This book considers the effects of the Covid-19 pandemic on education, focusing on learning disruption and recovery from that disruption.
Written by academics, research analysts and policy consultants based in the UK, Mexico, China, the USA, South Africa and Spain, the book explores, through regional and national case studies, how diverse societies across the globe coped during and after the pandemic. The chapters cover a wide range of topics such as the causes and consequences of school closures, pre-existing inequalities within and between countries, scientific misinformation as a consequence of the pandemic, teacher burnout and resilience and alternative ways of learning and collaboration that took place during the pandemic.
The first three chapters offer policy analyses on learning disruption at different regional levels. The subsequent chapters are a compilation of eight national case studies transitioning from analyses of learning disruption to responses of recovery.. The book's evidence-based research has implications for policy, research, and practice in both formal and informal education settings from early childhood to higher education.
Written by academics, research analysts and policy consultants based in the UK, Mexico, China, the USA, South Africa and Spain, the book explores, through regional and national case studies, how diverse societies across the globe coped during and after the pandemic. The chapters cover a wide range of topics such as the causes and consequences of school closures, pre-existing inequalities within and between countries, scientific misinformation as a consequence of the pandemic, teacher burnout and resilience and alternative ways of learning and collaboration that took place during the pandemic.
The first three chapters offer policy analyses on learning disruption at different regional levels. The subsequent chapters are a compilation of eight national case studies transitioning from analyses of learning disruption to responses of recovery.. The book's evidence-based research has implications for policy, research, and practice in both formal and informal education settings from early childhood to higher education.