“School Never Stops”: Measures and Experience in Italian Schools during the COVID-19 Lockdown
Journal Title: Best Evidence in Chinese Education - Year 2020, Vol 5, Issue 2
Abstract
With the COVID-19 outbreak and the resulting lockdown, Italian schools have continued to provide education using distance learn-ing systems. In this emergency, the primary aim of the Ministry of Education was to guarantee each student’s right to education. The expression “School Never Stops” (“La Scuola non si ferma”) is a clear response to the country’s isolation and a demonstration of the school staff’s commitment. This paper describes Italy’s educa-tional response during the lockdown by illustrating the measures undertaken by the Ministry of Education and the initiatives by pri-vate and public organizations. The challenges of distance educa-tion during the pandemic emergency and future directions for the reopening of schools in September are also examined and dis-cussed.
Authors and Affiliations
Marta Pellegrini, Carla Maltinti
Keywords
Related Articles
- EP ID EP687267
- DOI 10.15354/bece.20.or021
- Views 108
- Downloads 0
Universities and Innovation Potential of the City: A Quasi-Experimental Study of Newly Built Campuses of Colleges and Universities in China
Colleges and universities have been playing an increasingly important role in regional innovation-driven development. Based on panel data (1999-2016) of 287 cities in China, this study conducted an empirical analysis of...
Is the Standardization of Compulsory Education School Helpful to Improve Students’ Performance? An Empirical Analysis Based on Monitoring Data in Province A
The standardization of compulsory education schools is an essen-tial measure to promote education balance and improve education quality. However, when the implementation effect of this policy was evaluated, the improveme...
Factors Influencing the Turnover Intention of Rural Preschool Teachers in the Context of Rural Revitalization: An Analysis Based on a Moderated Mediation Model
The retention of teachers is critical to the development of rural preschool education in China. We conducted a sample survey of 3790 rural kindergarten teachers from 22 counties (or cities) of 10 provinces and examined t...
Online Shadow Education in Hong Kong: Perspectives from Secondary School Students and Private Tutors
Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opp...
The Effects of Parent Educational Expectations on the Competence Development of Rural Left-Behind Children: An Empirical Study Based on CEPS Data
Based on data from the China Education Panel Survey (CEPS), this study conducted an empirical analysis of the effect of parent educational expectations on the competence development of rural left-behind children and the...