Potential Economic Impact of COVID-19-Related School Closures

Cohen, Spencer; Chakravarthy, Sumathi; Bharathi, S.; Narayanan, Badri; Park, Cyn‐Young

doi:10.22617/wps220197-2

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…The lost learning in schools affects a student's progression to higher levels, which will affect employability, productivity, earnings, and economic progress. Cohen et al (2022) examine the medium-to long-term economic effects of school closures using a general equilibrium framework and find that the negative impact on GDP and employment worsens over time-from a 0.2% decline in 2024 to a 0.6% decline in 2028 and 1.1% in 2030. This suggests that the cost of school closures in absolute terms could be as much as $943 billion in 2030.…”

Section: Covid-19 Imposed a Heavy Toll On Psychological Well-beingmentioning

confidence: 99%

What Has COVID-19 Taught Us About Asia’s Health Emergency Preparedness and Response?

2024

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The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent.ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned.By making any designation of or reference to a particular territory or geographic area in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area.

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Section: Covid-19 Imposed a Heavy Toll On Psychological Well-beingmentioning

confidence: 99%

What Has COVID-19 Taught Us About Asia’s Health Emergency Preparedness and Response?

2024

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“…Related literature comprised pre-pandemic and Covid-19 pandemic era educational and pedagogical studies (Almeida & Carneiro, 2021;Bilen, 2021;Brown et al, 2020;Crawford, 2020;Darling-Hammond, 2010;Gardner, 2010;Larson & Northern Miller, 2011;Pearlman, 2010;Voogt & Pareja Roblin, 2012). The other main group of research literature presented covid-related pharmaceutical, medical or economic studies (Chernozhukov et al, 2021;Cohen et al, 2022, Diederichs et al, 2022Grewenig et al, 2021;Kuitunen & Renko, 2021;Prime et al, 2020;Tomasik et al, 2021;Vlachos et al, 2021;Whitley et al, 2021). A striking comprehension and interpretation difference between these science groups was the measurement -and content-related understanding -of a learning loss, as well as its' research background, needs and forecasted continua (Bloom et al, 1956;Darling-Hammond, 2010;Gardner, 2010;Maslow, 1958;Prime et al, 2020;Voogt & Pareja Roblin, 2012;cf.…”

Section: Terms and Related Literaturementioning

confidence: 99%

“…

While Covid-19 had had multiple global effects in schooling during 2020-22, various countries started to loosen their non-pharmaceutical interventions (NPIs) 2021-22 along with the growing vaccination rates (Jackowicz & Salin, 2021; ECDC, 2022). Nonetheless, many Asian countries selected to proceed with combined community protection using multiple measurements, which have been known as an applied "Swiss Cheese" (Cohen et al, 2022;Reason, 2000; cf. Goad, n.d.).The purpose of this examination was to share qualitative classroom pedagogical practices and analyze "learning loss" resilience during pandemic era.

…”

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confidence: 99%

“Flexibility, Compassion, and Support” – A Study on Multilayer Mitigation Effects on Pedagogy and Resilience in Thai Classroom, June-September 2022

Loima

2023

IJELS

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This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers’ voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils’ low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies’ research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. “All-inclusive” mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.

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The gendered effects of the COVID-19 pandemic on adolescent literacy and schooling outcomes in India

Nandi,

Haberland,

Kozak

et al. 2023

npj Sci. Learn.

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The COVID-19 pandemic disrupted education delivery around the world, with school closures affecting over 1.6 billion students worldwide. In India, schools were closed for over 18 months, affecting 248 million students. This study estimates the effect of the pandemic on adolescent literacy and schooling outcomes in India. We used data from the National Family Health Survey. (NFHS-5) which covered 636,699 households across all districts of India from June 2019 to April 2021. We considered 15–17 year old adolescents who were surveyed after March 2020 as the post-COVID group while those surveyed earlier were included in the pre-COVID group. We used propensity score matching and inverse propensity score weighted regression methods to account for differences in socioeconomic characteristics between the two groups. Rates of literacy (ability to read a complete sentence) were 1.5–1.6% lower among post-COVID girls as compared with similar pre-COVID girls. Among post-COVID girls in the lowest wealth quintile, rates of literacy were 3.1–3.8% lower than similar pre-COVID girls. There was no loss in literacy among post-COVID girls in the highest wealth quintile. COVID-induced loss in literacy among girls was twice in rural areas as compared to urban areas, and substantially higher among socioeconomically disadvantaged caste groups as compared with privileged caste groups. Post-COVID girls also had 0.08–0.1 lower years of schooling completed than similar pre-COVID girls but there was no difference in out-of-school rates. In a smaller subsample of 15–17 year old boys, the post-COVID group had 2% lower out-of-school rates and there was no difference in literacy or years of schooling completed as compared with matched pre-COVID boys. While markers of vulnerability such as residence, caste, and poverty further amplified the risk of learning. loss for girls, they did not have the same effect on boys.

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Potential Economic Impact of COVID-19-Related School Closures

Cited by 6 publications

References 2 publications

What Has COVID-19 Taught Us About Asia’s Health Emergency Preparedness and Response?

What Has COVID-19 Taught Us About Asia’s Health Emergency Preparedness and Response?

“Flexibility, Compassion, and Support” – A Study on Multilayer Mitigation Effects on Pedagogy and Resilience in Thai Classroom, June-September 2022

The gendered effects of the COVID-19 pandemic on adolescent literacy and schooling outcomes in India

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