COVID-19 as an Opportunity to Build Resilient Education Systems
In response to the COVID-19 pandemic, education systems had to redeploy inputs typically used in schools to remote education. This significantly reduced average student learning, with disadvantaged students experiencing a disproportionately large decline. Not closing these learning losses will have long-lasting effects on productivity and economic growth and dampen social mobility. In the five Eastern European countries analyzed in this paper, not acquiring sufficient learning is not a challenge that began with the pandemic. Perhaps the pandemic and the attention it is bringing to students’ learning loss will create the political conditions to implement long-awaited education reforms to reduce the learning gaps and create better conditions for disadvantaged students, the core element of resilient education systems. This paper shows that using data to guide policy decisions, standardized tests as a diagnostic tool, and remediation policies should become permanent features of education systems. The pandemic pushed forward the use of technology in education. Using technology through online tutoring or Computer Assisted Learning can, when designed appropriately, improve students’ academic performance, socio-emotional skills, and psychological well-being.
| Main Authors: | , |
|---|---|
| Format: | Report biblioteca |
| Language: | English en_US |
| Published: |
Washington, DC: World Bank
2023-07-20
|
| Subjects: | EDUCATION, COVID-19, PANDEMIC, EDUCATION REFORM, |
| Online Access: | http://documents.worldbank.org/curated/en/099070723030536167/P17353003dbd9d0ec08fc508bce3918d3f3 https://openknowledge.worldbank.org/handle/10986/40049 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | In response to the COVID-19 pandemic,
education systems had to redeploy inputs typically used in
schools to remote education. This significantly reduced
average student learning, with disadvantaged students
experiencing a disproportionately large decline. Not closing
these learning losses will have long-lasting effects on
productivity and economic growth and dampen social mobility.
In the five Eastern European countries analyzed in this
paper, not acquiring sufficient learning is not a challenge
that began with the pandemic. Perhaps the pandemic and the
attention it is bringing to students’ learning loss will
create the political conditions to implement long-awaited
education reforms to reduce the learning gaps and create
better conditions for disadvantaged students, the core
element of resilient education systems. This paper shows
that using data to guide policy decisions, standardized
tests as a diagnostic tool, and remediation policies should
become permanent features of education systems. The pandemic
pushed forward the use of technology in education. Using
technology through online tutoring or Computer Assisted
Learning can, when designed appropriately, improve students’
academic performance, socio-emotional skills, and
psychological well-being. |
|---|