Education Analytics Service

Publication Date

6-2022

Subjects

Learning in an emergency, Coronavirus (COVID-19), Teaching methods, Home learning, School closing, Family school relationship, Transition, Case studies, Primary secondary education

Abstract

The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Place of Publication

Camberwell, Australia

Publisher

Australian Council for Educational Research (ACER)

Language

English

ISBN

978-1-74286-680-2

DOI

https://doi.org/10.37517/978-1-74286-680-2

Geographic Subject

Lao People’s Democratic Republic, Timor Leste, Vanuatu

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