Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning
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...
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World Bank, Washington, DC
2021
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| Online Access: | http://documents.worldbank.org/curated/en/668741627975171644/Exploring-the-Deployment-Perceived-Effectiveness-and-Monitoring-of-Remote-and-Remedial-Learning http://hdl.handle.net/10986/36061 |
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okr-10986-360612021-08-06T05:10:53Z Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning World Bank INCLUSIVE EDUCATION SERVICE DELIVERY TEACHER TRAINING MONITORING AND EVALUATION LEARNING LOSS COPING POLICIES LEARNING RECOVERY PANDEMIC IMPACT PANDEMIC RESPONSE CORONAVIRUS COVID-19 REMOTE LEARNING TEACHER SUPPORT EDUCATION TECHNOLOGY 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. 2021-08-05T14:46:40Z 2021-08-05T14:46:40Z 2021-08-03 Report http://documents.worldbank.org/curated/en/668741627975171644/Exploring-the-Deployment-Perceived-Effectiveness-and-Monitoring-of-Remote-and-Remedial-Learning http://hdl.handle.net/10986/36061 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 SERVICE DELIVERY TEACHER TRAINING MONITORING AND EVALUATION LEARNING LOSS COPING POLICIES LEARNING RECOVERY PANDEMIC IMPACT PANDEMIC RESPONSE CORONAVIRUS COVID-19 REMOTE LEARNING TEACHER SUPPORT EDUCATION TECHNOLOGY |
| spellingShingle |
INCLUSIVE EDUCATION SERVICE DELIVERY TEACHER TRAINING MONITORING AND EVALUATION LEARNING LOSS COPING POLICIES LEARNING RECOVERY PANDEMIC IMPACT PANDEMIC RESPONSE CORONAVIRUS COVID-19 REMOTE LEARNING TEACHER SUPPORT EDUCATION TECHNOLOGY World Bank Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning |
| 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 |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning |
| title_short |
Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning |
| title_full |
Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning |
| title_fullStr |
Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning |
| title_full_unstemmed |
Exploring the Deployment, Perceived Effectiveness, and Monitoring of Remote and Remedial Learning |
| title_sort |
exploring the deployment, perceived effectiveness, and monitoring of remote and remedial learning |
| publisher |
World Bank, Washington, DC |
| publishDate |
2021 |
| url |
http://documents.worldbank.org/curated/en/668741627975171644/Exploring-the-Deployment-Perceived-Effectiveness-and-Monitoring-of-Remote-and-Remedial-Learning http://hdl.handle.net/10986/36061 |
| _version_ |
1764484347083096064 |