Publication Date
9-2022
Subjects
Adjustment (To environment), Crisis management, Regional development, School safety, School systems, Student support services, Well being
Abstract
This review provides insights into COVID-19 responses in educational systems in Asia, and to understand which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and concludes with a discussion of gaps in evidence in Asia.
Recommended Citation
Dabrowski, A., Nietschke, Y., Ahmed, S. K., Berry, A., & Conway, M. (2022). Readiness, response, and recovery: The impacts of COVID-19 on education systems in Asia. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-689-5
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
The Australian Council for Educational Research Limited © 2022.
With the exception of any material protected by a trademark, and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution NonCommercial NoDerivatives 4.0 International Licence https://creativecommons.org/licenses/by-nc-nd/4.0
Place of Publication
Camberwell, Victoria
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-689-5
DOI
https://doi.org/10.37517/978-1-74286-689-5
Geographic Subject
Asia
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, International and Comparative Education Commons
Comments
This review was 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.