Embedding distance learning in secondary education

During the (partial) school closures resulting from the COVID-19 pandemic, schools gained experience with distance learning. Some schools wish to continue using distance learning as a teaching method to provide high-quality education to their students. To offer these schools legal certainty, a legislative framework is necessary.

The preliminary draft decree outlines a set of basic conditions and obligations for the organization of interactive distance learning. The Vlor largely supports these and emphasizes the following principles.

In the best interest of the student

To ensure equal educational opportunities, it is essential that students can always attend lessons at school. Guidance must always be guaranteed, both at home and at school. The social role of education must take priority when considering the proportion of distance learning versus in-person teaching.

Participation for broad support

Broad participation and engagement are necessary to make structural distance learning a sustainable success. Students, parents, and staff must be actively involved in discussions about the school’s distance learning policy.

Based on pedagogical considerations

The decision to use interactive distance learning must always be based on pedagogical and didactic reasons, not to compensate for structural staff shortages or infrastructure limitations.

Meeting the same quality standards as in-person teaching

The Reference Framework for Educational Quality applies equally to interactive distance learning as it does to in-person education. This requires a thoughtful and gradual implementation of interactive distance learning, as well as monitoring, evaluation, and adjustments at the school level.

The Vlor also highlights additional conditions for successful digitalization from previous advisory notes, and stresses the importance of further research into the requirements and effects of interactive distance learning.