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Remote Learning during the Global School Lockdown: Multi-Country Lessons

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Bibliographic Details
Title: Remote Learning during the Global School Lockdown: Multi-Country Lessons
Language: English
Authors: Barron Rodriguez, Maria, Cobo, Cristobal, Muñoz-Najar, Alberto, Sánchez Ciarrusta, Iñaki, World Bank
Source: World Bank. 2020.
Availability: World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Peer Reviewed: N
Page Count: 124
Publication Date: 2020
Sponsoring Agency: Global Partnership for Education (GPE)
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: School Closing, Distance Education, Online Courses, Educational Technology, Technology Uses in Education, COVID-19, Pandemics, Elementary Secondary Education, World Problems, Program Effectiveness, Blended Learning, Synchronous Communication, Asynchronous Communication, Cultural Differences, Foreign Countries, Partnerships in Education, Curriculum Development, Socioeconomic Influences, Barriers, Supply and Demand, Access to Computers, Faculty Development, Family School Relationship, Student School Relationship, Interpersonal Communication, Teacher Effectiveness, At Risk Students, Socioeconomic Status, Educational Policy, Inclusion, Coping, Achievement Gains, Progress Monitoring, Remedial Instruction
Geographic Terms: Asia, Europe, Middle East, Latin America, Caribbean, Africa
Abstract: The COVID-19 pandemic is severely affecting education systems across the world. While schools are closed (or partially closed), simulations across different countries suggest that learning gains previously achieved by students will be partly lost. Children from disadvantaged backgrounds have suffered these shocks even more and can be at a higher risk of dropping out of school. To better understand the effects of these shocks, as well as to analyze the perceived effectiveness of remote learning solutions, this qualitative exploratory study synthesizes the main national education actions deployed by a group of selected countries to mitigate learning losses. It includes three main sections that have been organized in a chronological order within this report: the first one, "What can we learn from education emergency responses in low- and middle-income countries?" analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May, 2020. The second section, "Is remote learning perceived as effective? An in-depth analysis across five countries" discusses the main national education responses deployed by Brazil, Kenya, Nigeria, Sierra Leone, and Peru, as well as the perceived effectiveness of these strategies conducted from May until August, 2020. The third section, "What works with remote and remedial strategies? an analysis across 13 countries" builds on key lessons learned during the analysis of the five multi-country experiences and presents global trends of remote learning implemented during school closures and the actions governments adopted to get ready for remedial learning, conducted from August until December 2020. The countries prioritized for the third section are IDA borrowing countries of which six are low-income countries: Afghanistan, Haiti, Malawi, Mozambique, Niger, and Rwanda; and five are lower-middle-income countries: Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Additionally, two high-income countries, Estonia and Uruguay, have been included in the report. [For a related report, "Remote Learning during COVID-19: Lessons from Today, Principles for Tomorrow," see ED619430.]
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED619477
Database: ERIC
Description
Abstract:The COVID-19 pandemic is severely affecting education systems across the world. While schools are closed (or partially closed), simulations across different countries suggest that learning gains previously achieved by students will be partly lost. Children from disadvantaged backgrounds have suffered these shocks even more and can be at a higher risk of dropping out of school. To better understand the effects of these shocks, as well as to analyze the perceived effectiveness of remote learning solutions, this qualitative exploratory study synthesizes the main national education actions deployed by a group of selected countries to mitigate learning losses. It includes three main sections that have been organized in a chronological order within this report: the first one, "What can we learn from education emergency responses in low- and middle-income countries?" analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May, 2020. The second section, "Is remote learning perceived as effective? An in-depth analysis across five countries" discusses the main national education responses deployed by Brazil, Kenya, Nigeria, Sierra Leone, and Peru, as well as the perceived effectiveness of these strategies conducted from May until August, 2020. The third section, "What works with remote and remedial strategies? an analysis across 13 countries" builds on key lessons learned during the analysis of the five multi-country experiences and presents global trends of remote learning implemented during school closures and the actions governments adopted to get ready for remedial learning, conducted from August until December 2020. The countries prioritized for the third section are IDA borrowing countries of which six are low-income countries: Afghanistan, Haiti, Malawi, Mozambique, Niger, and Rwanda; and five are lower-middle-income countries: Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Additionally, two high-income countries, Estonia and Uruguay, have been included in the report. [For a related report, "Remote Learning during COVID-19: Lessons from Today, Principles for Tomorrow," see ED619430.]