More than 63 million teachers around the world have been impacted by the COVID19 pandemic. Many teachers demonstrated strength and grit as they shifted between various modes of education and scrambled to help students navigate the world of distance learning. Other teachers, particularly those in low-resourced areas, were unable to teach remotely and sought to find alternative ways for children to continue learning. In some parts of the world, especially those where vaccines are still unavailable, teachers continue to put their own health at risk to provide in-person education for their students. In this webinar, four teachers will share their challenges and successes from the past year. 

Webinar includes presentations from:

• Hadeel from Syria
• Olena Statkevich from Ukraine
• Hugo Maldonado Figueroa from Mexico 
• Aiki Jõgeva from Estonia

The COVID19 pandemic, which has disrupted education for more than 1.5 billion children, has magnified inequities within countries and across the globe. Many who were marginalized before the pandemic face increasing vulnerabilities as they experience additional crises like poverty, racism, climate change, and violence. What is the role of education in supporting vulnerable students? How have teachers around the world sought to cultivate safe and inclusive environments in their classrooms in the face of compounded crises? In this webinar, participants will hear about the different ways that teachers have addressed issues of equity and inclusion in their schools and in their communities. This webinar includes presentations from:

• Seun Adebayo, Researcher and Teacher Educator, National University of Ireland
• Ayman Qwaider, Inclusive Education Specialist, and INEE Arabic Language Community Facilitator
• Margaret Yellowbird Gonzales, teacher of the MHA Nation
• Hima Kadri, teacher in Niger
• Loise Gichuhi, Education in Emergencies Lecturer, University of Nairobi

• Esther Wamungu, high school teacher of English in Githunguri High school, Kenya

This webinar is organized by the Inter-agency Network for Education in Emergencies

The COVID pandemic places tremendous burdens on educators around the world to identify creative and innovative approaches to ensure learning continues for their students. What kinds of institutionalized support are teachers receiving from governments and international development partners during the pandemic? How, if at all, has support for teachers been incorporated into national COVID education responses? In this webinar, participants will hear from four teachers in different political contexts around the world to learn about the kinds of policies and programs that have been introduced to support teachers during crisis.

This webinar is facilitated by Christiana Kallon Kelly, University of Pennsylvania, and includes presentations from:

• Sierra Leone
• Lebanon
• Zengxian Mo, 9th grade English teacher in China

Teachers play an essential role in a possible “return to normalcy” and transition to in-person learning. They are expected to cultivate a safe learning environment, address lost instructional time, and support the social and emotional needs of students, many of whom experienced the pandemic as trauma. What is the role of teachers in the recovery process? How can they adapt their curriculum and pedagogy to advance learning and foster healing? How can teachers prepare themselves and their students for future crises and uncertainties? And, finally, how can teachers do all this while maintaining their own mental health and well-being? In this webinar, participants will hear teachers’ experiences of recovery and preparedness in other emergencies and consider how to apply these lessons today. 

Webinar includes presentations from:

• Mega Indrawati, Education Team Leader, World Vision, Indonesia
• Moisa Saidu, Education in Emergencies Professional, Sierra Leone
• Mumtaza Abdurazzakova, Senior Education Program Manager, Save the Children, Afghanistan
• Aditya Swaminathan, professional development lead with Chrysalis Education in India

Facilitated by Christopher Henderson, Teachers College Columbia University and Daniel Couch, University of Auckland, authors of Disaster Recovery Guidance Series: Education Sector Recovery