TY - RPRT TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine AU - Asanov, Igor AU - Flores, Francisco AU - McKenzie, David AU - Mensmann, Mona AU - Schulte, Mathis DA - 2020/// PY - 2020 DP - Zotero LA - en PB - World Bank UR - http://documents1.worldbank.org/curated/en/328261589899308503/pdf/Remote-learning-Time-Use-and-Mental-Health-of-Ecuadorian-High-School-Studentsduring-the-COVID-19-Quarantine.pdf KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. AU - Uwezo Kenya CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Uwezo UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf Y2 - 2020/06/30/12:19:07 KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - RPRT TI - A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs: Online Survey Conducted between 28 March and 10 April 2020 AU - Children and Youth Council of Thailand AU - UNICEF AU - The United Nations Development Programme (UNDP) AU - The United Nations Populations Fund (UNFPA) DA - 2020/01/05/ PY - 2020 UR - https://www.unicef.org/thailand/media/4031/file Y2 - 2020/08/12/15:40:05 KW - _COVID_DEAA-List ER - TY - JOUR TI - The Impact of Covid-19 on Learning - the Perspective of the Ghanaian Student AU - Owusu-Fordjour, C. AU - Koomson, C. K. AU - Hanson, D. T2 - European Journal of Education Studies AB - This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations: DA - 2020/04/16/ PY - 2020 DO - 10.46827/ejes.v0i0.3000 DP - www.oapub.org VL - 0 IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/3000 Y2 - 2020/08/12/16:55:24 KW - _COVID_DEAA-List KW - __C:filed:1 KW - emotions KW - highlife music KW - lyrics KW - popular music KW - structure KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi T2 - SSRN Electronic Journal AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/07/29/ PY - 2020 DO - 10.2139/ssrn.3663098 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2020/08/12/14:30:03 KW - Education KW - Human Capital KW - Technology KW - _COVID_DEAA-List KW - __C:filed:1 ER -