The extraordinary session of the Global Education Meeting (2020 GEM) held on 22 October resulted in the 2020 GEM Declaration which commits to protecting education finance and identified priority actions to accelerate progress towards SDG4 in the context of COVID-19 and beyond.

UNESCO
More than 1.5 billion students and youth across the planet are affected by school and university closures due to the COVID-19 outbreak. On this page, please find some of the recommendations for higher education institutions to carry on with teaching and learning activities during this socio-economic, cultural and health crisis and also on how to address the future.

• Safe to learn during COVID-19: New recommendations released has issued a suite of support materials for governments and other stakeholders.
• UNESCO COVID-19 Education issue notes: UNESCO Education Sector’s issue notes cover key topics related to the COVID-19 education response. They provide evidence of good practices, practical tips and links to important reference to mitigate the short and longer term impact of school closures.
• UNESCO - Futures of Education Initiative publishes the report: “Protecting and Transforming Education for Shared Futures and Common Humanity A Joint Statement on the COVID‐19 Crisis”.
• IESALC published recommendations (in Spanish) for higher education institutions in relation to the COVID-19 health crisis and provides information from 13 councils of rectors and national associations of higher education institutions (HEI) in Latin America and the Caribbean, as well as 3 sub-regional networks, showing measures, plans or recommendations in the context of the COVID-19 pandemic.

SDG‐Education 2030 Steering Committee calls on all governments and partners to respect the policy recommendations in their response to COVID‐19.

World Bank published the policy paper "COVID-19 Crisis Response: Supporting tertiary education for continuity, adaptation, and innovation".

Giorgio Marinoni, IAU, and Hans de Wit, Boston College Center for International Higher Education, wrote an article published in University World News ‘A severe risk of growing inequality between universities’ based on the results of IAU’s Global Survey on the impact of COVID-19 on Higher Education. Hilligje van’t Land, IAU, coauthored the article "Universities must help shape the post-COVID-19 world" with Ira Harkavy (Netter Center for Community Partnerships, University of Pennsylvania), Sjur Bergan (Council of Europe) and Tony Gallagher (QUB, Belfast). The article argues that, a better post-COVID-19 world "requires democratic civic universities dedicated to producing knowledge and educating ethical, empathetic students for just and sustainable democratic societies" (18 April).

Brazilian Association for International Education (FAUBAI) regularly updates a COVID-19 repository that collects information at the national level on the progress of measures, recommendations and scientific advances to fight the pandemic.

Educause is a resource page created to help higher education institutions plan for possible campus disruption by COVID-19.

European Association for International Education (EAIE) shares set of recommendations on how higher education institutions can respond to COVID-19 and a document on how institutions can support students affected by coronavirus.

European Students’ Union, COVID-19 Position Paper- A multidimensional crisis that affects us all.

OECD has released Education Responses to COVID-19: Implementing a Way Forward. The paper proposes a framework and recommendations to help governments form and implement strategy for education responses to COVID-19.

Pakistan Higher Education Commission (HEC) has posted a Strategy for Gradual Reopening of HEIs. The document outlines a reopening plan that draws on strategies adopted by universities worldwide.

United States Centers for Disease Control and Prevention (CDC) - Colleges, Universities, and Higher Learning Plan, Prepare, and Respond.

United Nations - The UN Secretary-General Policy Brief ‘Education during COVID-19 and beyond’ was launched in August. It warns that the pandemic has created severe disruption in the world’s education systems in history and is threatening a loss of learning that may stretch beyond one generation of students. The Brief calls for national authorities and the international community to come together to place education at the forefront of recovery agendas and protect investment in education

UK Government Dept. of Education Higher education: reopening buildings and campuses

Universities UK portal on Coronavirus (COVID-19) - Information for universities.

The UK Department for Education has updated its Guidance for universities to help universities make campuses as safe as possible for students and staff as part of their wider COVID-secure measures.

The United States Agency for International Development (US AID) released in October 2020 Higher Education Response to COVID-19: A Landscape Map of USAID Partner Countries.

O.P. Jindal Global University and the Association of Indian Universities published a COVID-19 response Toolkit for Indian Higher Education Institutions: Institutional Resilience for academic planning and continuity.

Nationwide closures impact over 90% of the world’s student population. In this tab you will find information on how organizations monitor the impact of COVID-19 on the higher education community. A selection of survey reports on the impact of COVID-19 is also presented.


Select information of interest: IMPACT MONITORING BY ORGANIZATIONS - SURVEY REPORTS

IMPACT MONITORING BY ORGANIZATIONS

UNESCO

• Portal on COVID-19 Educational Disruption and Response to provide immediate support to countries as they work to minimize the educational disruption and facilitate the continuity of learning, especially for the most vulnerable.
• UNESCO Institute for Lifelong Learning (UIL) has published a UNESCO Covid-19 Education Response Issue note on Higher Education Institutions’ Engagement with the Community which aims to enhance higher education institutions’ engagement with local communities in the context of the pandemic and in its aftermath.
• The UNESCO Regional Office of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago) has published La educación en tiempos de la pandemia de COVID-19 (Education in the time of the COVID-19 Pandemic). It presents the diversity of measures implemented in the 33 countries of Latin America and the Caribbean during the pandemic.
• IESALC : In Nomember, the webcast Back to the future: Higher Education in the Post-Pandemic world, the Director of UNESCO IESALC addressed the current situation and the prospects for the future of Higher Education in the pandemic and post-pandemic world, analysing university closures’ main effects and impacts and hybridization between online and face-to-face classes.
• IESALC has released “COVID-19 y educación superior: De los efectos inmediatos al día después” (COVID-19 and higher education: Today and tomorrow) (version in Spanish and English). The report focuses primarily on the Latin American and Caribbean region, highlighting the immediate impacts of the pandemic on higher education, particularly on the most vulnerable students.
• Sistema de Información de Tendencias Educativas en América Latina has released a resource based on UNESCO’s inputs to the educational emergency produced by COVID-19. Its purpose is to systematize and disseminate the main responses that Latin American countries have given from their respective education sectors.
• International Institute for Educational Planning (IIEP-Buenos Aires) has made available Systematization of responses of Latin American education systems to the COVID-19 crisis.

World Bank traces in real time the closure of schools by country and proposes key resources to address the health crisis.

World Economic Forum analyses how COVID-19 has accelerated the digital transformation of higher education.

Council of Europe develops a special webpage on COVID-19 covering good practices from Member States, Council of Europe education standards and new and existing education resources.

Agence universitaire de la francophonie (AUF) produces a weekly update monitoring publications related to the pandemic from higher education and partners of the AUF; and also monitors the actions of its members and partners in response to COVID-19.

Asian Development Bank (ADB) has published Online Learning in Sri Lanka’s Higher Education Institutions during the COVID-19 Pandemic. It outlines lessons and opportunities to improve online learning modalities based on the experiences of Sri Lanka, presenting the the findings of three surveys.

Asociación Colombiana de Universidades (ASCUN) monitors the actions carried out by its member universities to alleviate the effects of COVID-19.

American Council on Education shares information and resources relating to COVID-19.

Association of African Universities (AAU) offers a resource page to help higher education institutions plan for possible campus disruption by COVID-19.

Association of International Educators (NAFSA) shares a Coronavirus Critical Resources document focus on international educators and students in United States of America.

Association of Pacific Rim Universities (APRU) has made available a web page including links to members’ websites stating their policies and the actions they are taking to face the current health crisis.

Association of Universities in the Netherlands shares updates on changes within universities and the higher education system in the Netherlands in relation to COVID-19.

Association for the Advancement of Sustainability in Higher Education reviews a list of resources on different topics of interest to the Higher Education community related to COVID-19. This document is intended to be a living document, so additions to the list are welcome.

Boston College Center for International Higher Education has published a Special Issue of its International Higher Education quarterly publication on the many challenges relating to the COVID-19 crisis. The publication includes 19 articles from around the world, including the article "The Impact of COVID-19 on Global Higher Education", co-written by Giorgio Marinoni (Internationalization Manager) and Hilligje van’t Land (Secretary General) of the IAU.

Council for Higher Education Accreditation (CHEA) shares COVID-19 resources for institutions and accreditors.

eLearning Africa and the EdTech Hub has published a report "The Effect of Covid-19 on Education in Africa and its Implications for the Use of Technology" which provides results of survey responses from over 1600 education and technology practitioners, experts, policy makers, administrators in Africa.

Erasmus Student Network develops various initiatives to assess the impact of COVID-19 on student exchange in Europe.

German Academic Exchange Service (DAAD) provides a comprehensive overview of the current state of COVID-19 research and expertise in the field of international higher education.

Inside Higher Ed envisions 15 Fall Scenarios for Higher education in a time of social distancing. The article is signed by Edward J. Maloney and Joshua Kim.

Lumina Foundation launches the publication COVID’s Lessons for Global Higher Education Coping with the Present while Building a More Equitable Future. The study offers a preliminary assessment of the impact of the COVID-19 pandemic on higher education throughout the world, with a special focus on racial justice and equity.

Organización de Estados Iberoamericanos has set up its platform COVID-19 Impact on Education, Science and Culture in Ibero-America.

Quality and Qualifications Ireland (QQI) (an Irish State agency) has released a report entitledA QQI Evaluation of the Impact of the COVID-19 Modifications to Teaching, Learning and Assessment in Further Education and Training (FET) and Higher Education (HE) in Ireland. The report provides an analysis of experiences reported by institutions in how they adapted their teaching and the measures they put in place in response to the COVID-19 pandemic.

University Affairs Canada is publishing regular updates on the situation facing Canada’s universities with regard to the COVID-19 pandemic.

Universities Canada shares information and resources from the government as well as links to how universities are creating solutions to operating in the context of COVID-19.

Universities South Africa (USAf) shares the messages that member universities are circulating amongst their campus communities.

SURVEY REPORTS

IAU is closely monitoring the various impacts of COVID-19 on the higher education community. In order to better do so, IAU has developed a first Global Survey on the impact of COVID-19 on Higher Education. The Survey Report is available here.

American Council on Education (ACE) shares the first monthly COVID-19 survey of college and university presidents, and a national survey administered to more than 2,000 currently enrolled U.S. college students.

German Academic Exchange Service (DAAD) released its first survey on the impact of the COVID-19 pandemic on German universities and international student mobility in Germany.

Educations.com has released statistics based on 7,400 responses to a recent survey on the impact of COVID-19 on study abroad.

Erasmus Student Network has published a report on the results of a survey of 22,000 international students in Europe regarding the impact of COVID-19 on their mobility experience.

European Association for International Education (EAIE) has published "Coping with COVID-19: International higher education in Europe", a report that offers some preliminary perspectives on the impact of the coronavirus on international education.

Institute of International Education (IIE) conducted a survey that shows the effects that travel restrictions related to the outbreak of COVID-19 are having on international student mobility, and released on 14 May 2020 the results of its second survey in the COVID-19 Snapshot Survey Series about the effects of COVID-19 on U.S. higher education institutions.

QS shares the International Student Survey: Global opportunities in the new higher education paradigm. This report focuses on students wishing to study in Europe.

US-based Healthy Minds Network which runs the Healthy Minds Study (HMS), in collaboration with the American College Health Association, developed a new set of survey items related to students’ experiences with the COVID-19 pandemic. The new survey items focus on students’ attitudes, concerns, preventive behaviours, and their perceived supportiveness of colleges and universities related to COVID-19. The resulting report “The Impact Of Covid-19 On College Student Well-Being” still, of course, reflects the early stage of the pandemic in the USA.

The IAU survey report on the impact of Covid-19 on higher education showed that one of the key challenges encountered by higher education institutions was the sudden shift to distance learning. This challenge comes with different dimensions, most particularly the technical infrastructure, the support tools to use for distance learning, assimilating online teaching pedagogies and finally how to organize and manage exams and student assessments from distance. IAU has made a selection of useful resources in order to respond to these challenges.

TOOLS, PLATFORMS AND SOFTWARE FOR DISTANCE LEARNING

UNESCO and the World Bank propose a useful list of digital learning management tools for computers as well as phones. Both lists are a rich set of different tools that can support the distance learning and it provides a quick overview of what is available:

• UNESCO: Distance learning solutions

• World Bank: Remote Learning, Distance Education and Online Learning: A Resource List

• Commission on Higher Education (CHED) launched an online portal containing free learning materials for students and educators in tertiary education.

DISTANCE LEARNING PLANNING AND PEDAGOGY

Moving from face-to-face to distance learning, is more than replicating face-to-face learning online, it is about understanding how to mobilize and best engage with the students, it is about generating a sense of community and collaboration and it is an opportunity to work differently and make use of different opportunities that face-to-face learning may not offer. It is not a judgement of one being better than the other, but rather an acknowledgement that there are different ways of maximizing the impact of face-to-face and distance learning. This section provides useful resources to support the shift to distance learning. It also list resources for blended learning as we believe that this current experience may lead to an increase of blended learning opportunities in the post pandemic world.

• Improve distance learning:

Watch the 1 hour webinar: How to Move Your Course Online Quickly and Effectively, by Dr. Stephen Murgatroyd, Chief Innovation Officer at Contact North, Canada. This webinar provides a succinct and useful overview of the different dimensions to consider when shifting to distance learning.

Contact North is proposing a series of webinars on different aspects of distance learning and they are available here.

Conference of Principals of Spanish Universities (CRUE) in collaboration with the distance learning universities UNED and UOC, has launched a portal with a series of recommendations and advice for planning and structuring teaching by distance (the portal is in Spanish).

Commonwealth of Learning (COL) has released “Guidelines on Distance Education during COVID-19” with policy advice and practical tips on the use of distance-education (DE) methods, tools and appropriate technology as a response to the COVID-19 crisis with the objective to assist stakeholders to use distance learning effectively.

Deaking University, Australia is offering a free online course: Transforming Digital Learning: Learning Design Meets Service Design. The course offered on the FutureLearn portal and it constitutes the first part out of 5 courses on Digital Learning, Design and Assessment (Estimated time required: 6 hours).

• Tools for blended learning:

In the transition towards a post pandemic world, it is likely that the distance learning experience will generate innovations in terms of teaching and learning. Below we present a selection of resources specifically related to blended learning, which is a combination of face-to-face and distance learning.

The European Maturity Model for Blended Education (EMBED), is a framework which can be used to assess conceptual or implementation issues regarding blended learning, teaching and education. It indicates which dimensions are relevant for lecturers and educators, but also institutions, policymakers and educational centres. It aims to help, inspire and guide anyone who wants to implement or improve blended learning in their institution. The model has been developed by KU Leuven, TU Delft, the University of Edinburgh, Dublin City University, Aarhus University and Tampere University of Applied Sciences and it coordinated by EADTU.

You can also enroll for the online course developed in relation to this project: Improve high-quality and mature blended learning practice in higher education (expected time required: 10 hours).

Blended learning for quality higher education: selected case studies on implementation from Asia-Pacific is an open access publication by the UNESCO Office in Bangkok, Thailand. It explores how leading institutions in Asia-Pacific build capacity through a holistic approach to drive, sustain and scale their blended learning practices. It is a compilation of case studies from a range of experienced higher education institutions in the Asia-Pacific region where they showcase promising practices and lessons learned. It serves as a sounding board for institutional leaders and policymakers to drive and support blended learning based on current and future needs.

Guide to Blended Learning by the Commonwealth of Learning (COL) is an introduction using technology and distance education teaching strategies with traditional, face-to-face classroom activities. This Guide has been designed to assist teachers adopt blended learning strategies through a step-by-step approach taking constructivist and design-based approach and reflecting on decisions taken to provide authentic learning experience in their own contexts. It provides a general discussion of types of blended learning in reference to the level of education, the needs of the students, and the subject being taught. This discussion and associated activities also review pedagogy, materials, and technology usage. Divided into eight chapters, each of these provides an overview video that triggers learning events for the teachers to focus and work on implementing blending learning.

ASSESSMENTS AND EXAMS BY DISTANCE

Report on Remote Assessment Procedures is published by CRUE. The main objective of the report is to offer a holistic report on remote assessment procedure options, which considers every facet of the process: methodological, regulatory (including data protection) and technological. It is useful to understand different options and possibilities.

Indiana University proposes a page with resources for assessments and final exams from distance. It includes examples for moving exams online as well as developing alternative assessment forms during this time of crisis.

This tab contains a selection of recent news on actions taken around the globe to respond to the current health crisis.

REGIONAL AND NATIONAL INITIATIVES

Select region of interest: Africa - Arab States - Asia and the Pacific - Europe - Latin America - North America

 Worldwide

October
How universities are changing in the wake of COVID-19.

15 October
Under-represented and unheard: Women in COVID-19 news.

10 October
US and UK universities hit by thousands of new COVID cases.

19 September
Students: the missing perspective on the COVID experience - Article by IAU.

16 August
COVID-19 obliterated Higher Ed’s Technical Status Quo. Will it last ?.


15 August
The future of digital assessment : COVID-19, short courses and beyond.


9 August
COVID-19 is widening inequality in higher education.


2 August
3 things COVID-19 will end in higher education.


8 August
How COVID-19 could change the higher education sector permanently.

 Africa


Universities South Africa organised a recent Higher Education in Africa webinar that was titled: COVID-19 and Africa’s Higher Education System: What is going on? The discussions concluded that Online learning is integral to the future of Higher Education.

• Guinea
  October
  The Guinean Ministry of Higher Education and Research has put in place a dedicated platform ECP (Espace de continuité pédagogique). The platform aims to assist students as they continue to study during the Covid-19 pandemic and is full of resources and tools designed to help students (in French).
• South Africa
  21 October
  Research in a pandemic: It’s all about trust
  9 October
  Covid-19: The impact on universities and how their business models need to flexible
  30 September
  International students wishing to return to SA to be subjected to Covid-19 testing.
  15 July
  The Department of Higher Education, Science and Innovation told the higher education committee on Tuesday that about R4-billion has been reallocated “towards COVID-19 activities”.
  
  
• Zimbabwe
  1 September
  Universities were unable to complete the 2019/2020 academic year by the end of August deadline set by Government, due to an increase in Covid-19 cases in July.
  21 July
  The Ministry of Higher and Tertiary Education has with immediate effect banned all face to face lectures at institutions of higher learning in light of the danger this poses to students and lecturers due to COVID-19.
  
  

 Arab States

• Iran
  13 October
  Schools and mosques closed in Tehran as COVID-19 infections rise
• Egypt
  21 July
  Egypt’s 2020/2021 university academic year will begin on 17 October, with the implementation of a "hybrid education" model aimed at reducing the density of students inside education halls, the Ministry of Higher Education and Scientific Research announced.
  
  
• Jordan
  16 August
  Higher Education Council reviews distance learning experience.
  
  

 Asia and the Pacific


17 October
US off bounds, Chennai students fly to European universities
18 July
Disaster preparedness would improve HE pandemic response.

• Japan
  1 September
  Education in Japan Beyond the Crisis of COVID-19: Leave No One Behind.
• India
  17 August
  Gujarat: Over 10-fold increase in higher education institutions conducting online classes.
  
  
• China
  12 August
  Five reasons why Chinese students may stop going to the United States for higher education.
  
  
• Bangladesh
  5 August
  COVID-19 boosts digitization of Higher Education in Bangladesh.
  
  
• New Zealand
  19 July
  Universities are calling for more details from the government so they can develop a quarantine model for foreign students. They hope to bring students into the country early next year and some want a trial quarantine system run later this year.
  
  

 Europe

• Albania
  2 November
  Albania universities go online due to pandemic.
• Switzerland
  22 October
  Schools, universities react to Covid case surge.
• Finland
  Resources for students made available by University of Helsinki.
  
  
• France
  30 October
  On 29 October, the French government laid down regulations so that higher education face to face classes do not take place; Higher education institutions stay open, but classes are given digitally, except for practical work.
  29 October
  The French Rectors Association (Conférence des Présidents d’Université (CPU) released a Statement warning that first year students will be particularly affected ’Lutte contre le covid19 : Pour le soutien à TOUS les étudiants’->/] and that there is a risk of dropout.
• Germany
  21 September
  DAAD Encourages German MFA to Facilitate Student Visa Application Procedures Amid COVID-19.
• Lithuania
  31 October
  Lithuanian universities to switch to online teaching.
• Switzerland
  28 October
  Swiss universities went back to distance learning from 2 November according to new anti-coronavirus measures announced by the government on 28 October.
• United Kingdom
  15 October
  Higher education: reopening buildings and campuses
  8 October
  [Poorest students will be hit hardest if universities move all teaching online, ministers warned >https://www.standard.co.uk/news/education/poorest-students-universities-online-a4566346.html]
  13 August
  UK university clearing set to be the busiest ever, experts warn.
  
  
• France
  5 October
  Epidémie de Covid-19 : restriction des capacités d’accueil des établissements d’enseignement supérieur
  18 September
  Virus clusters at French universities a worry for returning students
  2 September
  Covid-19 : l’ensemble des disciplines engagé dans la lutte contre le virus
  17 August
  Rentrée universitaire: priorité au présentiel.
  
  
• United Kingdom
  31 August
  With universities due to reopen for face to face teaching, the University and College Union (UCU), which represents lecturers and teachers, has said that the government is “encouraging a public health crisis” and has called for the government to tell universities to move all teaching online for the time being.

Universities Scotland has provided evidence to update the Scottish Parliament’s Education and Skills Committee on the impact of COVID-19 on the university sector. The evidence covers: the implications of the SQA examination cycle; international student enrolment; the financial impact the sector is facing; support received from the Scottish and UK Governments; the steps the sector is taking for the start of the new academic year; the SFC’s review of Sustainable and Coherent Provision and supporting student mental health.
12 August
Here’s how UK plans to handle quarantining students for COVID-19.
17 August
Future students won’t forgive Universities for poor learning technology.

 Latin America


The stark COVID-19 challenges HE faces in Latin America.

• Bahamas
  The Ministry of Education of Bahamas has made available to students a virtual learning portal due to the closure of schools in the context of the global COVID-19 pandemic.
  
  
• Brazil
  Researchers from the state universities of Paraná, the Federal University of Paraná (UFPR), the Pontifical Catholic University of Paraná (PUC-PR), Research Institutes and some universities in the state of São Paulo will participate in a genomics study, pioneering in Brazil and Latin America, on the clinical manifestations of COVID-19 in different types of patients. The study will begin in July and will be coordinated by the Cancer Research Institute (IPEC/Guarapuava), through the Genomics Network.
  
  
  17 August
  Brazilian Universities struggle to go online amid COVID denial.
  
  
• Colombia
  The Colombian Association of Universities, in response to the health emergency declared by the National Government, and the massive issuance of regulations aimed at mitigating the COVID-19, compiles and concentrates the national regulatory provisions with impact on the higher education sector and facilitate their consultation to partner institutions.
  
  
• Mexico
  The Federation of Private Mexican Higher Education Institutions (FIMPES) has published a Protocol for the Reopening of Higher Education Institutions.
  
  

 North America

• Canada
  11 October
  Canadian universities could lose millions, possibly billions due to coronavirus: StatCan.
  5 October
  Quebec Ministry of Education and Higher Education put in place new regulations in October to reinforce health measures. In higher education institutions, distance education wherever possible is recommended by the Ministry.
  18 July
  Universities scramble to maintain flow of international students.
  
  
• United States of America
  20 October
  Return of students to US colleges probably led to surge in Covid cases
  21 July
  In the past few weeks, a number of colleges and universities, particularly highly selective institutions, have announced that they will invite back to campus a fraction of their undergraduates this fall in an effort to lower campus density.
  15 July
  The Trump administration has U-turned on its new policy of forcing international students to attend classes in person or leave the United States, following mounting opposition from universities
  
  

This tab contains information on calls for application and webinars to support and learn how universities are addressing the challenges posed by the pandemic.


Select information of interest: OPEN CALLS - UPCOMING WEBINARS - RECORDINGS FROM PAST WEBINARS

OPEN CALLS

International Council for Open and Distance Education (ICDE) has launched the OER4Covid initiative which comprises a diverse group of almost 900 participants from 69 different countries. They are requesting help from educators to identify and prioritise local needs for open educational resources.

To access the survey, please follow the link.

Institute of Applied Linguistics (University of Warsaw) invites to take part in a research investigating how language and linguistics teachers/instructors and students/learners have been coping with the transition to remote instruction. The survey is anonymous and will solely serve scientific purposes. It should take no more than 25-38 minutes to complete; around 85% of the questions are of the quick multiple-choice type.

There are different versions of the questionnaire:

for Language Teachers
for Linguistics Instructors and TAs
for Language Learners
for Linguistics Students
for Educators in subjects other than language

QS Quacquarelli Symonds invites to take part in a new survey for university staff as part of its commitment to providing the higher education sector with data-driven insights.

To access the survey please follow this link.

UPCOMING WEBINARS

On November 20, 2020 at 12pm (Dublín time) the National University of Ireland in collaboration with the Irish Universities Association (IUA) will discuss On Good Authority: Perspectives on Institutional Governance in Irish Higher Education. Click here to register in advance for this webinar.

On November 25, 2020 at 9am (New York), 2pm (GMT+0) and 4pm (Johannesburg), University World News in partnership with Mastercard Foundation will be bringing together experts and practitioners across the world from the International Association of Universities, the Talloires Network of Engaged Universities and the Mastercard Foundation Scholars Program in an online webinar to discuss: How can universities improve their social impact? The speakers include: Hilligje van’t Land, Lorlene Hoyt and Maha Haidar Makki. You can register to participate here.

on 26 November at 10am to 12pm UTC IAU Secretary-General, Hilligje van’t Land, will participate in the Unesco IIEP International Institute of Educational Planning (UNESCO IIEP) strategic debate on Resilience in higher education - what lessons can we draw from COVID-19? on 26 November at 10am to 12pm UTC. The debate will examine what are the factors that foster resilience in higher education now and for the future. Speakers include: Hiligje van’t Land, Francisco Marmolejo, N.V. Varghese and Michaela Martin. Follow the event on Twitter with the hashtag #StrategicDebate [3] and @IIEP_UNESCO [4]. You can [register to participate here.[