Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda
Over the course of the COVID-19 pandemic, education systems have grappled with the complexity of protecting the wellbeing of learners and educators, along with ensuring learners' continued engagement with learning. This has led to an increasing number of calls to strengthen education-sector res...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Inter-agency Network for Education in Emergencies (INEE)
2023-01-01
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| Series: | Journal on Education in Emergencies |
| Online Access: | https://archive.nyu.edu/handle/2451/69900 |
| _version_ | 1797386837135720448 |
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| author | Jennifer Flemming Ritesh Shah Nina Weisenhorn Julie Chinnery Gwendolyn Heaner |
| author_facet | Jennifer Flemming Ritesh Shah Nina Weisenhorn Julie Chinnery Gwendolyn Heaner |
| author_sort | Jennifer Flemming |
| collection | DOAJ |
| description | Over the course of the COVID-19 pandemic, education systems have grappled with the complexity of protecting the wellbeing of learners and educators, along with ensuring learners' continued engagement with learning. This has led to an increasing number of calls to strengthen education-sector resilience to future shocks and stressors, particularly for the most marginalized, in order to maintain momentum toward achieving Sustainable Development Goal 4. Resilience has been and continues to be a key focal point for the US Agency for International Development (USAID), both across the agency and within its education portfolio. In this paper, we reflect on case study research in five contexts—Colombia, Georgia, Lebanon, Nigeria, and Zambia—during the COVID-19 pandemic and apply it to USAID's resilience framework for education. We identify practices and structures used in each context that were either operationalized or could be leveraged further to absorb, adapt, and ultimately transform these education systems when facing a pandemic and other types of stressors and shocks. |
| first_indexed | 2024-03-08T22:15:11Z |
| format | Article |
| id | doaj.art-524c208bfc7a45e8b4c4fa601f069ad4 |
| institution | Directory Open Access Journal |
| issn | 2518-6833 |
| language | English |
| last_indexed | 2024-03-08T22:15:11Z |
| publishDate | 2023-01-01 |
| publisher | Inter-agency Network for Education in Emergencies (INEE) |
| record_format | Article |
| series | Journal on Education in Emergencies |
| spelling | doaj.art-524c208bfc7a45e8b4c4fa601f069ad42023-12-19T01:14:16ZengInter-agency Network for Education in Emergencies (INEE)Journal on Education in Emergencies2518-68332023-01-019119610.33682/9ge4-wyr8Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience AgendaJennifer Flemming0Ritesh Shah1https://orcid.org/0000-0002-2890-252XNina Weisenhorn2Julie Chinnery3Gwendolyn Heaner4MHPSS CollaborativeUniversity of AucklandUSAIDNorwegian Refugee CouncilGK Consulting LLCOver the course of the COVID-19 pandemic, education systems have grappled with the complexity of protecting the wellbeing of learners and educators, along with ensuring learners' continued engagement with learning. This has led to an increasing number of calls to strengthen education-sector resilience to future shocks and stressors, particularly for the most marginalized, in order to maintain momentum toward achieving Sustainable Development Goal 4. Resilience has been and continues to be a key focal point for the US Agency for International Development (USAID), both across the agency and within its education portfolio. In this paper, we reflect on case study research in five contexts—Colombia, Georgia, Lebanon, Nigeria, and Zambia—during the COVID-19 pandemic and apply it to USAID's resilience framework for education. We identify practices and structures used in each context that were either operationalized or could be leveraged further to absorb, adapt, and ultimately transform these education systems when facing a pandemic and other types of stressors and shocks.https://archive.nyu.edu/handle/2451/69900 |
| spellingShingle | Jennifer Flemming Ritesh Shah Nina Weisenhorn Julie Chinnery Gwendolyn Heaner Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda Journal on Education in Emergencies |
| title | Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda |
| title_full | Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda |
| title_fullStr | Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda |
| title_full_unstemmed | Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda |
| title_short | Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda |
| title_sort | education systems response to covid 19 reflections on the contributions of research to usaid s education and resilience agenda |
| url | https://archive.nyu.edu/handle/2451/69900 |
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