An African proverb said, “It takes a village to raise a child”, it is indeed true and, in most cases, building children's care centers are started and initiated by communities. Take for example a Reggio Emilia (also known as one of the approaches in Early Childhood Education), a kindergarten was founded by a teacher and parents with the help of all local communities after the Second World War (reggiochildren.it, 2012). In some other cultural contexts, childcare and family programs are started from the needs coming within the societies, hence, it is crucial to strengthen the bonding of communities to make the betterment of our generations.

Children nowadays are common to start learning coding skills as early as kindergarten. Integration with a robot or game-based learning makes coding skills are possible to learn in this age stage. We do not talk about the complex algorithm in the codification of application development, at an early age, children learn about basic jump-logic in their language and math classes or other subjects. Through gaming, it is surely learning becoming more engaging and accommodating these skills.

Parenting during pandemic Covid is undeniably challenging, the roles of being parents and teachers at home have never been easy, but at some points, it can be fun and create more chances to bond with kids and other family members. To continue providing a conducive learning environment for kids as well as stay healthy physically and mentally (both, kids, and parents), parents and caregivers are encouraged to equip themselves with skills in mitigating and solving the parenting burnout. From knowing how to share roles with partners and family members, to further create fun and playful activities for less stress. Hence, we continue to help parents and caregivers together share their practices and tips to juggle parenthood during a pandemic.

Many studies in all levels of education have been discussing the terms and contexts of ‘learning gap’ and ‘learning loss’, and we decided to choose ‘learning gap’ as our topic in this webinar, as learning is not something that totally ‘loss’ there may appear gaps that need to be filled. Therefore, as we realize lower time children must pause their learning (at school) may contribute to the learning, especially in the context of accessibility due to facilities affordance to have studied at-home activities. We expect to learn more about how decision-makers formulate and implement an emergency policy in the education system to address these challenges and revive from the crisis.

Partnerships are built to make a stronger and wider impact on the system, this is also the education case. During pandemic Covid, schools run, and learning continues with the help of both government bodies and private sectors. We also know that partnerships have been there long before the crisis. Through several models of partnership, such as (and not limited to) education services delivery initiative, infrastructures, demand-sided financing program / co-fund program, training, and policy-strategy-and-support initiatives (ADB, 2017). Understanding how partnerships create a stronger and sustainable ecosystem, it is essential to get a broader understanding of its challenges and opportunities regarding this matter.

Sustainable Development Goals (SDGs) have been signed by some countries who agree to make an effort to achieve the goals for the betterment of the world. All sectors have been implementing sustainability procedures in their system and education, we have it as Education for Sustainable Development (ESD) program. Some teacher institutions offer teacher training to prepare ESD pedagogic and content-based competencies. In practice, ESD can be integrated into all levels of education by differentiating study cases and leveling up the skills (following the level of education). However, in Malaysia, one of the challenges was identified in the aspect of how parents and communities would also encourage sending their kids to join the program. Hence, this session will share the policy implementation of pushing ESD implementation in all levels of education in Malaysia.

Talking about inclusivity and diversity have always been a relevant case in most of the cultural contexts. Malaysia has rich cultural values and norms have been putting a lot of attention to focus in promoting inclusivity within the society, by acknowledging and embracing the diversities. From understanding cultural differences, accommodating students with various needs, and mastering intercultural competencies to create peace in society. This session aims to discuss how far the inclusive practices have been promoted and implemented in the education ecosystem and society in general and what have been the challenges throughout the process.

We know that transformation happens not only from a top-down approach but also from a bottom-up approach, and here we notice the role of volunteerism activities that have created breakthroughs in our societies. Revolutions happen when society has their voices heard and has the willingness to give their energy and time working together to solve the problems. People who get involved in volunteerism show their devotion toward social, educational, and environmental matters that they care about. This movement has been transforming too from non-digital to digital volunteerism. This also creates borderless movement and expands its impacts. Therefore, it is considered essential to bring this phenomenon to the table and amplify the work of volunteers to create a better life.

School is a safe place for children to grow, make mistakes, and learn. However, sometimes unexpected things happen and create harm in children’s physical and mental well-being, like bullying and domestic violence. Teachers and parents should work together to create a safe place for everyone, through openness, transparency, and supportive environments. We may wonder what kind of violence may happen at schools and how the school’s board and government at local and national levels address this issue?. This session will open a room to discuss this matter to better understand and educate ourselves about domestic violence at school.