1/17/2023 0 Comments Jhu corona tracker![]() As of early March, teachers are largely not being immunized as a priority group in low- and low-middle-income countries. In countries where the COVID-19 vaccine is available, the tool is tracking whether teachers are eligible as a priority group. These interventions will be a critical component of the education recovery process after a year that has affected the learning and well-being of 95% of school children across the globe. This includes changes to the school year schedule, tutoring, and remediation, especially for the primary school grades. In addition to tracking the operational status of schools, the Tracker will also monitor how students are being supported. ![]() Collecting and monitoring this data on what countries are doing is critically important to help us understand the magnitude of what support is needed as we go forward, learning from the major trends observed among countries.” The return to school requires accelerated, remedial, and hybrid learning, as well as other interventions. Saavedra emphasized the importance of this Tracker, “In many countries, students and teachers need urgent supplemental support. COVID-19 related school closures are likely to increase learning poverty to as much as 63%.” A year into the pandemic, continued disruptions to schooling, shifts in learning modalities, and concerns for students’ well-being are ever greater, and this learning crisis is getting worse. “The learning poverty rate – the proportion of 10-year-olds unable to read a short, age-appropriate text – was 53% in low- and middle-income countries prior to COVID-19, compared to only 9% for high-income countries. “The world was facing a learning crisis before COVID-19,” said Jaime Saavedra, World Bank Global Director for Education. However, the majority of schools remain partially or fully closed to in-person classes with remote education as the most used modality. In the East Asia and Pacific region, in-person education has mostly resumed, with stringent social distancing measures. The regions of South Asia, Central Asia, and Europe are mainly relying on hybrid education where the infrastructure allows. Across Latin America, countries are using mixed approaches that include remote, hybrid, and in-person education. Remote learning continues to dominate in the Middle East and North Africa where schools were largely closed in recent weeks. However, in Sub-Saharan Africa, most students are physically attending school. Regionally, there are emerging indications of shifts in learning modalities. In more than 90 countries, students are being instructed through multiple modalities, with some schools open, others closed, and many offering hybrid learning options. ![]() “We hope the work of this partnership will build understanding of how COVID-19 continues to affect students everywhere.”ĭata through early March 2021 show that 51 countries have fully returned to in-person education. “Throughout the pandemic Johns Hopkins has demonstrated the vital role for universities in providing accurate, evidence-based data and information for the world,” said Johns Hopkins Provost and Senior Vice President for Academic Affairs Sunil Kumar. The Global Education Recovery Tracker seeks to build upon Johns Hopkins University’s pivotal work in gathering quality data on COVID-19 cases, testing, and vaccinations, along with the strategic roles that the World Bank and UNICEF play in operational and policy support to countries during the pandemic. Status of vaccine availability for teachers.Availability of remedial educational support.Modalities of learning (remote, in-person or hybrid). ![]() The effort captures and showcases information across four key areas: Launched today, the tool assists countries’ decision-making by tracking reopening and recovery planning efforts in more than 200 countries and territories. ![]()
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