Publication Date
1-2-2023
Subjects
Learning in an emergency, Coronavirus (COVID-19), School systems, Low income countries, Emergency programs, Policy, Resilience, Crisis management, Equal education, Lao People’s Democratic Republic (Lao PDR), Philippines, Kyrgyz Republic, Asia
Abstract
This document provides a summary of research exploring the systems, policies, and school-level practices that have supported learning continuity in Asia during and after the COVID-19 pandemic. Based on a review of policy documents on COVID-19 responses in Asia and a deep dive analysis of system and school-level responses in the Philippines and the Kyrgyz Republic, the findings from this study provide policymakers and education stakeholders with evidence of promising practices that could be leveraged to support learning recovery and education system resilience. In addition, a policy review was conducted on the Lao People’s Democratic Republic (Lao PDR), which focused on the practices of policymakers that have the potential to support teaching and learning. The study's intent is not to compare and contrast countries' responses but to highlight innovations in the system and school practices and make recommendations based on insights from system leaders and educators.
Recommended Citation
Nietschke, Y., Dabrowski, A., Conway, M., & Pradhika, C. Y. (2023). COVID-19 Education Response Mapping Study in Asia: Executive Summary. RTI International. https://www.doi.org/10.37517/978-1-74286-701-4
Publisher
RTI International
Language
English
ISBN
978-1-74286-701-4
DOI
https://www.doi.org/10.37517/978-1-74286-701-4
Geographic Subject
Asia, Kyrgyzstan, Lao People’s Democratic Republic, Philippines
Included in
Education Policy Commons, Emergency and Disaster Management Commons, International and Comparative Education Commons
Comments
These reports were produced for RTI International, as part of the broader All Children Reading Asia (ACR-Asia) project. ACR-Asia is a USAID-funded, RTI International project that directly contributes to USAID’s education goal to improve early grade reading (EGR) skills for 100 million children.