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Remote Learning During the Global School Lockdown : Multi-Country Lessons (英语)

This study 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.

详细

  • 作者

    Barron Rodriguez,Maria Rebeca, Cobo Romani,Juan Cristobal, Munoz-Najar,Alberto, Sanchez Ciarrusta,Inaki Alejandro

  • 文件日期

    2022/03/30

  • 文件类型

    报告

  • 报告号

    162391

  • 卷号

    1

  • Total Volume(s)

    2

  • 国家

    世界,

  • 地区

    世界区域,

  • 发布日期

    2022/03/30

  • Disclosure Status

    Disclosed

  • 文件名称

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

  • 关键词

    IS Building; access to the internet; dropping out of school; pedagogical support to teacher; learning program; information in table; school closure; education systems; human resource development; education delivery system; barriers to inclusion; concern for equity; lower secondary school; primary school teacher; loss of knowledge; data collection process; feedback from teacher; interaction between teacher; faculty of education; access to computer; distance learning program; gross national income; Innovation in Education; measure of use; school feeding program; education expert; third section; emergency response; secondary sources; national strategy; school year; learning experience; learning tool; effective strategy; service commission; Education Technology; several years; household access; teacher support; core subject; learning plan; Basic Education; student population; communication strategy; learning initiative; female teacher; digital technology; education strategy; polytechnic institute; disadvantaged backgrounds; professional development; take time; radio program; self-directed learning; Learning and Innovation Credit; learning strategy; school budget; global trend; instant messaging; contextual factor; learning material; Continuous Learning; reporting system; basic equipment; income grouping; block grant; administrative effort; direct teaching; computer technology; lesson plan; supply side; learning process; monitoring process; internet connectivity; native language; non-profit organization; new way; student work; education department; learning objective; sign language; learning development; cognitive competency; mobile penetration; physical exhaustion; remedial teaching; learning activity; time allocation; self-study material; vulnerable child; rural area; teaching resource; mobile network; further education; radio instruction; school-age child; student school; negative effect; educational content; technological infrastructure; early grade; modal approach; learning improvement; economic recession; educational support; disadvantaged child; household income; asset index; Child development; phone call; International Phone Call; asian countries; toilet facility; help child; digital channel; remote school; online platform; marginalized communities; child education; educational level; class size; curriculum monitoring; monitoring progress; emergency action; adjustment effort; high-stakes examination; catch-up strategy; assessment program; diagnostic assessment; learning approach; learning curriculum; calendar year; several countries; class time; foundational competency; education process; digital resource; Formative Assessment; summative assessment; teacher union; budget constraint; opportunity cost; school dropout; educational research; selection criterion; online resources; non-governmental organization; student learning; emergency education; research study; conceptual approach; time constraint; basic skill; achievement gap; remote systems; global education; Borrowing Countries; school broadcasting; educational method; qualitative research; teacher performance; holistic approach; effective teacher; support system; field operations; Online Learning; student engagement; academic supervision; subsidiary right; qualitative study; chronological order; school support; commercial purpose; study including; government relation; noncommercial purposes; Teachers

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