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 21st century. He is a member of UNESCO’s high level commission on the Futures of Education.

• Learning from a pandemic.The impact of COVID-19 on education around the world.- Experiences with risk-management and remote learning during the COVID-19 pandemic in Brazil: crises, destitutions, and (possible) resolutions.- The fragility of the school-in-pandemic in Chile.- Experiences of moving quickly to distance teaching and learning at all levels of education in Finland.- Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How did the Government and Schools Take Initiative?.- COVID-19 and post-pandemic educational policies in Mexico. What is at stake?.- Homeschooling in Norway during the Pandemic - Digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school.- The Portuguese educational policy to ensure equity in learning in times of crises.- General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned.- Science, Social Responsibility, and Education: TheExperience of Singapore During the COVID-19 Pandemic.-  The Spanish Response to The Covid-19 Pandemic: From joint governance to Lack of governance.- The Impact of COVID-19 on a Fragile Education System: The Case of South Africa.- COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning.- Ambitious and sustainable post-pandemic workplace design for teachers: A portrait of the Arizona teacher workforce.- Education In the Time Of COVID-19 In France, Ireland, The United Kingdom and The United States: Nature and Impact of Remote Learning.- The Unequal Impacts of COVID-19 on Student Learning.- Conclusions and Implications.

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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 21st century. He is a member of UNESCO’s high level commission on the Futures of Education.

• Learning from a pandemic.The impact of COVID-19 on education around the world.- Experiences with risk-management and remote learning during the COVID-19 pandemic in Brazil: crises, destitutions, and (possible) resolutions.- The fragility of the school-in-pandemic in Chile.- Experiences of moving quickly to distance teaching and learning at all levels of education in Finland.- Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How did the Government and Schools Take Initiative?.- COVID-19 and post-pandemic educational policies in Mexico. What is at stake?.- Homeschooling in Norway during the Pandemic - Digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school.- The Portuguese educational policy to ensure equity in learning in times of crises.- General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned.- Science, Social Responsibility, and Education: TheExperience of Singapore During the COVID-19 Pandemic.-  The Spanish Response to The Covid-19 Pandemic: From joint governance to Lack of governance.- The Impact of COVID-19 on a Fragile Education System: The Case of South Africa.- COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning.- Ambitious and sustainable post-pandemic workplace design for teachers: A portrait of the Arizona teacher workforce.- Education In the Time Of COVID-19 In France, Ireland, The United Kingdom and The United States: Nature and Impact of Remote Learning.- The Unequal Impacts of COVID-19 on Student Learning.- Conclusions and Implications.

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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 21st century. He is a member of UNESCO’s high level commission on the Futures of Education.

• Learning from a pandemic.The impact of COVID-19 on education around the world.- Experiences with risk-management and remote learning during the COVID-19 pandemic in Brazil: crises, destitutions, and (possible) resolutions.- The fragility of the school-in-pandemic in Chile.- Experiences of moving quickly to distance teaching and learning at all levels of education in Finland.- Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How did the Government and Schools Take Initiative?.- COVID-19 and post-pandemic educational policies in Mexico. What is at stake?.- Homeschooling in Norway during the Pandemic - Digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school.- The Portuguese educational policy to ensure equity in learning in times of crises.- General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned.- Science, Social Responsibility, and Education: TheExperience of Singapore During the COVID-19 Pandemic.-  The Spanish Response to The Covid-19 Pandemic: From joint governance to Lack of governance.- The Impact of COVID-19 on a Fragile Education System: The Case of South Africa.- COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning.- Ambitious and sustainable post-pandemic workplace design for teachers: A portrait of the Arizona teacher workforce.- Education In the Time Of COVID-19 In France, Ireland, The United Kingdom and The United States: Nature and Impact of Remote Learning.- The Unequal Impacts of COVID-19 on Student Learning.- Conclusions and Implications.

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