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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.
Stephen Bayley; Darge Wole Meshesha; Paul Ramchandani (et al.)
This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation, and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom.
Mary K. (Molly) Colvin; Jennifer Reesman; Tannahill Glen (et al.)
The coronavirus 19 (COVID-19) pandemic resulted in educational disruption of historic breadth and duration. The authors describe early studies and interim standardized assessment reports to highlight effects of educational disruption and present critical questions for neuropsychologists. A summary of pre-pandemic and interim literature was compiled, including analyses of national and local assessment data and preliminary studies on academic gains related to remote learning, educational and school services disruption, chronic absenteeism, and child and adolescent mental and physical health during 2020–2021. Ten major themes were identified in the early reports on impacts of educational disruption.
This report presents findings from the Survey of National Education Responses to COVID- 19, jointly conducted by UNESCO, UNICEF, the World Bank and OECD, and administered by the UNESCO Institute of Statistics and OECD. Three rounds of questionnaires have thus far been administered.1 This report focuses on responses to the survey’s more recent third round. All numbers presented and discussed in this report refer to the share of countries that responded to each relevant question in the survey. The number of countries that provided valid responses to the question are noted in each figure. Where relevant, countries that responded with ‘Don’t know’ or ‘Not applicable’, or countries with no response to any of the options or for a level of education, are excluded from the analysis. Caution is advised in generalizing the results represented in some figures as the countries that responded to this question cover less than 50 per cent of the total four- to 17-year-old population. These instances are noted under the respective figures. Detailed information on the country and student coverage of each figure, including by income group, is available in Annexes 1-3. In each country, the survey questionnaire was completed by the Ministry of Education officials responsible for education planning at the central or decentralized levels. The survey instrument was designed to capture de jure policy responses and perceptions from government officials on their effectiveness, providing a systematic understanding of deployed policies, practices and intentions to date.
Stephanie M. Jones; Rebecca Bailey; Sonya Temko (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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