Education in the age of COVID-19: Implications for the future

Stanistreet, Paul; Elfert, Maren; Atchoarena, David

doi:10.1007/s11159-021-09904-y

Cited by 9 publications

(18 citation statements)

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“…Furthermore, using the twelve‐month reference period, participation in nonformal adult education was shown to have declined to its lowest level since the 1990s, when measurement in the Czech Republic began with the International Adult Literacy Survey (Desjardins et al, 2006). The findings confirm empirically the impact of the pandemic on participation levels in nonformal adult education found by other researchers (Boeren et al, 2020; Milana et al, 2021; Paciorek et al, 2021; Stanistreet et al, 2021; Waller et al, 2020). In this context, the declines were even greater than the results from previous years as determined in the LFS (Eurostat, 2021).…”

Section: Discussionsupporting

confidence: 89%

“…But it also affected the pattern of participation, i.e., how groups of adults participate, or do not participate. According to numerous studies (e.g., Bonal & González, 2020; Milana et al, 2021; Stanistreet et al, 2021; Waller et al, 2020), the pandemic situation has profoundly increased social inequality in nonformal adult education as well as in other adult educational areas.…”

Section: Review Of the Impact Of The Covid‐19 Pandemic On Participati...mentioning

confidence: 99%

“…Second, the previous trend was made even worse by the proliferation of digital inequality (Stanistreet et al, 2021). In practice, already disadvantaged social groups were often not sufficiently equipped with adequate digital technology or access to the internet, or they lacked the skills to use these tools.…”

Section: Review Of the Impact Of The Covid‐19 Pandemic On Participati...mentioning

confidence: 99%

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Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

Kalenda,

Kočvarováa,

Boeren

2023

Euro J of Education

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The impact that the COVID‐19 pandemic has had on nonformal adult education has become a frequently discussed issue in lifelong learning. Nonformal adult education is understood here as all organised adult learning outside formal education that usually does not result in official certification. Many scholars have considered the pandemic as the leading cause of both decreased participation in nonformal adult education and increased inequality among adults. Nevertheless, it has not yet been empirically established how profound this outcome has been for participation patterns, inequality and perceived barriers to involvement in nonformal adult education. Accordingly, this study explored how much the pandemic contributed to a decrease in overall participation, changes in participation patterns, as well as contributed to an increase in related inequalities in the Czech Republic. This article reports on results from a national representative survey in June 2020 (N = 1013) conducted between the first and second wave of the pandemic. Trends in participation in nonformal adult education along with barriers were mapped for the 12 months preceding the survey. To establish trends, we compared our results with data from the Adult Education Survey conducted in 2011 and 2016, respectively. Our analytical approach is primarily based on descriptive statistics and modelling factors influencing the involvement of adults in nonformal adult education. We found that overall participation in nonformal adult education decreased from June 2019 to June 2020 to its lowest recorded level. Furthermore, the results indicate that inequality based on educational attainment, as well as the perception of substantial institutional and situational barriers have significantly increased.

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Section: Discussionsupporting

confidence: 89%

Section: Review Of the Impact Of The Covid‐19 Pandemic On Participati...mentioning

confidence: 99%

Section: Review Of the Impact Of The Covid‐19 Pandemic On Participati...mentioning

confidence: 99%

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Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

Kalenda,

Kočvarováa,

Boeren

2023

Euro J of Education

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“…The International Review of Education published two double special issues on “Education in the age of COVID-19”. The first one was subtitled “understanding the consequences” (see Stanistreet et al 2020 ), and the second one considered the “implications for the future” (see Stanistreet et al 2021 ). The latter includes an article by Kamal Raj Devkota on “Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal” (Devkota 2021 ).…”

Section: The Impact Of the Pandemic: A Literature Reviewmentioning

confidence: 99%

The COVID-19 pandemic, the Sustainable Development Goals on health and education and “least developed countries” such as Nepal

Regmi

2022

Int Rev Educ

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In 2015, the United Nations (UN) declared 17 Sustainable Development Goals (SDGs) and 169 targets to be achieved by 2030, but the COVID-19 pandemic has stalled the world’s progress in pursuing them. This article explores how the pandemic has impacted the public health and education sectors of the world’s poorest 46 countries, identified by the UN as “least developed countries” (LDCs). Applying the theoretical lens of international political economy, the author first considers the historical, political and economic causes behind the pre-pandemic underdevelopment of LDCs’ public health and education sectors. Next, he examines how the international support mechanisms forged in 2015 for the timely achievement of the SDGs have been affected by the pandemic, especially in the areas of health (SDG 3) and education (SDG 4). Based on a number of purposively selected international and national policy documents as well as a few related texts, the author uses the case of Nepal as an example to demonstrate what has particularly hampered LDCs’ sustainable development – and indeed continues to do so during the ongoing pandemic. He identifies three main adverse factors: (1) the privatisation of health and education; (2) a lack of governmental accountability; and (3) dysfunctional international support mechanisms. The article appeals for a more egalitarian global collaboration and full accountability of LDC governments in the joint effort to achieve a sustainable recovery from the pandemic.

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“…This is indicative of the growing ubiquity of digital technologies, the influence on, and opportunities they provide to education (Gros, 2016). The need to swiftly pivot to an online or multi-modal delivery since the outbreak of COVID-19 (Stanistreet et al, 2021) has sparked a good deal more research into digital delivery and feedback methods (Dhawan, 2020;Mukhtar et al, 2020) to create more of an online learning community (Kravariti et al, 2018).…”

Section: Video Delivery Feedback and The Online Learning Environmentmentioning

confidence: 99%

An investigation into students’ experiences and preferences for how information and feedback is presented in an online learning environment

Parkin¹

2022

SITJAR

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Education in the age of COVID-19: Implications for the future

Cited by 9 publications

References 0 publications

Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic

The COVID-19 pandemic, the Sustainable Development Goals on health and education and “least developed countries” such as Nepal

An investigation into students’ experiences and preferences for how information and feedback is presented in an online learning environment

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