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This issue affected all schools: public 8-4-4 schools, private 8-4-4 schools, international schools, and private schools in the country. This points to a weak support system for virtual education in Kenyan schools during COVID-19 outbreak affecting virtual learning delivery.
During the COVID-19 pandemic, several school districts struggled to create virtual programming for their special needs students, who were often at an increased risk of learning loss. Even with proper resources, special needs students can often not receive the same level of education at home, due to a lack of career/technical education, physical ...
Learning pods take many forms, but they primarily offer the benefit of a smaller circle of students, which provides comfort from the coronavirus. It also gives the feeling of a more formal schooling option, in which parents can return to work and students could be in a learning environment that's much closer to the traditional setting.
The challenge: Schools need to create opportunities for learning outside of the 7.5-hour, 180-day traditional classroom schedule. The strategy: The district helps kids close their gaps by offering ...
At least 1 in 3 of the world's school children – 463 million children globally – were unable to access remote learning when COVID-19 shuttered their schools. [26] This raised concerns regarding the social, economic, and educational impacts of protracted school closures on students. [27] [28] [29] [30]
Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic. [4] Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a ...
The COVID-19 pandemic has had a considerable impact on female education. Female education relates to the unequal social norms and the specific forms of discrimination that girls face. In 2018, 130 million girls worldwide were out of school, and only two out of three girls were enrolled in secondary education.
Following these impacts, the Quality Assurance Agency for Higher Education published various resources on securing academic standards during the rapid move to online provision and assessment, such as "COVID-19: Thematic Guidance - Securing Academic Standards and Supporting Student Achievement".