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AUTHOR(S) He Wang; Yinghe Chen; Xiujie Yang (et al.)
AUTHOR(S) Dominique E. Uwizeyimana (et al.)
AUTHOR(S) Anna Boni; Laura Gregory
Faced with the crisis of the COVID-19 pandemic in March 2020, Saudi Arabia embarked on a journey to adapt the way in which schooling operated, enabling a continued education for children across the country. This was a unique journey, and one that will have lasting impacts on education in Saudi Arabia. The World Bank studied this journey in detail over the 2020–21 school year, as the pandemic was underway. This report compiles the results of this study and provides a comprehensive review of the experiences of digital and distance education in Saudi Arabia, along with an analysis of opportunities for future educational improvement. The study aimed to answer three main questions. Firstly, how well did Saudi Arabia provide for, and achieve, continued education of K–12 students during the COVID-19 pandemic? Secondly, what were the strengths of Saudi Arabia’s response to the COVID-19 pandemic in K–12 education? And finally, what are the opportunities for educational improvement following the digital and distance education experience?
AUTHOR(S) Chika Ueno; Shuichi Yamamoto
Pediatricians report that patients’ physical and psychological complaints increase after long periods of school closures in Japan, such as summer vacations. It has been reported that the number of children who commit suicide is greatest in September in Japan (1); therefore, the Japanese government has alerted pediatricians and parents to pay attention to subtle changes in children when they are due to return to school. Hence, long school closures seem to affect children’s physical and psychological status. This was a cross-sectional study conducted in July 2020, which enrolled students from all four public elementary schools in Miyaki-Machi, a suburban town in Saga prefecture, Japan. Parents received a letter describing the study and a questionnaire to be returned to the school by July 30 after completion. Participants were offered no financial incentive.
AUTHOR(S) Bayan Tarek Abou Ali; Nada Omar Saleh; Hussein Walid Mreydem (et al.)
AUTHOR(S) Bayu Rima Aditya; Andrisyah ; Asih NurIsmiatun (et al.)
AUTHOR(S) Akmal Silva Pratama; Eidelina Maghfirah; Faiz Ramadhan (et al.)
AUTHOR(S) Sabeerah Abdul-Majied; Zoyah Kinkead-Clark; Sheron C. Burns
AUTHOR(S) Lucia Rocío Camacho-Montaño; Alex Iranzo; Rosa María Martínez-Piédrola (et al.)
AUTHOR(S) Alejandro Almonacid-Fierro; Andrew Philominraj; Rodrigo Vargas-Vitoria (et al.)
AUTHOR(S) Stéphan Vincent-Lancrin; Cristóbal Cobo Romaní; Fernando Reimers
During the first wave of school closures during the COVID-19 pandemic, the OECD, the World Bank, the Global Education Innovation Initiative at Harvard University and HundrED joined forces to document a variety of examples of what education stakeholders did to allow academic learning to continue. This report brings together a collection of 45 case studies that were initially published on the OECD and World Bank websites between May 2020 and March 2021 (Part II). The “education continuity stories” describe specific solutions implemented by government, non-governmental organisation or companies to support teachers and learners. Many of these solutions had a strong technology dimension. These stories describe the proposed solution in terms of objectives and implementation, but also reflect on the challenges and success factors, the replicability of the initiative in other contexts, and the evidence of success that was gathered (at the time of initial publication). While most initiatives focus on primary and secondary education, they cover all levels of education, and illustrate innovations that have been undertaken around the world, in countries with different contexts, culture and levels of income.
AUTHOR(S) Jane Spiteri; Josephine Deguara; Tania Muscat (et al.)
While it is widely acknowledged that the COVID-19 pandemic has created disruptions in children’s learning trajectories, the literature suggests that there is little empirical research to support this claim. This rapid review of the literature was carried out to explore the impact of the COVID-19 pandemic on children’s learning, whether there has been a loss in learning during the COVID-19 pandemic, and if so, what recommendations can be made to mitigate these losses, now and in the future.
AUTHOR(S) Maryam Alharthi
AUTHOR(S) Sangha Lee; Sungju Kim; Sooyeon Suh (et al.)
This study aimed to examine whether the extended use of a variety of digital screen devices was associated with lower economic status and other environmental factors among Korean elementary school children and their caregivers during school closures precipitated by the coronavirus disease 2019 (COVID-19) pandemic. A total of 217 caregivers of children 7–12 years of age from Suwon, Korea, were recruited and asked to respond to a self-administered questionnaire in June 2020. The questionnaire addressed demographic information and children’s use of digital media, in addition to their caregivers. The t-test was used for continuous variables, and the Kruskal-Wallis test was used for variables measured on an interval scale. A multiple regression analyses were performed to examine the effects of significant correlative factors on screen time in children as predictors.
AUTHOR(S) Xiaodan Peng; Shunwei Liang; Lili Liu (et al.)
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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