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Una calamidad educativa Aprendizaje y enseñanza durante la pandemia de COVID-19

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Un analisis del impacto de covid-19 en educacion en Bangladesh, Belize, Costa Rica, Guatemala, Kenia, Mexico, SudAfrica, Emiratos Arabes Unidos y Estados Unidos, y analisis de opciones de politica educativa para continuar las oportunidades de aprendizaje durante la pandemia.
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In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.
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The COVID-19 pandemic has had an unprecedented impact on societies globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled students. Governments and education stakeholders have responded swiftly to continue children’s learning, using various delivery channels including digital tools, TV/radio-based teaching and take-home packages for parent or caregiver-guided education. However, the massive scale of school closures caused by COVID-19 has laid bare the uneven distribution of the technology needed to facilitate remote learning. It has also highlighted the lack of preparedness and low resilience of systems to support teachers, facilitators and parents/caregivers in the successful and safe use of technology for learning. Using data on access to technology from household surveys (MICS and DHS) and information on national education responses to school closures gathered from UNICEF education staff in over 120 countries, this brief explores potential
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This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.
Despite the significance of teacher–student relationships during the early years of school, questions remain about its long-term importance and whether the timing and variability of relationship quality matter. To address these gaps, data from the NICHD SECCYD were used to determine whether teacher-student relationships between kindergarten and sixth grade were associated with the achievement, social-behavior, and educational beliefs and aspirations of 1364 ninth graders (52% male, 80% White). Multivariate regression analyses revealed that when teachers reported closer relationships with students, in turn, students demonstrated modestly stronger outcomes across all domains. In contrast, more conflictual relationships were largely associated with underachievement and variability in relationship quality was not consistently associated with adolescent outcomes. Finally, although the benefits of teacher-student closeness were largely cumulative, teacher-student conflict in the later years was more strongly associated with student outcomes than earlier conflict. Collectively, results affirm the importance of teacher-student relationships for students' long-term development.
As the United States considers reopening schools after the first wave of the COVID-19 pandemic, policymakers and administrators need to consider how to reopen in a way that keeps students and staff safe. This brief provides insight into health and safety guidelines and social distancing strategies used in other countries that have successfully reopened their schools in the context of COVID-19. Examples are intended to support school policymakers and administrators in the United States as they plan for reopening.
This pilot study used a formative evaluation approach to develop an accessible and low-cost mobile app-based program for low-income mothers to increase access to resources and health information (e.g., effective parenting) and reduce potential negative (e.g., stress, poor nutritional practices) influences. A user-centered formative evaluation method using four sets of focus group discussions was used to gather feedback from low-income mothers in a mid-sized city in the Northeast United States. Our study found that while information and resources provided on our parenting app were considered valuable by low-income mothers, the design and usability issues impacted the perceived attractiveness and usefulness of the platform. The younger mothers wanted functionality similar to popular social media apps, and given their mostly constrained financial situation, they were more engaged and interested in community resources that would help reduce their financial burden, instead of the purely preventative health and parenting information provided through our app.
International Web Conference on Impact of COVID-19 on Education System 2020 BAMU