Education

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Hanoar Haoved Ve Halomed
Hanoar Haoved Ve Halomed

Israeli Youth Movement
Israel

This prootocol deals with multiple scenarios in the daily life of youth Movements.: Outbreak of corona amongst members of the local branch ora diagnosis of corona during local activities, Infected member needing to be quarantined at the training farm or National Service, Improved regulations –possibility of national activity involving participants from different locations and others

The King David Schools
The King David Schools


South Africa

A Phased Approach to Resuming Schooling under COVID-19

Ipcha
Ipcha

The Jerusalem Educaional Administraion’s
Israel

In order to aid in the necessary, complex task of developing a school’s remote-learning model, we prepared a number of example models that combine selected goals from within the suggested list

Dr. Yochi Siman Tov, Riva Schechter and Rachel Moshe Avraham
Dr. Yochi Siman Tov, Riva Schechter and Rachel Moshe Avraham

Ministry of Education
Israel

"Not infrequently, we hear of cases where students and their teachers are required to quarantine in the home, following exposure to confirmed cases of the corona virus. It appears that we will be dealing with this situation for the foreseeable future. It engenders feelings of helplessness, a loss of control, and ongoing uncertainty, and as such is the cause of fears and worries. A direct and open conversation can be calming, gives security and provides a feeling that there is someone who can be relied upon. As is always the case, but especially now, it's very important to strengthen the connection between parents and their children, and to provide a feeling of safety and security as much as possible. Parents have a responsibility to explain the situation to their children and help them understand what is happening and the coping methods which they can use."

Mifras
Mifras

Educational Entrepreneurship Incubator
Israel

The Corona period has been an opportunity for many students, teachers, parents, members of society and community members to initiate and change their mindset and actions within the educational context. Case stories from the field were the initial base from which assumptions and components were extracted, from where the innovation and operating principles arose and were observed during this period. The picture that became clearer revealed perceptions and assumptions that are not new in their essence. The vast majority of the assumptions revealed have been part of the accepted educational innovation discourse in recent years. The major difference is that these new-old assumptions were now put into practice. There was now the possibility of putting into practice the massive words which we could only dream of in the past.

Dr. Yochi Siman Tov and Rachel Moshe Avraham
Dr. Yochi Siman Tov and Rachel Moshe Avraham

Ministry of Education
Israel

As efforts to prevent the spread of the Coronavirus and stop the chain of infection continue, we are on the verge of a new year that will look different from the usual and familiar. At the same time, it is necessary to be precise with guidelines for intervening in situations of risk in general, and in situations of suicide in particular, in order to more appropriately manage the correct intervention. It is important to note that the principles of intervention are generic guidelines and each individual scenario should be evaluated individually for optimal results.

Ipcha
Ipcha

The Jerusalem Educaional Administraion’s center for educaional renewal
Israel

It is still unclear how long our educational system will be required to operate remotely. Thus, due consideration must be afforded to how our schools may best respond to the new circumstances created by the Covid-19 pandemic.

Dr. Yochi Siman Tov and Rachel Moshe Avraham
Dr. Yochi Siman Tov and Rachel Moshe Avraham

Ministry of Education
Israel

During the ongoing COVID-19 crisis, as we continue to struggle with infection, there are situations where one or both parents are ill. In less severe situations, the patients are isolated at home or in a hotel, but when their condition is more serious, they may be hospitalized. In the most severe cases, they may be in intensive care, under anesthesia, on respirators, and/or at risk of death

Dr. Yochi Siman Tov and Rachel Moshe Avraham
Dr. Yochi Siman Tov and Rachel Moshe Avraham

Ministry of Education
Israel

This briefing discusses delivering difficult news to students when they cannot be gathered in person at the school and will be meeting virtually. In this case, it is recommended that parents will be the first people to deliver the difficult news to their children. Parents will receive directions (written and through a virtual meeting)1 on how to deliver difficult news in this context. Following students’ conversations with their parents, school staff will conduct a group virtual meeting with the students. It is important to choose a virtual platform that will make participants comfortable

Dr. Yochi Siman Tov and Rachel Moshe Avraham
Dr. Yochi Siman Tov and Rachel Moshe Avraham

Ministry of Education
Israel

This briefing deals with delivering difficult news to students when it is not possible to open schools and gather students together. Initially, students should receive such news from their parents, who will receive instructions for doing so1 (either in a letter or a virtual meeting). In the second stage, shortly after parents deliver the news, there should be a virtual meeting for all students in the class, using a technological platform that allows for as convenient a conversation as possible.