Capturing the Educational and Economic Impacts of School Closures in Poland PDF Download
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Author: Tomasz Gajderowicz
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The effect of school closures in the spring of 2020 on the math, science, and reading skills of secondary school students in Poland is estimated. The COVID-19-induced school closures lasted 26 weeks in Poland, one of Europe's longest periods of shutdown. Comparison of the learning outcomes with pre- and post-COVID-19 samples shows that the learning loss was equal to more than one year of study. Assuming a 45-year working life of the total affected population, the economic loss in future student earnings may amount to 7.2 percent of Poland's gross domestic product.
Author: Tomasz Gajderowicz
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The effect of school closures in the spring of 2020 on the math, science, and reading skills of secondary school students in Poland is estimated. The COVID-19-induced school closures lasted 26 weeks in Poland, one of Europe's longest periods of shutdown. Comparison of the learning outcomes with pre- and post-COVID-19 samples shows that the learning loss was equal to more than one year of study. Assuming a 45-year working life of the total affected population, the economic loss in future student earnings may amount to 7.2 percent of Poland's gross domestic product.
Author: Tomasz Gajderowicz
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The effect of school closures in the spring of 2020 on the math, science, and reading skills of secondary school students in Poland is estimated. The COVID-19-induced school closures lasted 26 weeks in Poland, one of Europe's longest periods of shutdown. Comparison of the learning outcomes with pre- and post-COVID-19 samples shows that the learning loss was equal to more than one year of study. Assuming a 45-year working life of the total affected population, the economic loss in future student earnings may amount to 7.2 percent of Poland's gross domestic product.
Author: Robert Maranto
Publisher: Taylor & Francis
ISBN: 1000998495
Category : Education
Languages : en
Pages : 273
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Book Description
This book features contributions from leading experts who present peer reviewed research on how the unprecedented COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering the first empirical findings exploring educational impacts likely to last for decades. The COVID-19 pandemic presented the greatest crisis in the history of U.S. schooling, with America’s 50 states, thousands of school systems, and tens of thousands of private and charter schools responding in myriad ways. This book brings together peer reviewed, empirical research on how U.S. schools responded, and on the educational and health impacts likely to persist for many years. Contributors explore how the U.S. responses differed from those in other countries, with slower reopening, and both reopening and modes of instruction varying widely across states and school sectors. Compared to European countries, U.S. responses to reopening schools reflected political influences more than health or educational needs, though this was less true in market-based private and charter schools. The pandemic was a catalyst for school choice movements across the U.S. Many parents reacted to school closings by exploring alternatives to traditional public schools, including an important and likely permanent innovation, small, parent-created or “pod” schools. As the papers here detail, long term student learning loss and health and socioemotional impacts of COVID-19 closings may well last for decades. The volume concludes by exploring teacher experiences across different sectors following the pandemic. COVID-19 and Schools will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, research methods, economics, sociology and psychology. The chapters included in this book were originally published as a special issue of Journal of School Choice.
Author: Spencer Cohen
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Severe disruptions in school education during the coronavirus disease (COVID-19) pandemic has impacted children through their formative years which will affect their employment opportunities and earning potential for many years after school ages. This paper examines the medium-to-long-term economic scarring effects, using data available through the Global Trade Analysis Project, a computable general equilibrium model, with empirical study focusing on the impact of school closures on economic growth and employment. The estimated results show significant declines in global gross domestic product (GDP) and employment. Moreover, the losses in global GDP and employment increase over time. Declines in global GDP amount to 0.19% in 2024, 0.64% in 2028, and 1.11% in 2030. In absolute terms, the cost to the global economy in 2030 alone is $943 billion. The scarring effects are greater in economies with significant student populations from rural areas, those in the poorest and second wealth quintile. Learning and earning losses are also significant in economies where the share of unskilled labor employment in the overall labor force is high.
Author: Jerzy Menkes
Publisher: Routledge
ISBN: 1000405613
Category : Business & Economics
Languages : en
Pages : 134
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Book Description
In response to the outbreak of the COVID-19 pandemic, governments and international institutions took steps to contain the harmful consequences on citizens’ lives and health, as well as the economy. In the short term, the goal was to limit the spread of the virus and the effects of the restrictions on the economy and, in the longer run, to prevent the appearance of new cases, facilitate the end of social restrictions, reboot the economy, and return to a path of sustainable growth and development. This is an economic and legal exploration of the impact of the pandemic, in the Polish context, examining Polish society and the economy as well as the response of the Polish authorities to the pandemic. The choice of Poland as the subject of the research is justified by its specificity. On the one hand, Poland is a country undergoing systemic transformation with access to European and transatlantic institutions. On the other hand, in recent years, it has evolved towards a hybrid democracy and is currently diverging away from the EU project. The book presents Poland’s legal and institutional response to the pandemic, analysed through the prism of common European values and Poland’s international commitments. It signposts the financial solutions adopted by the EU in the aftermath of the outbreak to assess how they will be used in combatting the short and longer-term consequences of the pandemic in Poland. The book is an introduction to original research, shaped by the novelty of the subject matter, and as such, will be essential reading for students and researchers of economics, law, and international relations.
Author: László Mátyás
Publisher: Springer Nature
ISBN: 3030939634
Category : Business & Economics
Languages : en
Pages : 610
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Book Description
This edited volume examines the development path of eight Central and Eastern European countries with an overlapping historical background that joined the European Union between 2004 and 2013, and identifies the main similarities and differences between the countries concerned. Based on wide comparative data analysis of Bulgaria, Croatia, The Czech Republic, Hungary, Poland, Romania, Slovakia, and Slovenia, each chapter in the volume provides detailed information about the state of the economy in a specific area preceding the pandemic shock. The book offers a detailed snapshot of the state of the different areas of the economy, starting from the time when the countries concerned came out of the 2008 financial crisis, up to the date when COVID-19 hit. Further, each chapter analyzes the effects of this unprecedented shock on a particular field, which is followed by highlighting the main problems the countries are facing at present and in the near future, together with identifying the available policy options. Finally, before concluding and making general and country-specific policy recommendations, some thoughts will be given to longer-term prospects. More specifically, the question of how the subject area could contribute to avoiding the "middle-income-trap" that this region may be facing will be addressed. The comprehensive approach makes this volume a must-read for scholars and students of economics, as well as policy decision-makers in Europe, interested in a better understanding of the region's economic development.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author: Fernando M. Reimers
Publisher: Springer Nature
ISBN: 3030815005
Category : Education
Languages : en
Pages : 467
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Book Description
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Author: Alegre de la Rosa, Olga María
Publisher: IGI Global
ISBN: 1668448130
Category : Education
Languages : en
Pages : 274
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Book Description
There has recently been a societal push to better achieve equity for all, with many bringing to light the bias, racism, and discrimination that many factions face on a daily basis. Naturally, integrating diversity and social inclusion thoughts into the classroom is one of the best ways to start changing the mindset of society and promoting more inclusive practices in the next generations. Therefore, diversity and social inclusion have become common approaches in the planning and management of primary, secondary, and higher education schools in many international contexts. However, there are certainly challenges that must be overcome in developing these new practices and their implementation within teacher curriculum. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development provides an analysis of educational inclusion practices and identifies university students voices on diversity and social inclusion. It further assesses teacher performance in an international online training context and promotes a model of curriculum development on diversity and social inclusion. Covering topics such as culturally competent teachers, student academic achievement, and attitudes towards diversity, this premier reference source is an excellent resource for teacher educators, pre-service teachers, administrators and educators of both K-12 and higher education, social workers, researchers, and academicians.
Author: Louis Volante
Publisher: Springer Nature
ISBN: 9811398631
Category : Education
Languages : en
Pages : 223
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Book Description
This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.
