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

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.

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.

Publisher

RTI International

Language

English, English

ISBN

978-1-74286-701-04

DOI

https://www.doi.org/10.37517/978-1-74286-701-4

Geographic Subject

Asia, Kyrgyzstan, Lao People’s Democratic Republic, Philippines

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