Item history (bjohas, Wed Jul 29 2020 12:25:50 GMT+0100 (BST))
TY  - JOUR 
TI  - Evidence on efforts to mitigate the negative educational impact of past disease outbreaks 
AU  - Hallgarten, Joe 
AB  - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation.  The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in  the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations. 
DA  - 2020/03/31/ 
PY  - 2020 
DP  - opendocs.ids.ac.uk 
LA  - en 
UR  - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 
Y2  - 2020/04/01/21:09:35 
L1  - https://opendocs.ids.ac.uk/opendocs/bitstream/20.500.12413/15202/3/793_mitigating_education_effects_of_disease_outbreaks.pdf 
L2  - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 
KW  - ⛔ No DOI found 
ER  -  
 
TY  - JOUR 
TI  - Evidence on efforts to mitigate the negative educational impact of past disease outbreaks 
AU  - Hallgarten, Joe 
DA  - 2020/// 
PY  - 2020 
DP  - Zotero 
LA  - en 
UR  - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15202/793_mitigating_education_effects_of_disease_outbreaks.pdf?sequence=6&isAllowed=y 
L1  - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15202/793_mitigating_education_effects_of_disease_outbreaks.pdf?sequence=6&isAllowed=y 
N1  - <p><strong>Extracted Annotations (04/04/2020, 17:45:58)</strong></p> 
<p>"nd now complem by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of diffe approaches to action, co-ordinations, funding or prioritisation." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=2">Hallgarten :20</a>)</p> 
<p>"Despite these gaps, lessons can be learnt from how various interventions have: negotiated fluid political economies; been attuned to cultural and social factors; been highly adaptive when supported by donor flexibility; and been based on integrated responses and multi-sector collaboration and integration. Based on the literature reviewed by this study, all interventions that demonstrated impact included some aspect of psycho-social support in their programming." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=2">Hallgarten :20</a>)</p> 
<p>"During and after closures, many teachers' roles are diverted towards disease control and social mobilisation activities." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=4">Hallgarten :22</a>)</p> 
<p>"However, many teachers who were reassigned to support disease control faced stigmatisation, and in some cases, suspension from work due to fear of Ebola (ACAPS, 2016)." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=4">Hallgarten :22</a>)</p> 
<p>"Children, especially those quarantined suffered from social isolation and posttraumatic stress (UNESCO, 2020; Wang et al. 2020). In Sierra Leone, children reported greater levels of corporal punishment from parents, as well as greater personal and family frustration (The Alliance for Child Protection in Humanitarian Emergencies, 2018)." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=4">Hallgarten :22</a>)</p> 
<p>"Female pupils also bear a greater negative cost of outbreaks." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=5">Hallgarten :23</a>)</p> 
<p>"In terms of accessing educational materials during times of school closure distance learning solutions, whether low or high tech, often indirectly discriminate against girls due to power dynamics within families" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=5">Hallgarten :23</a>)</p> 
<p>"During recovery a number of challenges emerge to ensure children return to school regularly or at all, and to avoid increases in dropout rates." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=5">Hallgarten :23</a>)</p> 
<p>"At a system level, school closures and disease-focused reprioritisation can hinder the progress of education reform." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=5">Hallgarten :23</a>)</p> 
<p>"there is no empirical evidence that learning outcomes suffered as a result of the Ebola outbreak" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=6">Hallgarten :24</a>)</p> 
<p>"non-fixed costs can be redeployed to 'keep education moving'" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=6">Hallgarten :24</a>)</p> 
<p>"Minimal evidence exists on approaches to support at-home learning through the distribution of paper materials, or the impact of these approaches." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=7">Hallgarten :25</a>)</p> 
<p>"Children reported that learning materials allocated to them for home learning were often used by other family members for other activities" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=7">Hallgarten :25</a>)</p> 
<p>"Lower-tech solutions, especially radio broadcasts, were used across all countries affected by Ebola, with some demonstration of impact." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=7">Hallgarten :25</a>)</p> 
<p>"Focus groups-based evaluation reported that, whilst participants felt that the programmes did not adequately compensate for the loss of access to schools and teachers, it helped sustain a connection to education." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=7">Hallgarten :25</a>)</p> 
<p>"Working with national agencies and local leaders ensured strong buy-in at all levels, and that the content was gender-responsive." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=7">Hallgarten :25</a>)</p> 
<p>"investment in smaller organisations, already operating successfully and which have built relationships of trust with their communities and authorities, can produce resu during and after a humanitarian crisis (Barnett et al, 2018). It required flexibility from donors, adaptiveness from programme implementers and other" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=8">Hallgarten :26</a>)</p> 
<p>"technologies played a role in supporting at-home learning." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=8">Hallgarten :26</a>)</p> 
<p>"programmes - often adaptations of existing programmes - that include psycho support." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=8">Hallgarten :26</a>)</p> 
<p>"'child protection programmes struggled to address Ebola's severe secondary effects on children" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=8">Hallgarten :26</a>)</p> 
<p>"the evaluation reported high rates of school return, progression to junior secondary school, and exam passes" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=9">Hallgarten :27</a>)</p> 
<p>"The evaluation suggested that success was predicated on a cross-cutting, integrated approach that spanned child protection, psychosocial support and educational input, all focused on the most vulnerable groups" (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=9">Hallgarten :27</a>)</p> 
<p>"A randomised control trial (RCT) demonstrated that this programme successfully mitigated some of the secondary risks from the disease outbreak, especially around pregnancy and transactional sex." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=9">Hallgarten :27</a>)</p> 
<p>"t of activities to accelerate learning: improved syllabi and teacher training; classroom upgrades; continuing the radio programmes; and solar kits for rural schools (Government o Leone, 2015)." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=11">Hallgarten :29</a>)</p> 
<p>"UNICEF's evaluation stated that its destigmatisation programmes and WASH support for schools played a part in encouraging learners back to school (UNICEF, 2017)." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=11">Hallgarten :29</a>)</p> 
<p>"Despite some policy challenges around the re-enrolment of pregnant girls and new young mothers, gender-responsive recovery interventions had positive impacts." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=12">Hallgarten :30</a>)</p> 
<p>"the provision of special needs education for pregnant girls, supported by a comprehensive teacher training programme, was especially effective with enrolment targets for pregnant girls and for out of school and vulnerable children exceeded by over 50%." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=12">Hallgarten :30</a>)</p> 
<p>"Reparation offered opportunities to reinforce and recalibrate learning priorities." (<a href="zotero://open-pdf/groups/2339240/items/3QIJ852J?page=12">Hallgarten :30</a>)</p> 
KW  - ⛔ No DOI found 
ER  -  
 
TY  - JOUR 
TI  - Evidence on efforts to mitigate the negative educational impact of past disease outbreaks 
AU  - Hallgarten, Joe 
DA  - 2020/// 
PY  - 2020 
DP  - Zotero 
SP  - 19 
LA  - en 
UR  - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15202/793_mitigating_education_effects_of_disease_outbreaks.pdf?sequence=6&isAllowed=y 
L1  - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15202/793_mitigating_education_effects_of_disease_outbreaks.pdf?sequence=6&isAllowed=y 
KW  - ⛔ No DOI found 
ER  -
group:2405685
itemKey:57M3QBH2
itemKeyOld:FU8LEB5T, Z2ZFFDCL
Evidence on efforts to mitigate the negative educational impact of past disease outbreaks

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