COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa

Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses t...

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Bibliographic Details
Main Authors: UNESCO, UNICEF, World Bank
Format: Book
Language:English
Published: UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC 2021
Subjects:
Online Access:http://documents.worldbank.org/curated/undefined/733311638306588101/COVID-19-Learning-Losses-Rebuilding-Quality-Learning-for-All-in-the-Middle-East-and-North-Africa
http://hdl.handle.net/10986/36761
id okr-10986-36761
recordtype oai_dc
spelling okr-10986-367612021-12-22T05:10:46Z COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa UNESCO UNICEF World Bank LEARNING LOSS CORONAVIRUS COVID-19 SCHOOL CLOSURE HYBRID LEARNING REMOTE LEARNING TEACHER SKILLS LEARNING POVERTY EDUCATION QUALITY ACCESS TO EDUCATION Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses to COVID-19, jointly supported by UNESCO, UNICEF and the World Bank. However, to date, no systematic evidence has been available on how students’ learning is being affected by the disruptions caused by the pandemic or on the impact of education response measures initiated by governments. This report contributes to filling this evidence gap and includes a series of simulations of potential learning losses due to COVID-19 and exploration of their longer-term implications. The analysis is based on the Enabling learning for all framework, which outlines access, engagement and enabling environment as the three crucial enablers for learning, while the simulation assumptions are informed by the evidence on school closures and governments’ education-related responses, collected through the joint survey. 2021-12-21T21:28:43Z 2021-12-21T21:28:43Z 2021-11-30 Book http://documents.worldbank.org/curated/undefined/733311638306588101/COVID-19-Learning-Losses-Rebuilding-Quality-Learning-for-All-in-the-Middle-East-and-North-Africa 978-92-3-100494-0 http://hdl.handle.net/10986/36761 English CC BY-SA 3.0 IGO http://creativecommons.org/licenses/by-sa/3.0/igo World Bank UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC Publications & Research Publications & Research :: Publication Middle East and North Africa Middle East North Africa
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
topic LEARNING LOSS
CORONAVIRUS
COVID-19
SCHOOL CLOSURE
HYBRID LEARNING
REMOTE LEARNING
TEACHER SKILLS
LEARNING POVERTY
EDUCATION QUALITY
ACCESS TO EDUCATION
spellingShingle LEARNING LOSS
CORONAVIRUS
COVID-19
SCHOOL CLOSURE
HYBRID LEARNING
REMOTE LEARNING
TEACHER SKILLS
LEARNING POVERTY
EDUCATION QUALITY
ACCESS TO EDUCATION
UNESCO
UNICEF
World Bank
COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa
geographic_facet Middle East and North Africa
Middle East
North Africa
description Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses to COVID-19, jointly supported by UNESCO, UNICEF and the World Bank. However, to date, no systematic evidence has been available on how students’ learning is being affected by the disruptions caused by the pandemic or on the impact of education response measures initiated by governments. This report contributes to filling this evidence gap and includes a series of simulations of potential learning losses due to COVID-19 and exploration of their longer-term implications. The analysis is based on the Enabling learning for all framework, which outlines access, engagement and enabling environment as the three crucial enablers for learning, while the simulation assumptions are informed by the evidence on school closures and governments’ education-related responses, collected through the joint survey.
format Book
author UNESCO
UNICEF
World Bank
author_facet UNESCO
UNICEF
World Bank
author_sort UNESCO
title COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa
title_short COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa
title_full COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa
title_fullStr COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa
title_full_unstemmed COVID-19 Learning Losses : Rebuilding Quality Learning for All in the Middle East and North Africa
title_sort covid-19 learning losses : rebuilding quality learning for all in the middle east and north africa
publisher UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC
publishDate 2021
url http://documents.worldbank.org/curated/undefined/733311638306588101/COVID-19-Learning-Losses-Rebuilding-Quality-Learning-for-All-in-the-Middle-East-and-North-Africa
http://hdl.handle.net/10986/36761
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