University and School Collaborations during a Pandemic

1. Front Matter

   Pages i-vii

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2. Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020

   • Fernando M. Reimers, Francisco Marmolejo

   Pages 1-41Open Access

3. Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic

   • Claudia Costin, João Lins, José Henrique Paim, Marieta de Moraes Ferreira, Raquel de Oliveira, Teresa Pontual et al.

   Pages 43-55Open Access

4. Pontificia Universidad Católica Support for the School System During the Covid-19 Pandemic in Chile

   • Ernesto Treviño, Magdalena Claro, Lorena Medina

   Pages 57-68Open Access

5. Desafío TEP – Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic

   • Juan Pablo Valenzuela, Simon Rodriguez

   Pages 69-79Open Access

6. Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University

   • Deyu Woody Wang, Weihang Cheng, Yun Jin, Manwen Ivy Guo

   Pages 81-97Open Access

7. A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic

   • Claudia María Zea Restrepo, Diego E. Leal-Fonseca, María-Antonia Arango Salinas, Laura Hernandez-Velez

   Pages 99-110Open Access

8. Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic

   • Vidya Yeravdekar, Nidhi Piplani Kapur

   Pages 111-122Open Access

9. Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model

   • Masaki Umejima, Cherry H. Y. Wong, Jiro Kokuryo, Jun Murai, David Farber, Keiko Okawa et al.

   Pages 123-136Open Access

10. Benemérita Universidad Autónoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship

    • Rodolfo Zepeda, Roberto Quintero

    Pages 137-147Open Access

11. Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education

    • Arturo Molina, Beatriz Villegas, César Pavel Ochoa, Jhonattan Miranda

    Pages 149-163Open Access

12. University of Guadalajara: Transforming and Innovating Through Stronger Collaboration Between Higher and Upper-Secondary Education During the Pandemic

    • Carlos Iván Moreno, Cesar Barba Delgadillo, Miguel Ángel Sigala, Ernesto Herrera Cárdenas

    Pages 165-180Open Access

13. University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility

    • Mohammed Dahbi, Hassane Darhmaoui

    Pages 181-193Open Access

14. Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

    • Jodie Hunter, Roberta Hunter, John Tupouniua, Generosa Leach

    Pages 195-209Open Access

15. Supporting Schools in Times of Crisis: A Case of Partnerships and Networking with Schools by the Institute of Education at the University of Lisbon

    • Estela Costa, Monica Baptista, Nuno Dorotea

    Pages 211-224Open Access

16. Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity

    • Buthaina Ali Al Nuaimi, Hend Zainal, Francisco Marmolejo

    Pages 225-241Open Access

17. Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics

    • Kosaretsky Sergey, Likhatskikh Elena

    Pages 243-260Open Access

18. Community Building in Times of Pandemic: University Camilo José Cela, Spain

    • Miguel Ángel Pérez Nieto, Nieves Segovia Bonet, Ignacio Sell Trujillo, Carlota Tovar Pérez

    Pages 261-276Open Access

19. University-K-12 Collaboration During the Pandemic: The Case of Turkey

    • Derin Atay

    Pages 277-285Open Access

20. Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic

    • Carole G. Basile

    Pages 287-297Open Access

Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university.

The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems.

As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach.

• Open Access
• Higher Education Leadership
• educational innovation
• Leading learning during crises
• pandemic of 2020
• university teaching during COVID-19
• educational continuity
• online platforms for students and teachers
• Professional development
• Instructional resources
• socio-emotional support to students
• Organizational learning and innovation
• Engaging university students during COVID-19
• educational impact of the pandemic
• school system during the COVID-19 pandemic in Chile
• Elementary and Secondary Learning during COVID-19 in China
• basic and secondary education in Colombia during the pandemic
• distance learning for K12 education in Japan
• upper-secondary education during the pandemic
• University - K12 collaboration during the pandemic in Turkey

“The book’s main strength lies in the expertise of diverse contributors from various universities and private institutions. … The book will be of value to students, teachers, educational institutions, and policymakers who want to understand developments in education during and after the pandemic, and how universities were involved in it. This book reminds us that overcoming educational problems during the pandemic could not be achieved alone but required collaboration between all parties concerned in maintaining education in a crisis.” (Tanzilal Wanda Rizki, Educational Review, Vol. 74 (3), 2022) 

• Harvard Graduate School of Education, Harvard University, Cambridge, USA

  Fernando M. Reimers

• Qatar Foundation, Doha, Qatar

  Francisco J. Marmolejo

Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. An expert in the field of Global Education, his research and teaching focus on understanding how to educate children and youth so they can thrive in the 21^st century. He is a member of UNESCO’s high level commission on the Futures of Education.

Francisco C. Marmolejo is Higher Education President at Qatar Foundation (QF), where he leads QF’s support and coordination activities to the unique ecosystem of eight prestigious universities offering in Education City in Doha, Qatar, more than 70 undergraduate and graduate programs to students from 60 countries. Previously (2012-20), he worked at the World Bank, where he served as the Global Higher Education Coordinator, based in Washington, DC., and more recently as Lead Higher Education Specialist for India and South Asia, based in New Delhi. From 1995 to 2012, he served as founding Executive Director of the Consortium for North American Higher Education Collaboration, a network of more than 160 universities mainly from Canada, USA and Mexico, based at the University of Arizona, where he also worked as Assistant Vice President, Affiliated Researcher at the Center for the Study of Higher Education, and Affiliate Faculty at the Center for Latin American Studies. Previously, he has been American Council on Education Fellow at the University of Massachusetts, Academic Vice President of the University of the Americas in Mexico, and International Consultant at OECD in Paris. He has received honorary doctorate degrees from his Alma Mater, the University of San Luis Potosi, and the University of Guadalajara in Mexico.