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AUTHOR(S) Mwada Jallul; Nada Elgriwb; Farag I Eltaib (et al.)
AUTHOR(S) Peter F. de Jong; Bieke G. M. Schreurs; Marjolein Zee
AUTHOR(S) Pitchsinee Oimpitiwong
This paper investigates students' online learning experience during COVID-19, specifically aiming to identify points of improvement within the current distance-learning infrastructure in Thailand. The research consolidates students ’opinions toward online learning, their ease in adapting to the new learning environment, which depends not only on each student's learning style but also on their teachers as well as social and economic factors. Identifying the advantages and disadvantages of learning from home, the research presents students' needs and suggestions for improvement. As such, this work may guide future adjustments to online learning.
The introduction of technology into education has never – alone – solved the problems that education faces. Yet processes of digitalisation have transformed education – and will continue to do so – in ways that are complex, evolving, and deeply unequal. Despite resurgent interest in technology in education policy, planning and practice, as well as in research, many areas that are critical to understanding the digitalisation of education remain under-studied, and the evidence that does exist remains under-shared. This multi-disciplinary publication brings together 24 contributions presented in digestible format across six themes. The publication resulted from a Policy Dialogue convened by NORRAG in partnership with the United Nations Special Rapporteur on the Right to Education. Over 20 experts who took part in the expert consultation process contributed to this publication, which aims to surface and amplify under-represented expertise about the digitalisation of education.
We are in a learning crisis. To give young people the best chance to succeed, we need to support them holistically. The first step is to identify where children and youth are in building the range of skills they need, monitor progress in their development and ensure no child or young person is left behind. The Recovering Learning report published jointly by UNICEF and the Education Commission, and supported by Generation Unlimited, contributes to these efforts by providing a comprehensive view of skills attainment among children and youth. The report highlights the need to improve tracking progress in skills development, especially in light of the global priority to recover education in response to COVID-related disruptions. To succeed in the global commitment to support the holistic development of children and young people, we need better and more inclusive data to recover and reimagine our education system RAPID-ly. We also need to mobilize increased and improved investment in education to finance transformation, including through innovative instruments.
AUTHOR(S) Kerem Coskun; Cihan Kara
AUTHOR(S) Philip F. Y. Thulla; Samba Moriba; Dickson Adom (et al.)
AUTHOR(S) Burcu Ünlütabak; İlayda Velioğlu
AUTHOR(S) Jack Iván Vidal Chica; Efstathios Stefos; Raquel Gilar Corbi (et al.)
AUTHOR(S) Cunqi Han; Liqun Liu; Siyu Chen
AUTHOR(S) Xiao Yu; Yinghe Chen; Chunliang Yang (et al.)
COVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home. The primary purpose of the present study was to investigate how parental involvement contribute to children's academic achievement during school closure. Children's academic achievement before (T1) and after school closure (T3), parental involvement (T2) and children's learning engagement (T2) during school closure were measured.
AUTHOR(S) Tian Yang; Ye Zhang
During the COVID-19 pandemic, Cambodia had one of the longest periods of school closure in the region with face-to-face education suspended for more than half of the official school calendar over the years 2020 and 2021. It led to substantial learning gaps among students of all grades. To address those, significant investments are now needed in remedial education in the country. To contribute to this effort and to collect more evidence on how to address these learning gaps, World Vision International Cambodia piloted the Catch-Up Learning project in April and May 2022. The present report presents the key learnings from this pilot project and includes recommendations on how to better respond to the COVID-19 learning crisis in Cambodia.
AUTHOR(S) M. Niaz Asadullah; Anindita Bhattacharjee
AUTHOR(S) Angelia Repal; Syarifuddin Dolla; Sudirman Maca
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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