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

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 educatio...

Full description

Bibliographic Details
Main Authors:	Barron Rodriguez, Maria, Cobo, Cristobal, Munoz-Najar, Alberto, Sanchez Ciarrusta, Inaki
Format:	Report
Language:	English
Published:	World Bank, Washington, DC 2021
Subjects:	INCLUSIVE EDUCATION CURRICULUM TEACHER TRAINING LEARNING LOSS EMERGENCY RESPONSE LEARNING RECOVERY REMOTE LEARNING DIGITAL PLATFORMS CORONAVIRUS COVID-19 PANDEMIC RESPONSE DISTANCE EDUCATION TEACHER SUPPORT SCHOOL CLOSURE
Online Access:	http://documents.worldbank.org/curated/en/668741627975171644/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons http://hdl.handle.net/10986/36141

id	okr-10986-36141
recordtype	oai_dc
spelling	okr-10986-361412021-08-17T05:10:55Z Remote Learning During the Global School Lockdown : Multi-Country Lessons Barron Rodriguez, Maria Cobo, Cristobal Munoz-Najar, Alberto Sanchez Ciarrusta, Inaki INCLUSIVE EDUCATION CURRICULUM TEACHER TRAINING LEARNING LOSS EMERGENCY RESPONSE LEARNING RECOVERY REMOTE LEARNING DIGITAL PLATFORMS CORONAVIRUS COVID-19 PANDEMIC RESPONSE DISTANCE EDUCATION TEACHER SUPPORT SCHOOL CLOSURE 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. 2021-08-16T20:44:05Z 2021-08-16T20:44:05Z 2021-08-05 Report http://documents.worldbank.org/curated/en/668741627975171644/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons http://hdl.handle.net/10986/36141 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work Economic & Sector Work :: Other Education Study
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	INCLUSIVE EDUCATION CURRICULUM TEACHER TRAINING LEARNING LOSS EMERGENCY RESPONSE LEARNING RECOVERY REMOTE LEARNING DIGITAL PLATFORMS CORONAVIRUS COVID-19 PANDEMIC RESPONSE DISTANCE EDUCATION TEACHER SUPPORT SCHOOL CLOSURE
spellingShingle	INCLUSIVE EDUCATION CURRICULUM TEACHER TRAINING LEARNING LOSS EMERGENCY RESPONSE LEARNING RECOVERY REMOTE LEARNING DIGITAL PLATFORMS CORONAVIRUS COVID-19 PANDEMIC RESPONSE DISTANCE EDUCATION TEACHER SUPPORT SCHOOL CLOSURE Barron Rodriguez, Maria Cobo, Cristobal Munoz-Najar, Alberto Sanchez Ciarrusta, Inaki Remote Learning During the Global School Lockdown : Multi-Country Lessons
description	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.
format	Report
author	Barron Rodriguez, Maria Cobo, Cristobal Munoz-Najar, Alberto Sanchez Ciarrusta, Inaki
author_facet	Barron Rodriguez, Maria Cobo, Cristobal Munoz-Najar, Alberto Sanchez Ciarrusta, Inaki
author_sort	Barron Rodriguez, Maria
title	Remote Learning During the Global School Lockdown : Multi-Country Lessons
title_short	Remote Learning During the Global School Lockdown : Multi-Country Lessons
title_full	Remote Learning During the Global School Lockdown : Multi-Country Lessons
title_fullStr	Remote Learning During the Global School Lockdown : Multi-Country Lessons
title_full_unstemmed	Remote Learning During the Global School Lockdown : Multi-Country Lessons
title_sort	remote learning during the global school lockdown : multi-country lessons
publisher	World Bank, Washington, DC
publishDate	2021
url	http://documents.worldbank.org/curated/en/668741627975171644/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons http://hdl.handle.net/10986/36141
_version_	1764484552162541568

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

Similar Items