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...
| Main Authors: | , , |
|---|---|
| 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 |
| _version_ |
1764485836465766400 |