The Impact of the COVID-19 Pandemic on Education: International Evidence from the Responses to Educational Disruption Survey (REDS)

Sonst. Personen	Meinck, Sabine (Hrsg.); Fraillon, Julian (Hrsg.); Strietholt, Rolf (Hrsg.)
Institution	International Association for the Evaluation of Educational Achievement (IEA) (Netherlands); United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France)
Titel	The Impact of the COVID-19 Pandemic on Education: International Evidence from the Responses to Educational Disruption Survey (REDS)
Quelle	(2022), (245 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-3-100502-2
Schlagwörter	Quantitative Daten; Surveys; Cross Cultural Studies; COVID-19; Pandemics; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Principals; Secondary School Teachers; Secondary School Students; Educational Experience; Teaching Methods; Learning Processes; Educational Policy; Educational Change; Crisis Management; Well Being; School Closing; Academic Achievement; Access to Education; Data Analysis; Equal Education; Teacher Student Relationship; Foreign Countries; Denmark; Ethiopia; Burkina Faso; Kenya; Uruguay; Russia; Slovenia; United Arab Emirates; Uzbekistan; India; Rwanda + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Cultural comparison; Kulturvergleich; Lehrerverhalten; Schülerverhalten; Principal; Schulleiter; Sekundarschüler; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Politics of education; Bildungspolitik; Bildungsreform; Krisenmanagement; Well-being; Wellness; Wohlbefinden; School closings; Schule; Schließung; Schließung (von Schulen); Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Auswertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Dänemark; Äthiopien; Kenia; Russland; Slowenien; Vereinigte Arabische Emirate; Indien; Ruanda
Abstract	The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. The Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the health crisis, and how education stakeholders responded to the educational disruption across and within countries. The study aimed to provide a systemic, multi-perspective, and comparative picture of the situation at the secondary education level (grade eight) in 11 countries spanning Africa, Asia, Arab region, Europe, and Latin America. While many other efforts exist that collect and provide similar information, they are mostly derived from non-representative rapid surveys and lack internationally comparable information from schools, collected in a systematic and scientific manner. The REDS International Report presents unique data, collected from countries, schools, teachers, and students for the first time, in chapters that cover several themes on which data were collected which include student and teacher well-being, students' academic progress during the school closures, and the measures countries have implemented to keep all children learning. Initial findings provide evidence for better orienting and tailoring policy responses to crisis and provide invaluable information on what may be required to accelerate education, recover from crisis, and to strengthen the resilience of education systems in the future. [Foreword written by Stefania Giannini and Dirk Hastedt. For "Responses to Educational Disruption Survey [REDS]: User Guide for the International Database," see ED618544.] (As Provided).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01