University. Campuses are opening only for classes that can’t be held online, e.g. labs. (Bollag, 2020).
Monastir University, in Tunisia. Half of students coming to campus for classes and exams in June and half in July. (Bollag, 2020) India, colleges reopen with reducing class size and smaller multiple sections. Nov 5th, 2020 (Asianet, 2020)
Students attend a class at La Sorbonne University in Paris, Sept.17. (Amaziane, 2020) Students take an aptitude test to access the University of Medicine, in Rome on Sept. 3 (Fabiano, 2020)
A university cancelled its graduation ceremony. Instead, robots are standing in for the students and collecting diplomas on their behalf. Business Breakthrough University (BBT) in Tokyo. (Weforum, 2020)
Students returned to the University of Texas campus on Aug 26th. In-person Phage Discovery Laboratory course at University of Nevada, Las Vegas, on Sep1. Source: Schnell, 2020, U.S.
Southern State Community College in Ohio, rural, campus welcomed students back for some in-person learning (Schnell, 2020) Albany Tech College, Georgia, mostly remote in Fall. (Amour, 2020)
● Inadequacies and inequities in education systems. - Access to the broadband and computers. More than access, reliability, speed, affordability of internet and data access. - Supportive environments - Students rely more on own resources to continue learning remotely - Professors adapt to new pedagogical concepts and modes of delivery of teaching. Challenges
● Inadequacies and inequities in education systems. - Learners in the most marginalized groups, at risk of falling behind. - Students face food insecurity. e.g. 44% of students at two-year and 38% at four-year institutions (Stebleton, 2020). ● Rural community colleges, 3.4M students, high rate of poverty, a lack of alternative employment for the unemployed, uneven access to internet and technology, training need, tight budgets (Summers, 2020). Challenges
● Long-run, learning loss will lead to skill loss, GDP could be 1.5% lower for the remainder of the century. (OECD, 2020) ● Spending on education may be compromised. ● Loss of income from reduced enrollment (down 9.5% nationally) and cuts in state funding. e.g. Lakeland Community College, Ohio, expects to lose over $4 million for the fiscal year ending in 2021 (Barrington, 2020). Enrollment at Arizona's community colleges is down 14.5%, Colorado is down 12.6% (St. Amour, 2020 ). ● Unexpected costs - e.g. tuition refund, increased cleaning and technology Economic challenges
○ Community colleges educate nearly half of the undergraduates in America, receive 25% or less of a state’s higher education funding, and have the fewest resources to spend on their students of any level of education. ○ The decline in the international student mobility is already reducing the funds available. e.g. Australia, Canada, UK and U.S. greatest losses on international students fees. Economic challenges (Glenn, 2020)
● Impacts on research and learning ○ Researcher mobility, collaboration, closure of labs, delayed projects. ○ Examinations, safety and legal status of international students in their host country. ● Balancing education and health-related priorities. E.g. benefits of reopening colleges vs. health risks. Other challenges Schulmann, 2020
● A new-look of student experience - beyond the walls of the school and more learning opportunities for all ● Fresh thinking ● Being innovative ● Have up-to-date technology ● Fast transition to/improvement of online learning ● The value of international mobility and partnerships, and help promote globalization ● Valuing the community Opportunities
● A more digital future ○ Addressing the digital student divide, and harnessing equitable connectivity and technologies for learning. ○ Innovations that improve colleges’ ability to serve their students better remotely. E.g. loaned laptops, purchased data plan upgrades. Rural community colleges in Colorado, California, and Kentucky, purchased mobile hotspots for students. Newly introduced in Congress, Supporting Connectivity for Higher Education Students in Need Act, would provide financial support for institutions (Summers, 2020) Ways forward Source: UN, 2020; OECD, 2020;
● Build resilient education systems for equitable and sustainable development ○ Focus on equity, inclusion and gender equality ○ Collaborate with other government sectors and the private sector to increase the attractiveness and labor-market prospects of certain professions. ○ Increase collaboration to address challenges to accessing innovative technologies, infrastructure, and digital skills training. ○ Preserve the share of expenditure for education and diversify funding: working with private sectors, foundations, and international organizations, and rethink online offerings to reach new students through virtual exchange alliances, virtual internships, shorter courses, and micro-credentials or digital certifications. Ways forward Source: UN, 2020; OECD, 2020; UNESCO, 2020, Yarrow, 2020
● Reimagine education and accelerate positive change in teaching and learning ○ Focus on addressing learning losses and preventing dropouts. e.g. HCC ○ Offer skills for employability programmes ○ Sustain and deepen professional development ○ Develop low-tech innovations to reach disadvantaged students ○ Foster community and encourage ongoing communication. ■ 80% of students in the U.S. reported negative mental health effects due to the pandemic. (Summers, 2020) ■ NOVA, virtual lobby on Zoom to connect with advisers, virtual student union (Armour, 2020). ■ Dabney S. Lancaster Community College, VA, communicates weekly with students and holding bimonthly online forums for students. Small number of students (1000), academic advisors reach out by phone to check on students. Ways forward Source: UN, 2020
● Reimagine education and accelerate positive change in teaching and learning ○ Rebalance the curriculum: instructional priorities for the coming year must respond to the needs of the students and to the different conditions. ○ Unleash innovation: begin with what competencies that students should gain, then thinking creatively and flexibly to devise means that are fit for purpose. Or develop courses to complement national skill needs. e.g.COIL ○ Provide flexible learning pathways: introduce more aspects of flexible learning into regular face-to-face classes. e.g.scheduled remote Ways forward Source: UN, 2020; OECD, 2020
● Africannews, 2020, https://www.africanews.com/2020/09/01/senegal-universities-start-to-reopen-with-coronavirus-restrictions-/?jwsource=cl ● Amaziane, S. ,2020, https://www.euronews.com/2020/09/18/virus-clusters-at-french-universities-a-worry-for-returning-students# ● Armour, M., 2020,https://www.insidehighered.com/news/2020/09/11/no-dorms-no-person-classes-no-problem-how-community-colleges-are-buildin community ● Asianet, 2020, https://newsable.asianetnews.com/coronavirus-india/ugc-issues-guidelines-for-reopening-colleges-and-universities-qjbrjv ● Barrington, K., 2020, What Does the Future of Community College Look Like Post COVID-19?https://www.communitycollegereview.com/blog/what-do the-future-of-community-college-look-like-post-covid-19 ● East Asia Forum, 2020, https://www.eastasiaforum.org/2020/07/11/will-chinese-students-study-abroad-post-covid-19/ ● Fabiano, C., 2020, https://www.euronews.com/2020/09/18/virus-clusters-at-french-universities-a-worry-for-returning-students# ● Glenn, L., 2020, How are community college students different?https://www.ccdaily.com/2020/04/how-are-community-college-students-different/ ● Ndambakuwa, S., and Brand, G., 2020, Commentary: Many Students in Developing Countries Cannot Access Education Remotely, https://harris.uchicago.edu/news-events/news/commentary-many-students-developing-countries-cannot-access-education-remotely ● OECD, 2020, https://read.oecd-ilibrary.org/view/?ref=133_133390-1rtuknc0hi&title=Schooling-disrupted-schooling-rethought-How-the-Covid-19- pandemic-is-changing-education ● OHCHR, 2020, https://www.ohchr.org/EN/NewsEvents/Pages/COVID-19-and-education.aspx References
● Saavedra, J., 2020, Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic, The World Bank, https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic ● Saeed, S., 2020, COVID-19 has exacerbated inequality in higher education, https://www.universityworldnews.com/post.php?story=202010231032003 ● Schnell, L., 2020, Some college students didn't show up amid COVID-19, recession – especially at community college, USA today, https://www.usatoday.com/story/news/education/2020/09/23/covid-college-student-enrollment-community-colleges/3511736001/ ● Schulmann, P., 2020, Perfect Storm: The Impact of the Coronavirus Crisis on International Student Mobility to the United States, Perfect Storm: The Im of the Coronavirus Crisis on International Student Mobility to the United States ● Stebleton, M., 2020, Food Insecurity, Covid-19, and Role of Student Affairs Educators, JCC Connexions, Vol. 6, No. 3, August 2020, https://naspa.org/blog/food-insecurity-covid-19-and-role-of-student-affairs-educators ● St. Amour, M., 2020, Who’s up, Who’s down and why, https://www.insidehighered.com/news/2020/11/19/community-college-enrollments-down- nationally-not-everywhere ● Summers, S. W., 2020, Lessons learned from rural community colleges’ response to covid-19 ● Peter, T., 2020, Reuters, https://www.reuters.com/news/picture/facial-recognition-and-bathtime-bookings-idUSKBN25R0UW ● UN, 2020, https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020 ● Weforum, 2020, https://www.weforum.org/agenda/2020/04/robots-japanese-graduation-coronavirus ● Wu, Z.H., 2020, https://www.weforum.org/agenda/2020/03/coronavirus-china-the-challenges-of-online-learning-for-universities/ ● Yarrow, N., 2020, COVID-19 in East Asia: How the Region’s Higher Education Systems are Addressing the Crisis to Adapt to the Future, https://blogs.worldbank.org/education/covid-19-east-asia-how-regions-higher-education-systems-are-addressing-crisis-adapt References
Thank you. Any questions? yyu@howardcc.edu

More Related Content

Lessons Learned in Higher Education from the COVID-19 Crisis

  • 1. Dr. Yang Yu, Howard Community College yyu@howardcc.edu Lessons learned in higher education from the COVID-19 crisis. Session 1 January 7, 2021 The COVID-19 pandemic has created a learning crisis for education system around the world. Due to the crisis, more than 1.6 billion students have been affected. On the other hand, this crisis has stimulated innovation within the education sector. Community colleges have long been a source for innovation in higher education, and face unique challenges as resource providers to their local communities and keep costs low for their students. With many different approaches being introduced by countries around the world and community colleges in the nation, the COVID-19 is an opportunity to do things differently and for decision makers to learn from each other and collaboratively work together to mitigate the effects of pandemic and build back a better and inclusive education system. This presentation explored and discussed ways that help institutions of higher education emerge stronger moving forward. Abstract
  • 2. Lessons learned in higher education from the COVID-19 crisis Dr. Yang Yu Acting Associate Dean, Social Sciences and Education. Chair, Social and Cultural Sciences, Howard Community College yyu@howardcc.edu Session 1 January 7, 2021 AFACCT 31st Annual Conference
  • 3. Outline ● The numbers ● How it looks around the world ● Challenges and opportunities ● Ways forward
  • 4. The numbers Sources: UN, 2020. A "generational catastrophe", UN Secretary-General Antonio Guterres ● 1.5 billion students in 160 countries ● Extensive closures of schools ● 463 million students unable to access remote learning ● 23.8 million additional children more no access to school next year.
  • 5. How it looks around the world? Developing vs. developed countries ISTOCK.COM/RIDOFRANZ
  • 6. ● Transition smoother in developed countries ● Challenges remain ○ preparedness for crisis ○ quality concerns of remove learning ○ online delivery ○ financial Developing vs. Developed countries
  • 7. ● Developing: limited access to internet, limited infrastructure ● U.S.: 313 out of 330 million people (90%) with over 152,000 wi-fi locations. ● Zimbabwe: 8.6 out of 14.8M (58%) internet users in 2019 (Ndambakuwa, and Brand, 2020). ● Indonesia, Thailand, and Cambodia: < 60% of the population has access ● ~40% access in Myanmar and Vietnam (Yarrow, 2020). Internet in Developing vs. Developed Countries
  • 8. ● Safety at home, staff skills, assessment processes, finance. ● Examples: ○ Zimbabwe: shortage of qualified teachers, lack of electricity, few learning devices per household, safe space to study, early marriage for girls ○ Arab countries: opposition to online education, lack of assessment tools and even exams (Saeed, 2020) Other Challenges in Developing Countries
  • 9. Zhe Jiang University officially started online teaching on 24 Feb. (Wu, 2020) People pass facial recognition gates to enter Peking University, Beijing, China. Aug 31. (REUTERS/Thomas Peter, 2020) Huazhong University of Science and Technology held its annual graduation ceremony on site. Wuhan, June (EastAsiaforum, 2020)
  • 10. Senegal's universities began reopening on Sep 1. University of Dakar, the 78,000 students were split into three groups. In person and online rotation. (Africannews, 2020) Students take exams at Lebanese University. Campuses are opening only for classes that can’t be held online, e.g. labs. (Bollag, 2020).
  • 11. Monastir University, in Tunisia. Half of students coming to campus for classes and exams in June and half in July. (Bollag, 2020) India, colleges reopen with reducing class size and smaller multiple sections. Nov 5th, 2020 (Asianet, 2020)
  • 12. Students attend a class at La Sorbonne University in Paris, Sept.17. (Amaziane, 2020) Students take an aptitude test to access the University of Medicine, in Rome on Sept. 3 (Fabiano, 2020)
  • 13. A university cancelled its graduation ceremony. Instead, robots are standing in for the students and collecting diplomas on their behalf. Business Breakthrough University (BBT) in Tokyo. (Weforum, 2020)
  • 14. Students returned to the University of Texas campus on Aug 26th. In-person Phage Discovery Laboratory course at University of Nevada, Las Vegas, on Sep1. Source: Schnell, 2020, U.S.
  • 15. Southern State Community College in Ohio, rural, campus welcomed students back for some in-person learning (Schnell, 2020) Albany Tech College, Georgia, mostly remote in Fall. (Amour, 2020)
  • 16. ● Inadequacies and inequities in education systems. - Access to the broadband and computers. More than access, reliability, speed, affordability of internet and data access. - Supportive environments - Students rely more on own resources to continue learning remotely - Professors adapt to new pedagogical concepts and modes of delivery of teaching. Challenges
  • 17. ● Inadequacies and inequities in education systems. - Learners in the most marginalized groups, at risk of falling behind. - Students face food insecurity. e.g. 44% of students at two-year and 38% at four-year institutions (Stebleton, 2020). ● Rural community colleges, 3.4M students, high rate of poverty, a lack of alternative employment for the unemployed, uneven access to internet and technology, training need, tight budgets (Summers, 2020). Challenges
  • 18. ● Long-run, learning loss will lead to skill loss, GDP could be 1.5% lower for the remainder of the century. (OECD, 2020) ● Spending on education may be compromised. ● Loss of income from reduced enrollment (down 9.5% nationally) and cuts in state funding. e.g. Lakeland Community College, Ohio, expects to lose over $4 million for the fiscal year ending in 2021 (Barrington, 2020). Enrollment at Arizona's community colleges is down 14.5%, Colorado is down 12.6% (St. Amour, 2020 ). ● Unexpected costs - e.g. tuition refund, increased cleaning and technology Economic challenges
  • 19. ○ Community colleges educate nearly half of the undergraduates in America, receive 25% or less of a state’s higher education funding, and have the fewest resources to spend on their students of any level of education. ○ The decline in the international student mobility is already reducing the funds available. e.g. Australia, Canada, UK and U.S. greatest losses on international students fees. Economic challenges (Glenn, 2020)
  • 20. ● Impacts on research and learning ○ Researcher mobility, collaboration, closure of labs, delayed projects. ○ Examinations, safety and legal status of international students in their host country. ● Balancing education and health-related priorities. E.g. benefits of reopening colleges vs. health risks. Other challenges Schulmann, 2020
  • 21. ● A new-look of student experience - beyond the walls of the school and more learning opportunities for all ● Fresh thinking ● Being innovative ● Have up-to-date technology ● Fast transition to/improvement of online learning ● The value of international mobility and partnerships, and help promote globalization ● Valuing the community Opportunities
  • 22. ● A more digital future ○ Addressing the digital student divide, and harnessing equitable connectivity and technologies for learning. ○ Innovations that improve colleges’ ability to serve their students better remotely. E.g. loaned laptops, purchased data plan upgrades. Rural community colleges in Colorado, California, and Kentucky, purchased mobile hotspots for students. Newly introduced in Congress, Supporting Connectivity for Higher Education Students in Need Act, would provide financial support for institutions (Summers, 2020) Ways forward Source: UN, 2020; OECD, 2020;
  • 23. ● Build resilient education systems for equitable and sustainable development ○ Focus on equity, inclusion and gender equality ○ Collaborate with other government sectors and the private sector to increase the attractiveness and labor-market prospects of certain professions. ○ Increase collaboration to address challenges to accessing innovative technologies, infrastructure, and digital skills training. ○ Preserve the share of expenditure for education and diversify funding: working with private sectors, foundations, and international organizations, and rethink online offerings to reach new students through virtual exchange alliances, virtual internships, shorter courses, and micro-credentials or digital certifications. Ways forward Source: UN, 2020; OECD, 2020; UNESCO, 2020, Yarrow, 2020
  • 24. ● Reimagine education and accelerate positive change in teaching and learning ○ Focus on addressing learning losses and preventing dropouts. e.g. HCC ○ Offer skills for employability programmes ○ Sustain and deepen professional development ○ Develop low-tech innovations to reach disadvantaged students ○ Foster community and encourage ongoing communication. ■ 80% of students in the U.S. reported negative mental health effects due to the pandemic. (Summers, 2020) ■ NOVA, virtual lobby on Zoom to connect with advisers, virtual student union (Armour, 2020). ■ Dabney S. Lancaster Community College, VA, communicates weekly with students and holding bimonthly online forums for students. Small number of students (1000), academic advisors reach out by phone to check on students. Ways forward Source: UN, 2020
  • 25. ● Reimagine education and accelerate positive change in teaching and learning ○ Rebalance the curriculum: instructional priorities for the coming year must respond to the needs of the students and to the different conditions. ○ Unleash innovation: begin with what competencies that students should gain, then thinking creatively and flexibly to devise means that are fit for purpose. Or develop courses to complement national skill needs. e.g.COIL ○ Provide flexible learning pathways: introduce more aspects of flexible learning into regular face-to-face classes. e.g.scheduled remote Ways forward Source: UN, 2020; OECD, 2020
  • 26. ● Africannews, 2020, https://www.africanews.com/2020/09/01/senegal-universities-start-to-reopen-with-coronavirus-restrictions-/?jwsource=cl ● Amaziane, S. ,2020, https://www.euronews.com/2020/09/18/virus-clusters-at-french-universities-a-worry-for-returning-students# ● Armour, M., 2020,https://www.insidehighered.com/news/2020/09/11/no-dorms-no-person-classes-no-problem-how-community-colleges-are-buildin community ● Asianet, 2020, https://newsable.asianetnews.com/coronavirus-india/ugc-issues-guidelines-for-reopening-colleges-and-universities-qjbrjv ● Barrington, K., 2020, What Does the Future of Community College Look Like Post COVID-19?https://www.communitycollegereview.com/blog/what-do the-future-of-community-college-look-like-post-covid-19 ● East Asia Forum, 2020, https://www.eastasiaforum.org/2020/07/11/will-chinese-students-study-abroad-post-covid-19/ ● Fabiano, C., 2020, https://www.euronews.com/2020/09/18/virus-clusters-at-french-universities-a-worry-for-returning-students# ● Glenn, L., 2020, How are community college students different?https://www.ccdaily.com/2020/04/how-are-community-college-students-different/ ● Ndambakuwa, S., and Brand, G., 2020, Commentary: Many Students in Developing Countries Cannot Access Education Remotely, https://harris.uchicago.edu/news-events/news/commentary-many-students-developing-countries-cannot-access-education-remotely ● OECD, 2020, https://read.oecd-ilibrary.org/view/?ref=133_133390-1rtuknc0hi&title=Schooling-disrupted-schooling-rethought-How-the-Covid-19- pandemic-is-changing-education ● OHCHR, 2020, https://www.ohchr.org/EN/NewsEvents/Pages/COVID-19-and-education.aspx References
  • 27. ● Saavedra, J., 2020, Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic, The World Bank, https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic ● Saeed, S., 2020, COVID-19 has exacerbated inequality in higher education, https://www.universityworldnews.com/post.php?story=202010231032003 ● Schnell, L., 2020, Some college students didn't show up amid COVID-19, recession – especially at community college, USA today, https://www.usatoday.com/story/news/education/2020/09/23/covid-college-student-enrollment-community-colleges/3511736001/ ● Schulmann, P., 2020, Perfect Storm: The Impact of the Coronavirus Crisis on International Student Mobility to the United States, Perfect Storm: The Im of the Coronavirus Crisis on International Student Mobility to the United States ● Stebleton, M., 2020, Food Insecurity, Covid-19, and Role of Student Affairs Educators, JCC Connexions, Vol. 6, No. 3, August 2020, https://naspa.org/blog/food-insecurity-covid-19-and-role-of-student-affairs-educators ● St. Amour, M., 2020, Who’s up, Who’s down and why, https://www.insidehighered.com/news/2020/11/19/community-college-enrollments-down- nationally-not-everywhere ● Summers, S. W., 2020, Lessons learned from rural community colleges’ response to covid-19 ● Peter, T., 2020, Reuters, https://www.reuters.com/news/picture/facial-recognition-and-bathtime-bookings-idUSKBN25R0UW ● UN, 2020, https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020 ● Weforum, 2020, https://www.weforum.org/agenda/2020/04/robots-japanese-graduation-coronavirus ● Wu, Z.H., 2020, https://www.weforum.org/agenda/2020/03/coronavirus-china-the-challenges-of-online-learning-for-universities/ ● Yarrow, N., 2020, COVID-19 in East Asia: How the Region’s Higher Education Systems are Addressing the Crisis to Adapt to the Future, https://blogs.worldbank.org/education/covid-19-east-asia-how-regions-higher-education-systems-are-addressing-crisis-adapt References