scholarly journals Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana

2021 ◽  
Vol 82 ◽  
pp. 102377
Author(s):  
Ricardo Sabates ◽  
Emma Carter ◽  
Jonathan M.B. Stern
Keyword(s):  
Basic Education ◽  
Educational Transitions ◽  
Learning Loss ◽  
School Closures ◽  
Education In Ghana

scholarly journals Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic

2021 ◽  
pp. 43-55
Author(s):  
Claudia Costin ◽  
João Lins ◽  
José Henrique Paim ◽  
Marieta de Moraes Ferreira ◽  
Raquel de Oliveira ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Management ◽  
Basic Education ◽  
School Students ◽  
School Closures ◽  
Education Professionals ◽  
Digital Education ◽  
Innovation In Education ◽  
Getulio Vargas

AbstractThis chapter details FGV’s contributions to basic education during the pandemic. FGV created in 2003 an accessible tool that addresses the managerial gaps that schools and education departments face to evaluate and assess its students, called FGV High School. Since March 2020, when school closures took place, the rapid demand for digital education tools placed FGV High School in an advantageous position to establish partnerships with education departments across Brazil, benefiting millions of high school students. In the state of São Paulo alone, the FGV High School platform gives access to approximately 3.5 million students. In 2008, FGV became a member of Open Education Global (OEG), a consortium of educational institutions from different countries that provide online content and teaching materials free of charge. Since the beginning of the Covid-19 pandemic, the demand for FGV’s online courses has substantially increased. In March 2020 alone, the program’s website registered more than 1.6 million hits, and the number has since then consistently increased. Additionally, FGV has recently created two policy centers that focus on basic education: The Center for Excellence and Innovation in Education Policy (CEIPE), created in 2016, and the Center for the Development of Public Management and Educational Policy (DGPE), in 2018. Since the beginning of the pandemic, both centers have organized a series of webinars and publications to support policymakers in the education sector to make better decisions regarding reopening of schools, online and digital education options, curriculum, etc. The high number of views and engagement that the FGV webinars attract reflects the desire for reliable information that education professionals have been seeking, despite the overwhelming number of online events that have surfaced with the pandemic.

scholarly journals Learning loss due to school closures during the COVID-19 pandemic

2021 ◽  
Vol 118 (17) ◽  
pp. e2022376118 ◽  
Author(s):  
Per Engzell ◽  
Arun Frey ◽  
Mark D. Verhagen
Keyword(s):  
The Netherlands ◽  
Fixed Effects ◽  
School Funding ◽  
Learning Loss ◽  
School Closures ◽  
Cumulative Impact ◽  
School Year ◽  
Before And After ◽  
Face To Face Instruction ◽  
Rich Data

Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.

The Contribution of Lev Vladimirovich Shcherba to the methodology of teaching foreign languages.

2021 ◽  
Vol 58 (1) ◽  
pp. 2082-2089
Author(s):  
Yuldasheva Dilshoda Musaevna
Keyword(s):  
Teaching And Learning ◽  
Educational Aspirations ◽  
Current Debate ◽  
Professional Lives ◽  
Distance Teaching ◽  
Learning Loss ◽  
School Closures ◽  
Policy Makers ◽  
Time Distance ◽  
Long Term Impact

The coronavirus pandemic has spread globally, upending the personal and professional lives of millions of people, including students, educators, and education researchers. At all levels of education, instructors, institution leaders, and policy makers are facing an unprecedented challenge, trying to ensure that high quality and equitable teaching and learning continues under rapidly changing and unpredictable conditions. During this time, distance-learning solutions were implemented to ensure education continuity, and much of the current debate focuses on how much students have learnt during school closures. However, while this potential learning loss may only be temporary, other elements that happen in the absence of traditional schooling, such as the curbing of educational aspirations or the disengagement from the school system, will have a long-term impact on students’ outcomes, thus distance- teaching has also faced rapid changes. For educators to turn traditional classes into video classes was also unexpected. But still  the methodology that was used in offline classes also was the good aid in online classes but a little bit limited. For example excluding teachers physical presence, kinesthetic learning and etc.    

scholarly journals Did Students Learn Less During the COVID-19 Pandemic? Reading and Mathematics Competencies Before and After the First Pandemic Wave

2021 ◽  
Author(s):  
Johannes Schult ◽  
Nicole Mahler ◽  
Benjamin Fauth ◽  
Marlit Annalena Lindner
Keyword(s):  
Large Scale ◽  
Learning Loss ◽  
School Closures ◽  
Large Scale Assessment ◽  
Low Achieving Students ◽  
Before And After ◽  
And Mathematics ◽  
Future Education ◽  
Regular Classes ◽  
Reading And Mathematics

The first wave of the COVID-19 pandemic disrupted regular classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Schools in Baden-Württemberg, Germany, were closed for two months. Although distance learning was implemented, students spent less time learning. Additionally, teachers were faced with organizational and technological challenges of remote learning environments. The present study investigates the competencies of fifth-graders, using large-scale assessment results in reading and mathematics from annual mandatory tests in September (each n > 80,000). In line with studies from other countries, competence scores were slightly lower in 2020 compared with the three previous years (–0.07 standard deviations for reading comprehension, –0.09 for operations, and –0.03 for numbers). Low-achieving readers managed to attain pre-pandemic competence levels. On the other hand, low-achieving students seem to have a learning backlog regarding mathematics competencies (such as operations) that deserves attention in future education.

scholarly journals Learning loss among adolescent girls during the COVID-19 pandemic in rural Bangladesh

2021 ◽  
Keyword(s):  
Adolescent Girls ◽  
Considerable Progress ◽  
Learning Loss ◽  
Gender Gaps ◽  
School Closures ◽  
Rural Bangladesh

Poor learning remains a central challenge in Bangladesh despite considerable progress in advancing schooling access and reducing gender gaps in education. The learning crisis is feared to have been exacerbated during extended school closures and limited alternative opportunities for schooling during the COVID-19 pandemic. This brief summarizes findings on learning loss among adolescent girls during the pandemic in rural Bangladesh.

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