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Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching.The rapid shift to distance education in schools can be conceptualised as 'emergency remote education' (ERE).Prior ERE research focused on bounded geographic locations where localised emergencies occurred.What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies.This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information.This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations.This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders.This provides researchers with a review of the field with identification of gaps and future research opportunities.Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies.The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. [ABSTRACT FROM AUTHOR]

The Korean government's policy toward art in schools and educational autonomy has recently undergone major directional changes, with the Ministry of Education (MOE) encouraging individual schools to find their own ways to become more self‐regenerating, especially by developing community partnerships through art. This recently published policy direction has the potential to challenge traditional school practice as it demands an initiative role of schools and the active involvement of teachers in building partnerships with local communities. Concerned about the impact of the new school art policy on practice, this article attempts to clarify the opportunities and challenges involved in the expected collaborative reform practice by examining the outcomes reported by pilot schools based on their first year of implementing the new school art policy. To this end, this article first identifies the distinctive aspects of the new policy from previous studies on school–community partnerships developed in Korea over the past decade. This is followed by an identification of practical issues and needs by reviewing the outcomes of recent survey results on the perceptions of teachers who participated in conventional school–community partnership programmes. These results will be compared to the problems found in the outcomes reported by pilot schools. Findings will be discussed to assess implications and provide suggestions. This contextual analysis of practitioners' responses to new art‐based collaborative reform practices developing in Korea may contribute to an expansion of international discussions about educational reform through art. [ABSTRACT FROM AUTHOR]

This chapter identifies directions for future ABE research and suggests how researchers and practitioners can enrich the field's knowledge base. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide explanatory elements of the geography of collaboration by testing various potential factors related to the partners' features (sector of activity, location, affiliation to a parent firm, etc.) and to the pair of regions involved in the partnership (economic and scientific endowment of regions and proximities that separate them). Based on a database collecting around 15,000 Science-Industry agreements signed in France between 1981 and 2006, we first realized a probit model that focus on the local dimension of science-industry collaborations on an inter-individual level. We then test a gravity model (sample selection model) in order to explain the probability and the intensity of interregional collaborations. El propósito de este artículo es aportar elementos que expliquen la geografía de la colaboración mediante el ensayo de varios factores potenciales relacionados con las características de los socios (sector de la actividad, localización, afiliación a una empresa matriz, etc.) y con el par de regiones involucradas en la sociedad (dotación económica y científica de las regiones y las proximidades que las separan). Mediante la utilización de una base de datos que incluye alrededor de 15.000 acuerdos de colaboración entre ciencia e industria firmados en Francia entre 1981 y 2006, establecemos en primer lugar un modelo probit que se centra en la dimensión local de las colaboraciones entre ciencia e industria a nivel inter-individual. A continuación, hacemos ensayos con un modelo de gravedad (modelo de selección muestral) para explicar la probabilidad y la intensidad de las colaboraciones interregionales. [ABSTRACT FROM AUTHOR]

Partnership working between institutions and organisations is currently commonly seen as providing solutions to meeting multiple, interrelated needs in areas of social policy including health, social welfare and education. This article examines and discusses the policy and practice of such collaboration in an educational context. Drawing on studies of state-funded interventions into 14-19 provision in England it offers insights into why and how schools, colleges and other organisations involved in education and training collaborate. It concludes that partnership is highly locally contingent. National policy on partnership working, which is itself not consistent, is strongly mediated by local contextual factors, institutional values and interests, personal missions and careers, pragmatic opportunism, ad-hocery and happenstance. The interplay of these factors is highly dynamic and changes over time. [ABSTRACT FROM AUTHOR]

This chapter explores issues surrounding the demise of the Interdisciplinary Master's in Education (IMED) program, which was delivered on the neighbor islands in the state of Hawai'i. The innovative program brought educational opportunities to remote areas of the state and was a partnership between the main campus in Honolulu and several community colleges. [ABSTRACT FROM AUTHOR]

This chapter revisits the partnerships described in this volume using the model outlined in Chapter One and introducing social and organizational capital as a largely ignored factor in the development and sustainability of partnerships. [ABSTRACT FROM AUTHOR]

This chapter discusses collaboration associated with four public policies at the federal and state levels to show how partnerships are encouraged and how they struggle. The chapter concludes with lessons learned about the complex intersection between policy and practice. [ABSTRACT FROM AUTHOR]

In 2007, the EU is celebrating both the 50th Anniversary of the Treaty of Rome and the 20 years of existence of its flagship programme, Erasmus, thus recalling that the EU is more than its economic, agricultural or monetary policies and that it develops also as a community of peoples. Education has a key role to play in this respect. This article provides an insight into how community cooperation in the field of education developed since its inception at the beginning of the 70s. It analyses more specifically how this cooperation and the one in the field of training evolved over the years, first in parallel and then in a more integrated manner, in particular from the 90s onwards, to form what is now a common platform to support lifelong leaning and the 2010 goals set by the Lisbon Strategy. [ABSTRACT FROM AUTHOR]