UNESCO learning cities' responses to COVID-19
When the COVID-19 global pandemic hit in 2020, governments around the world temporarily closed educational institutions in an attempt to contain the spread of the virus. But how did learning continue for young and old during this time?
The UNESCO Institute for Lifelong Learning (UIL) called on its network of 229 UNESCO learning cities to provide insights into their particular handling of the situation. During a UIL webinar series in 2020, they jointly developed strategies and exchanged information about good practices to ensure that learning did not stop.
In our new publication Snapshots of learning cities’ responses to COVID-19, we showcase local responses to COVID-19. The UNESCO learning city of Espoo, Finland, provided one of them.
The UNESCO Institute for Lifelong Learning (UIL) called on its network of 229 UNESCO learning cities to provide insights into their particular handling of the situation. During a UIL webinar series in 2020, they jointly developed strategies and exchanged information about good practices to ensure that learning did not stop.
In our new publication Snapshots of learning cities’ responses to COVID-19, we showcase local responses to COVID-19. The UNESCO learning city of Espoo, Finland, provided one of them.
Espoo, Finland
The Wilma app is used in Espoo, Finland, to facilitate communication between families and schools. Easily customizable, some of its most popular features include information-sharing, course registration, monitoring pupils’ attendance, and instant messaging. During the COVID-19 crisis, use of Wilma increased significantly, as it served as the main channel of communication between families and schools.
Daily communication
Teachers were instructed to use Wilma to contact students and families daily to inform them about procedures for remote learning. Moreover, the app was used to share joint guidelines for all schools to follow and to inform the community about food distribution systems.
Mr Harri Rinta-ahoDeputy Mayor of Espoo
Navigating diverse needs
Schools took several steps to address the diverse needs of the community and ensure the inclusion of vulnerable groups.
Technological devices and IT-skills training were provided to families in need, and social workers visited vulnerable youth to make sure they were not being left behind during the lockdown.
Finally, for the most challenging cases, schools delegated an interdisciplinary team of professionals to support pupils at risk of dropping out.
Technological devices and IT-skills training were provided to families in need, and social workers visited vulnerable youth to make sure they were not being left behind during the lockdown.
Finally, for the most challenging cases, schools delegated an interdisciplinary team of professionals to support pupils at risk of dropping out.
Challenges: Onboarding
Onboarding Wilma as the key communication channel between families and schools during lockdown meant including vulnerable families that lacked access to ICTs and the skills to use them.
Children in those families were especially at risk of exclusion from the education system, which made cross-collaboration between families, teachers and social services crucial.
Children in those families were especially at risk of exclusion from the education system, which made cross-collaboration between families, teachers and social services crucial.
Challenges: Fostering community
Understanding how to foster a sense of community in the face of school shutdowns posed another challenge. Espoo is therefore working on an educational strategy to address crises such as COVID-19 in the future.
Learn more!
Find more cases in our publication Snapshots of learning cities’ responses to COVID-19
UNESCO Global Network of Learning Cities
The UNESCO Global Network of Learning Cities (GNLC) supports and improves the practice of lifelong learning in member cities by promoting policy dialogue and peer learning, documenting effective strategies and good practice, fostering partnerships, providing capacity development, and developing tools and instruments to design, implement and monitor learning cities strategies.
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Photos courtesy of © Getty Images / Lev Karavanov; Getty Images / Imgorthand; Canva Studio; Valerii Honcharuk; Getty Images / FS-Stock; City of Espoo, Finland
Become a member!
Photos courtesy of © Getty Images / Lev Karavanov; Getty Images / Imgorthand; Canva Studio; Valerii Honcharuk; Getty Images / FS-Stock; City of Espoo, Finland
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UNESCO learning cities' responses to COVID-19
Espoo, Finland
Daily communication
Mr Harri Rinta-aho
Navigating diverse needs
Challenges: Onboarding
Challenges: Fostering community
Learn more!
UNESCO Global Network of Learning Cities