Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence

McBurnie, Chris; Adam, Taskeen; Kaye, Tom

doi:10.56059/jl4d.v7i3.461

Cited by 15 publications

(4 citation statements)

References 3 publications

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“…This disruption to school education is likely to worsen the existing learning crisis in the developing world ( Betthäuser, Bach-Mortensen and Engzell, 2023 ). A burgeoning literature has documented potential and actual losses in cognitive skills with the associated rise in learning poverty ( Asian Development Bank, 2021 , Donnelly and Patrinos, 2021 , Engzell et al, 2021 , Hevia et al, 2022 , McBurnie et al, 2020 ). Supporting studies document a loss of learning time (e.g.…”

Section: Introductionmentioning

confidence: 99%

Learning and happiness during Covid-19 school closure in urban Malaysia

Asadullah

Tham

2023

International Journal of Educational Development

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Section: Introductionmentioning

confidence: 99%

Learning and happiness during Covid-19 school closure in urban Malaysia

Asadullah

Tham

2023

International Journal of Educational Development

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“…During late 2020 and 2021, the same governments consequently created relief and rehabilitation programs to support impacted vital public survival and economic recovery during the pandemic (4). On the other hand, areas such as continuity of education were ignored despite their importance (5,6).…”

Section: Introductionmentioning

confidence: 99%

Drivers of teenage pregnancy among school dropouts during the COVID-19 school closure in Wakiso District, Uganda, 2020–2021

Tayebwa,

Auma,

Nsubuga

et al. 2023

Preprint

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Introduction: Teenage pregnancy remains a major problem in Uganda. During 2020–2021, many schools were closed to control the spread of Coronavirus Disease 2019 (COVID-19), which might have led to teenage pregnancies. We assessed drivers of teenage pregnancies among school dropouts during the COVID-19 school closure in Wakiso District, Uganda. Methods We conducted a phenomenological qualitative study during September–December 2022 using in-depth interviews among teenage school dropouts aged 13–19 years who became pregnant during the COVID-19 school closure (2020–2021). We also conducted key informant interviews with key leaders in the district. Questions focused on socio-demographic, behavioral, and health services drivers to teenage pregnancy. Data were analyzed using content analysis, and themes/sub-themes were generated. Results We interviewed 15 teenage girls and seven key informants. Mean age of the teenage girls was 15.6 ± 2.6 years. Three themes (socio-economic drivers, behavioral drivers, and health services drivers) and eight sub-themes emerged as drivers of teenage pregnancy for this population. The two sub-themes under socio-economic drivers included lost family income and living in risky neighborhoods. Under the behavioral drivers, we identified increased peer influence, indulgence in alcohol, and lack of recreational activities as our sub-themes. For the health services drivers, three sub-themes that could have led to teenage pregnancy included inaccessibility to sexual and reproductive health services, poor attitude of health workers, and shortage of health workers. Conclusion The findings of this study underscore the multifaceted nature of drivers of teenage pregnancy as a result of COVID-19 school closures. We recommend comprehensive appropriate counseling for teenagers during future situations such as the COVID-19 pandemic.

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“…According to UNESCO reports released in March 2020, about 102 countries and regions worldwide suspended classroom instruction, and more than 850 million children, or half of the world's student population, could no longer attend school due to the outbreak of the pandemic [1]. Online education has become the safest choice for providing instruction during the pandemic, and various countries have taken active measures to promote the development of remote instructional methods [2,3]. However, the inequities that affect access to online education have also become more prominent because of the pandemic [4].…”

Section: Introductionmentioning

confidence: 99%

Family Conditions and the Accessibility of Online Education: The Digital Divide and Mediating Factors

2021

Sustainability

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This study is an exploration of the digital divide between urban and rural areas, and it was conducted to assess the impact of the minimum living guarantee system on online education in China. The results of the research showed that 83.38% of students in low-income families have been able to participate in online education at home during the pandemic, while 16.62% of students in low-income families have been unable to do so. The absence of computers, smartphones, and broadband Internet access in low-income households reduces the likelihood of children being able to participate in online education at home. In terms of accessing online education at home, students from urban areas have obvious advantages over those from rural ones, and students from minimum living guarantee families have obvious advantages over those from marginal minimum living guarantee ones. This study also showed that the presence of online education-related amenities, including computers, smartphones, and Internet access, mediates the relationship between the subsistence allowance system, Hukou, and accessibility of online education. To address this issue, this paper includes suggestions for bridging the digital divide in online education.

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Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence

Cited by 15 publications

References 3 publications

Learning and happiness during Covid-19 school closure in urban Malaysia

Learning and happiness during Covid-19 school closure in urban Malaysia

Drivers of teenage pregnancy among school dropouts during the COVID-19 school closure in Wakiso District, Uganda, 2020–2021

Family Conditions and the Accessibility of Online Education: The Digital Divide and Mediating Factors

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