COVID-19期间撒哈拉以南非洲的小学学习:对学校关闭期间的应对措施和恢复举措的范围审查

B. Wawire, Adrienne Barnes-Story, Elisheba W. Kiru, Sungkyum Kim
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引用次数: 0

摘要

在全球范围内,2019冠状病毒病大流行造成了前所未有的教育中断。大流行爆发后,学校迅速关闭,以遏制病毒的传播,迫使数百万学生无法正常上课。各国采取了旨在减少学校关闭和学习中断的有害影响的干预措施。例如,许多国家使用各种媒介为学生提供远程学习。本范围审查审查了撒哈拉以南非洲(SSA)低收入和中等收入国家(LMIC)的教育系统实施的干预措施,以减轻早期学习者(即小学生)在阅读和写作技能方面的学习损失,并讨论了这些计划的影响范围。这项审查突出了有针对性的缓解措施所达到的学生比例,揭示了SSA中的低收入和中等收入国家通过广播和电视节目为学生提供远程学习机会,为教师提供使用新工具的专业发展,并为家长和家庭提供支持,以帮助在家学习的学生。然而,这些干扰影响了传统的评估方法。实施了各种评估方法来衡量学生的进步,但需要适当的进步监测工具和准确的数据来衡量干预措施的有效性。许多低收入和中等收入国家实施了返校政策框架、流程和原则,确保了安全的学习连续性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Primary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery initiatives induced during school closures
Globally, the COVID-19 pandemic caused unprecedented disruptions in education. School closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries put in place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity.
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