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AUTHOR(S) Verena Letzel; Marcela Pozas; Kris-Stephen Besa
AUTHOR(S) Qudsia Umaira Khan; Amna Nadeem; Muallah (et al.)
WHO recognized COVID-19 a pandemic on March 12, 2020 and National Health Commission officially declared it as a Class-B infectious disease. The technological advancements enabled the teaching staffs to keep their students involved during this period of COVID-19 pandemic. Online classes become the efficient medium to learn by staying at home. To find out the challenges faced by mothers during online learning in order to devise a systematic plan for smooth and effective learning in case of another crises like COVID-19. It was a cross sectional study carried out at CMH LMC&IOD , in which a user-defined questionnaire was introduced to the participants which were mothers of school going children from all over the city. The questionnaire got 161 responses in total, but two were incomplete so 159 were considered while doing the analysis. The results were analyzed using SPSS25.
AUTHOR(S) Ahlam A. Alghamdi
AUTHOR(S) Vasilia Christidou; Fotini Bonoti; Pinelopi Papadopoulou (et al.)
AUTHOR(S) Alfi Nurfita Chasanah; Yuniasih Purwanti
AUTHOR(S) Ahmed Ali Alhazmi
AUTHOR(S) Annemie Grobler
AUTHOR(S) S. Rathikaa; C. S. Nivedha
AUTHOR(S) Gabrielle Oliveira; Marisa Segel
AUTHOR(S) Sayibu Abdul Badi
AUTHOR(S) Nicole Dulieu; Silvia Arlini; Mya Gordon
AUTHOR(S) Nicola Jones; Kate Pincock; Silvia Guglielmi (et al.)
The aim of this case study is to present information on national or government-led distance learning programmes in response to the disruption caused by the COVID-19 pandemic. It is hoped that this will enable reflection on the policy responses and their effectiveness in minimizing disruption and learning loss, enabling the continuity and quality of learning, and maintaining inclusion and equity.
The COVID-19 pandemic has disrupted education for approximately 1.2 billion students across the Asia-Pacific, and forced the closure of many schools, precipitating a transition towards remote learning, albeit with uneven access and quality, and threatening to deepen the ‘learning crisis’ that already existed, particularly for the most vulnerable learners. As education systems in the Asia-Pacific seek to recover the learning loss due to the pandemic and address the broader learning crisis, it is incumbent on governments to identify appropriate recovery strategies in the short term. Also, governments need to support education system transformation so that all learners reach minimum proficiency in numeracy and literacy and acquire competencies needed to fulfil their potential –personal, social and economic. Learning recovery strategies will differ across the region, not the least because schools were fully or partially closed1for different lengths of time -for example, India (82 weeks), Indonesia (77 weeks), and Bangladesh (73 weeks). Other countries saw shorter closures, such as: Vanuatu (4 weeks), Papua New Guinea (6 weeks), and the Solomon Islands (7 weeks).
Teachers are the most important actors in improving students’ learning outcomes and thus in addressing a learning crisis in the region. Moreover, the unprecedented and extensive school closures caused by the COVID-19 pandemic have affected about 43 million teachers in school education in the Asia-Pacific region. These teachers were at risk of losing their jobs due to budget cuts, they had to address the new challenge of teaching remotely, as well as worrying about their own and their families’ health and well-being. Throughout the school closures, teachers continued to teach under extremely fluid and trying conditions: increased workloads, having to use new and unfamiliar technologies without adequate training, experiencing a lack of materials for online instruction, high levels of physical and mental stress, and insufficient support.
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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