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1.
In India, more than 276 million children and youth were out of school for extended periods since March 2020 due to school closures in response to COVID-19. A key challenge has been how to measure the impact of responses to continuity of learning both to ensure more effective responses in the event of further disruptions, but also to help the education community conceptualize more creative and effective approaches to learning, through blended and flexible approaches. This study reflects on the findings from a UNICEF survey targeting parents and adolescents across 6 states in India, and identifies lessons learned for addressing learning inequities during future school closures. We focus on measuring three key variables – access to technology, their utilization, and perceived learning for different profiles of children. As students began learning from home, technology access rates in households were initially used to determine the estimated maximum reach of different distance learning modalities during school closures. Beyond access, we find significant variations in adolescents’ use of technology for learning purposes and their perceptions of learning, linked to the type of remote learning modality, gender, location and type of school. We discuss the implications for government strategies and policies to ensure better utilization of technologies which are available in households and to address equity gaps in learning opportunities. 相似文献
2.
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout children’s time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes. 相似文献
3.
The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium. Using a 6-year panel, we find that students of the 2020 cohort experienced significant learning losses in three out of five tested subjects, with a decrease in school averages of mathematics scores of 0.17 standard deviations and Dutch scores (reading, writing, language) of 0.19 standard deviations as compared to previous cohorts. This finding holds when accounting for school characteristics, standardised tests in Grade 4 and school fixed effects. Given the large observed effect sizes, the effect of school closures appears to be a combination of lost learning progress and learning loss. Moreover, we observe that inequality both within schools and across schools rises by 7% for mathematics and 8% for Dutch. The learning losses are correlated with observed school characteristics, as schools with a more disadvantaged student population experience larger learning losses. 相似文献
4.
Marcela Pozas Verena Letzel-Alt 《Journal of Research in Special Educational Needs》2023,23(4):354-364
Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed. 相似文献
5.
新型冠状病毒肺炎疫情已对全世界大多数国家和地区造成不可估量的冲击和伤害，人类正步入
与新型冠状病毒肺炎疫情共存的后大流行时代。在抗击新型冠状病毒肺炎疫情的过程中，虽然多数国家和
地区采取了关闭学校等措施，但我们仍积累了统筹防控疫情、线上授课、国际合作等诸多“停课不停学”的相
关经验。与此同时，这一过程中也暴露出教师和学生对基于人工智能的线上教学以及人工智能在现场教学
中的应用等方面的诸多不适应，以及由此诱发的种种心理与社会问题。其根源在于适用于工业社会的制度
化学校教育系统本身的封闭性与知识训练模式。在后大流行时代，亟待反思教育的本质，确立儿童（学习
者）在教育生态系统中的主体地位，构建以促进人的身心健康与发展为核心的教育生态伦理观，建构基于智
能技术的智慧教育生态系统，建构线上教育与线下教育融合、学校-社会-家庭多元互动的社会化教育生态
系统，从根本上变革学与教的范式，形塑融合学习、创新与体验为一体的教育生态机制，同时，着力破解教育
生态不均衡难题，营造个体与区域均衡发展的教育生态系统。 相似文献
6.
Ayse Dilsad Yakut 《Journal of Research in Special Educational Needs》2021,21(4):345-354
The COVID-19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators’ teaching experiences and their perceptions about the impact of COVID-19 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID-19 outbreak. In addition, there was a difference in educators’ experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID-19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs. 相似文献
7.
This paper proposes a new reachability indicator to analyze the effectiveness of remote learning policies adopted by ministries of education in response to school closures caused by the COVID-19 pandemic. The indicator provides the share of students that can potentially be reached by remote learning policies given the availability of necessary household assets such as radios, televisions, computers and internet access. The results of this analysis outline the stark inequities in access to remote learning, suggesting that at a minimum, more than 30 % of schoolchildren globally cannot be reached by remote learning policies due to the high variation in access to assets for remote learning that exists within and between the world regions. The analysis finds that wealth and area of residence are key factors affecting the reachability of remote learning policies, suggesting that children who reside in rural areas and/or belong to the poorest households in their country are at the greatest risk of being left behind. 相似文献
8.
Dana C. McCoy Jorge Cuartas Jere Behrman Claudia Cappa Jody Heymann Florencia López Bóo Chunling Lu Abbie Raikes Linda Richter Alan Stein Günther Fink 《Child development》2021,92(5):e883-e899
Observational data collected prior to the pandemic (between 2004 and 2019) were used to simulate the potential consequences of early childhood care and education (ECCE) service closures on the estimated 167 million preprimary-age children in 196 countries who lost ECCE access between March 2020 and February 2021. COVID-19-related ECCE disruptions were estimated to result in 19.01 billion person-days of ECCE instruction lost, 10.75 million additional children falling “off track” in their early development, 14.18 million grades of learning lost by adolescence, and a present discounted value of USD 308.02 billion of earnings lost in adulthood. Further burdens associated with ongoing closures were also forecasted. Projected developmental and learning losses were concentrated in low- and lower middle-income countries, likely exacerbating long-standing global inequities. 相似文献
9.
Torsten Brinda 《Education and Information Technologies》2006,11(2):105-119
Discovery learning is very desirable not only in secondary education, because it prepares learners for life-long learning.
Within secondary Informatics education in Germany, pupils often acquire many concepts by learning to program. To be able to
model, to design and to evaluate own solutions, learners must acquire many details of a programming language and apply complex
software development environments. So a lot of time gets lost for important topics, like the working principles of Informatics
systems.
The research presented here focuses on learning by exploration instead. The basic idea is that before developing own (typically
small) solutions, learners explore medium size solutions by means of special learner-adequate Informatics systems, named exploration
modules (EMs) here. In this paper, the author presents important aspects of the development methodology of such software,
its application to the educational field of object-oriented modelling and shows how EM prototypes have successfully been included
in different learning scenarios of secondary Informatics education, Informatics teacher education, and in-service Informatics
teacher training within the academic years 2001 to 2004. 相似文献
10.
School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?
Fiona Carmichael Christian K. Darko Shireen Kanji Nicholas Vasilakos 《British Educational Research Journal》2022,48(4):640-664
School closures impact children's attainment adversely, but understanding the effects of closures on children's attainment in lower-income countries is still limited. Addressing this deficit, this study examines how past school closures have impacted children's educational attainment in Ethiopia. The study uses individual student-level data from the Young Lives School Survey and standardised test scores in mathematics and language recorded at the start and end of the school year to model children's attainment. Multiple regression with propensity score matching is used to analyse how attainment over the school year is impacted by school closures for a matched sub-sample of 4842 students. The effectiveness of additional classes to make up for lost learning is also evaluated. Past school closures have had a detrimental effect on attainment in mathematics, but not literacy. Extra classes, specifically those that families do not pay for, have helped children in the past to recuperate lost learning and could serve this function post-Covid-19. Inequalities in learning outcomes, measured by Gini coefficients in educational attainment, are widened by school closures. Applying these results to the extensive school closures under Covid-19 furthers our understanding of the likely effects on academic attainment and can inform policy to mitigate the impact. 相似文献
11.
Kim Janice H. Araya Mesele Hailu Belay Hagos Rose Pauline M. Woldehanna Tassew 《Early Childhood Education Journal》2021,49(5):855-867
Early Childhood Education Journal - Recent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early... 相似文献
12.
新冠疫情的持续蔓延对世界各国的教育系统产生了巨大影响,为了更好应对后疫情时代的教育及构建教育新形态,欧盟于2020年9月底发布了《数字教育行动计划(2021-2027年)》。该报告聚焦于在数字教育中运用数字技术开展教与学以及培养学习者的数字能力,明确了欧盟层面未来需要推进的“促进高性能的数字教育生态系统的发展”和“提高数字技能和能力以实现数字化转型”两大战略重点,并详细列出了十三项行动计划。通过解读该报告,可为我国教育信息化2.0规划背景下优质、高效的数字教育应用与发展,带来以下启示:应开展科学评估和顶层设计,优化我国数字教育生态;推动数字能力评估,提升全民数字能力;加大共享与协作,构建更为开放的教育服务生态体系等。 相似文献
13.
Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at the home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. This study aimed to understand how online classes had fared for the teachers and students in India. Besides, it tried to understand the users’ experience and the unique set of challenges that this mode of education brings.Four separate questionnaires were created for school students, school teachers, college students, and college professors. The questions inquired about various aspects of online classes such as setting up online education at home, knowledge transfer, comfort, evaluation, and future aspects. The questionnaires were circulated electronically as google forms. The responses were received from the teachers (school teachers and college professors considering all courses) and learners (school and college students considering all courses) of various educational institutions across the country. The data was compiled and the results were discussed in two ways, firstly, the perspectives of teaching versus the learning group and secondly, school versus college groups on online versus regular classes. Though online training/distance education is practiced for a long time, the research on the mentioned aspects was limited. This study is the first of its kind which reflects the merits and demerits of the new-normal online education from home in the compiled voice of teachers and learners group in India. The study addresses the participant’s compliments and grievances of online education compared to regular classes. This further enlightens how to improve the technologies to make them use more efficiently. Besides, this study gives a proper framework to modify or create educational policies, laws, and schemes to obtain equal access to resources for all. 相似文献
14.
Adam E. Wyse Eric M. Stickney David Butz Amanda Beckler Catherine N. Close 《Educational Measurement》2020,39(3):60-64
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020. 相似文献
15.
COVID-19 triggered mass innovation that grew flexible learning modalities and pathways that can be built upon in future sector plans to make education systems more resilient. These tools must be paired with investments in the people expected to use them and strengthened data systems. To ensure plans are rooted in ever-pressurised budgets, Education Ministers will increasingly need to turn to economic analysis. Expansion of partnerships will be necessary to secure greater and more innovative forms of finance but also affordable digital learning solutions. If these opportunities are seized alongside the disruption wrought by the pandemic, they can equalize opportunities and accelerate progress. 相似文献
16.
《Teaching and Teacher Education》2000,16(7):785-800
Central to the efforts of primary school reform in developing nations is the need for pupils to become more active, critical and creative learners and for primary schooling to enable all children to develop to their full potential. The question `learning for all?’ asked in the title emphasises the concern that, in developing countries, schooling and education for all do not necessarily translate in learning opportunities for all. The article discusses this idea. It is based on the assumption that takes universal quality basic education as an investment and a right and posits the necessity of micro-data in order to monitor children's learning opportunities. Examples from Mauritius are used to put forward some of the reasons impeding learning opportunities and equity inside classrooms and to highlight some of the discrepancies between policy rhetoric and the `reality’ of school. 相似文献
17.
PROSPECTS - COVID-19 confronts the education system with a new and massive crisis. What should a “new normal” look like for future generations? How can countries use the innovativeness... 相似文献
18.
Recent political, fiscal, and educational equity challenges require a renewed emphasis in our efforts to advocate for increased culturally and linguistically responsive education, making certain to further advance the accomplishments of the past four decades. The education of diverse exceptional learners is well established within the fields of special education and culturally and linguistically diverse education. However, drawing on several contemporary features that currently shape education in today’s schools, the authors examine the need for continued special education advocacy to ensure appropriate referral, assessment, and instruction of all culturally and linguistically diverse exceptional (CLDE) learners within the changing pre-K-postsecondary teaching and learning environments. Implications and recommendations for educator preparation at the pre and inservice levels are provided to guide the future development of teachers of CLDE learners. 相似文献
19.
Margrit Stamm Martin Viehhauser 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):415-435
EXCELLENCE AND EQUITY: APPLYING NEW PERSPECTIVES IN THE THEORY OF EDUCATION TO A TRADITIONALLY TENSE RELATIONSHIP – The majority of international assessments of school performance, as well as the international standards-based education reform focus on optimising the skills of children who perform poorly in school. This article, however, places the focus on the top?performers (“excellence”) and links this with the theory of equal opportunities (“equity”). The article follows two main lines of argument. The argument relating to the theory of education deems the achievement of equal opportunities and equity likely only if and when all children start from an equal position and are then allowed to develop unequally and appropriately, according to their individual talents. The second argument highlights the tense relationship between excellence and equity with regard to school children’s varying home backgrounds, and asks how intellectual potential can best be discovered and encouraged. At the same time, the article demonstrates that the concept of accelerated learning, in differentiating between individuals within homogenous groups of learners, opens up a number of interesting perspectives and can ultimately redress the tense relationship between excellence and equity. 相似文献
20.
Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years. 相似文献