Turkey Ministry of National Education Assessment Report on the Contribution of the Strengthened Capacity of Vocational Education and Training System in Turkey to the Fight against Covid-19, October 2020
 Explored partnerships with the private sector and the community in securing the resources to provide those devices and connectivity for work-based learning.
 Clearly defined roles and expectations for teachers to effectively steer and support students’ learning in the new situation, through direct instruction where possible or guidance for self-directed learning.
 Created a website to communicate with teachers, students and parents about curriculum goals, strategies and suggested activities and additional resources.
 Beside an online education strategy, alternative means of delivery were developed, including TV programs, partnership with television stations by providing podcasts, radio broadcasts, and learning packets either in digital form or on paper. Partnerships with community organizations and the private sector established to deliver those.
 Ensured adequate support for the most vulnerable students and families during the implementation of the alternative education plan.
 Enhanced the communication and collaboration among students to foster mutual learning and wellbeing.
 Created a mechanism of just in time professional development for teachers and for parents to be able to support learners in the new modality of instruction. Created modalities that foster teacher collaboration and professional communities and that increase teacher autonomy.
 Defining appropriate mechanisms of student assessment during the exigency and appropriate mechanisms for promotion and graduation.
 As needed, revised regulatory framework in ways that make online education and other modalities feasible, and in ways that support teacher autonomy and collaboration. This includes providing school day credit for days taught in alternative education plans.
 Each school is asked to develop a plan for continuity of operations. As a way to support them, education authorities can provide curated examples of plans in other schools.
 When the school provides meals to students, develop alternative means of distribution of food to students and their families.
 When the school provides other social services, such as mental health supports, develop alternative forms of provision.
 Schools should develop a system of communication with each student, and a form of checking-in daily with each student. Perhaps in the form of texts from teachers if parents have access to mobile phones.
 Schools developed mechanisms of daily checking in with teachers and school staff.
 Schools provide guidance to students and families about the safe use of screen time and online tools to preserve student well-being and mental health as well as provide protection from online threats to minors.
 Identifying other school networks or systems and create forms of regular communications with them to share information about your needs and approaches to solve them, and to learn from them as a way to foster rapid improvement in delivering education in the new modalities.
 Ensure that school leaders get the financial, logistical and moral support they need to succeed.
 Develop a communications plan. Map key constituencies, and key messages to support the execution of the education strategy during the exigency and ensure those are effectively communicated through various channels.
Full Report: Covid19Suresince_ ingilizce.indd (meb.gov.tr)