11 │ RECOMMENDATIONS Distance learning in basic and upper secondary schools in the Czech Republic 60 11 RECOMMENDATIONS Recommendations for schools A) Schools that have not yet followed the Methodological Recommendation of the Ministry of Education, Youth and Sports for Distance Learning: ■ Become acquainted with the Methodological Recommendation for Distance Learning in its applicable wording. ■ To the maximum extent possible, take this Recommendation into account in the preparation, organisation and implementation of distance learning and in the evaluation of pupils during distance learning. B) Schools that have drawn inspiration from the Methodological Recommendation of the Ministry of Education, Youth and Sports for Distance Learning: ■ Appropriately reflect on everything that does not work – it is very likely that problems signal a dysfunction and need for change. In general, it may concern: settings and organisation, teaching methods, educational content, shortcomings in communication within the school or between the school and parents, omitting some dimensions of the development of pupils, but also teachers (such as social contact, sharing experience, etc.), evaluation and provision of feedback. ■ Plan gradual changes in education for the next period. Schooling will not return completely unchanged to the period before the Covid-19 pandemic; some changes will persist and prevail over time. For this reason, it is important to move smoothly towards such changes. This can mean, for example: reduction of educational content, use of effective cognitive activation of pupils, changes in ongoing evaluation, changes in final evaluation. Recommendations for statutory authorities ■ Be intensely interested in the implementation of distance learning, in the problems that the school encounters in distance learning, and in the needs of both the school principal and teachers in order to support the quality of distance learning. ■ If low quality of distance learning due to low pupil involvement in learning is identified or if such learning is commenced later, pay increased attention to improving the level of management of such schools. ■ Support school managements in one of the most difficult situations faced by schools, especially in those areas identified by school managements. ■ Do not be satisfied with the existing digital equipment of schools but enable schools to further develop by supporting the improvement of technical equipment. ■ Enable schools to create optimal material conditions for the education of all their pupils.