{"id":268,"date":"2020-06-15T10:36:20","date_gmt":"2020-06-15T08:36:20","guid":{"rendered":"http:\/\/webecpol.esade.edu\/?post_type=publicaciones&p=268"},"modified":"2021-01-07T17:29:13","modified_gmt":"2021-01-07T16:29:13","slug":"reopening-schools-why-how-and-for-who","status":"publish","type":"publicaciones","link":"http:\/\/webecpol.esade.edu\/en\/publications\/reopening-schools-why-how-and-for-who\/","title":{"rendered":"Reopening schools: why, how and for who"},"content":{"rendered":"

EsadeEcPol | Policy Brief<\/h2>\n
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Executive summary<\/h4>\n
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  • Reopening schools weighs the\u00a0health risks of returning to the classroom against the educational, social\u00a0and economic costs<\/strong>\u00a0of keeping schools closed. However, more than 20 OECD countries have already reopened their classrooms. In this\u00a0Policy Brief we consider how to organise a return to the classroom \u2013 while minimising the epidemiological risks and social and educational costs.<\/li>\n
  • We propose that\u00a0all schools provide a minimum essential classroom-based service for all pupils<\/strong>, and then provide individualised and flexible options of additional classroom teaching modules.<\/li>\n
  • The criteria for priorities should be: (1) low-income homes; (2) need for childcare support due to the terms of employment of the parents; (3) specific needs for educational support; and (4) younger age groups (preschool and primary).<\/li>\n
  • Achieving these goals will require\u00a0more than the \u20ac2 billion euros announced by the Spanish government<\/strong>, as well as a focus on the four criteria above, and independent evaluation of the results from each school.<\/li>\n
  • The epidemiological basis for the return to classrooms should be to minimise the possibility of disease transmission events:\n
      \n
    1. Determine priority and unavoidable contacts between adults, following the logic that the most probable contagion is between adults, rather than between children.<\/li>\n
    2. Ensure conditions that reduce “the three Cs”: minimise close contacts in closed and crowded spaces.<\/li>\n
    3. Define, as far as possible, “constant contact”\u00a0groups inside and outside the classroom, and provide them with equally stable spaces.<\/li>\n
    4. Stagger timetables to reduce crowding.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n

      To minimise the possibility of a contagion in the educational community becoming an outbreak, each school must introduce an early warning system with a simple procedure for any symptoms that can be identified with Covid.<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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