Full Description
This book considers the effects of the Covid-19 pandemic on education, focusing on learning loss and recovery from that loss.
Written by academics, practitioners and policy makers based in Belgium, Brazil, Mexico, Spain, South Africa, Uganda, the UK and the USA, it offers a range of analyses on how diverse societies across the globe coped during and after the pandemic. The chapters cover topics ranging from children's educational rights in Brazil to teacher burnout in South Africa, to science education in China. Part one explores the devastating experiences of loss in students' learning and wellbeing across different contexts. Part two contains seven case studies showcasing learning recovery strategies and detailing how they can be replicated in other contexts. The research has implications for policy, research, and practice in relation to both formal and informal education settings from early childhood to higher education.
Contents
Introduction
Part I: Learning Loss
1. The Role of Policy Decisions in Shaping the Unequal Impact of COVID-19 on Student Learning, Rafael de Hoyos (World Bank, Belgium)
2. Latin American Educational Systems in the Face of the Covid-19 Pandemic, Emilio Blanco (El Colegio de México, Mexico)
3. The Impacts of the Covid-19 Pandemic on Children's Right to Education and Wellbeing in Brazil, Lívia Fraga Vieira (Universidade Federal de Minas Gerais, Brazil) and Maria Malta Campos (Fundação Carlos Chagas, Brazil)
4. Understanding the Unequal Impacts of the COVID-19 Pandemic on Young People's Education, Jake Anders (UCL, UK), Carl Cullinane and Dr Rebecca Montacute (The Sutton Trust, UK)
5. Rebounding from COVID-19: Identifying U.S. School Districts that Beat the Odds, Jazmin Isaacs, Karyn Lewis and Megan Kuhfeld (NEWA, USA)
Part II: Experiences of Recovery From Learning Loss
6. The Effects of COVID-19 on Post-Pandemic Educational Policy and Delivery in Europe, Antoni Verger and Dr Adrián Zancajo (Universidad Autónoma de Barcelona, Spain)
7. The Learning Experiences of Pupils and Families in Wales During Covid-19, Prysor Mason Davies (Aberystwyth University, UK), Clive Underwood (Bangor University, UK) and Jane Waters-Davies (University of Wales Trinity Saint David, UK)
8. Schools Supporting Schools: A Strategy for Educational Recovery, Paul Armstrong, Mel Ainscow and Stephen Rayner (University of Manchester, UK)
9. Intra-system Variations in Resilience in the Ugandan Education System During Covid-19 Pandemic, Hamis Mugendawala (National Planning Authority, Uganda)
10. Job Stress and Burnout Amongst Teachers in South Africa, Anita Padmanabhanunni and Tyrone B. Pretorius (University of the Western Cape, South Africa)
11. COVID-19 and Science Engagement Among Chinese Young People, Ye (Catherine) Cao and Heather King (King's College London, UK)
12. The Importance of Resilience for Adolescent Girls' Programming During COVID-19-related School Closures in Cambodia, Rachel Outhred and Lydia Marshall (Oxford MeasurEd, UK)
Conclusion
References
Index
