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AN EVALUATION OF EDUCATIONAL PRACTICES DURING COVID-19 IN THE WORLD

Yıl 2022, Cilt: 12 Sayı: 1, 292 - 307, 26.01.2022

Öz

The crisis are opportunities to test the power of systems, their flexibility, strengths and weaknesses. Covid-19 crisis is felt in all areas of life from health to economy, from education to transportation, from tourism to entertainment. The improvements on the cure of the illness have been announced from the beginning of the pandemic. All countries have declared their finding about the virus and treatment they thought successful. However, education has not had a global warning system. The problems in educational activities are all evaluated regional, therefore the local administrations have to take measurements to get rid of it. Covid-19 outbreak caused millions of children, educational professions, disabled adults and children stay at home for a long time. In terms of education, for some poor countries like Morocco, 2020 is referred as “a lost year” due to lack of infrastructure for the most part of the country to deliver educational activities through online technology. For developed and developing countries like England, France, and Turkey educational activities were better than African countries in 2020. The quick response to crisis in education in most countries were not sufficient like Turkey, but it worth to appreciate. In the study the educational practices of some countries in the world during Covid-19 evaluated under the light of literature.

Kaynakça

  • Abioui, M., Dades, M. Kostyuchenko, Y., Bensaou, M.… & Carvallho, C. N. (2020). Covid 19 and education in Morocco as a potential model of concern for North Africa: a short commentary, International Journal of Ethics in Education, 5, 145-150.
  • Aspinal, E. (2020). Covid-19 Timeline. British Foreign Policy Group. https://bfpg.co.uk/2020/04/covid 19-timeline/ (15 March, 2021).
  • Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS CoV-2 Coronavirus (Covid-19) Pandemic inGeorgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
  • BBC (28 December, 2020). Covid-19 Gove ‘confident’ schools can reopen in England. https://www.bbc.com/news/education-55466147 (15 March, 2021).
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. AUAd, 6 (3), 112-142.
  • Bozkurt, A. & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to Corona Virus pandemic, Asian Journal of Distance Education, 15(1),i-vi https://www.asianjde.org/ojs/index.php/AsianJDE/article/view/447 (11 March, 2021).
  • Çetin, S., Altug, B., Esen, H., Boleli, S, Özcan, Y & Basay, E. (2020). Unprepared Europe learns lessons of digital education. World, Education, Europe. https://www.aa.com.tr/en/education/unprepared-europe-learns-lessons-of-digital education/1814764 (13 March, 2021).
  • Choudhary, R. (2020). Covid-19 Pandemic: Impact and strategies for education sector in India. https://government.economictimes.indiatimes.com/news/education/covid-19pandemic-impact and-strategies-for-education-sector-in-india/75173099 (11 March, 2021).
  • Crawford, K., Butler-Henderson, K., Rudolph, J., Malkavi, B., Glowatz, M., Burton, R., Magni, P.A. & Lam, S. (2020). COVID-19: 20 countries’ higher education intra period digital pedagogy responses, Journal of Applied Learning & Teaching, 3(1), 1-12.
  • Collier, P., & Gunning, J. W. (1999). "Why Has Africa Grown Slowly?" Journal of Economic Perspectives, 13 (3): 3-22.
  • Dailly Sabah ( 18 January, 2021). Turkey is planning to reopen schools beginning Feb. 15, the country's education minister said late Sunday. https://www.dailysabah.com/turkey/education/turkey plans-to-reopen-schools-closed due-to-covid-19-pandemic-from-feb-15 (17 March, 2021)
  • Deka, K. &Anand, S. (January11, 2021). Covid-19 fallout: The impact on education in India. India Today. https://www.indiatoday.in/magazine/news-makers/story/20210111-schoolof-hard-knocks 1755078-2021-01-03 (12 March, 2021).
  • Department for Education (2021). Schools coronavirus (Covid-19) operational guidance. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment data/file/968401/Schools_operational_guidance_-March-2021-update.pdf
  • Dodman, B. (2021). As students despair, France addresses plight of pandemic’s ‘lost generation’.https://www.france24.com/en/france/20210121-as-students-despair-france addresses-plight-of-pandemic-s-lost-generation (14 March, 2021).
  • Doğurluk Payı (2017). AB ve Türkiye’de Internet kullanımı alışkanlıkları. https://www.dogrulukpayi.com/bulten/ab-ve-turkiye-de-internet-kullanimi-aliskanliklari (15 March, 2021).
  • Educational Development Trust (2020). Providing educational continuity under Covid-19: bset practice in pedagogy for remote teaching. https://www.educationdevelopmenttrust.com/our-research-and insights/commentary/providing-educational-continuity-under-covid-19-be (15 March, 2021).
  • El Firdoussi, S., Lachgar, M., Kabaili, H., Rochdi, A., Goujdami, D. & El Firdoussi, L. (2020). Assessing distance learning in higher education during the Covid-19 pandemic. Hindawi, Educational Research International, 1-13
  • Elzas, S. (26 January 2021). French teachers strike for more pay and support as schools stay open during Covid. https://www.rfi.fr/en/france/20210126-french-teachers-strike-formore-pay-and-support as-schools-stay-open-during-covid-education-health-pensionreforms (14 March, 2021).
  • Hibbi, F., Abdoun, O. & El Khatir, H. (2020). Coronavirus pandemic in Morocco: Measuring the impact of containment and improving the learning process in higher education. International Journal of Information and Education Technology, 11(1), 30-34.
  • Holmberg, B. Bernath, H. & Busch, F.W. (2005). The evolution, principles and practices of distance education. Bis, Verlag der Carl von Ossietzky Universität Oldenburg 11. https://uol.de/fileadmin/user_upload/c3l/master/mde/download/asfvolume11_eBook.pdf (9 March, 2021).
  • Jena, P.K. (2020). Impact of pandemic Covid-19 on education in India. International Journal of Current Research, 12(7), 12582-12586.
  • Khamlichi, Y.E. (2020). Ensignement a distance au Maroc: quells sont les principaux obstacles? https://maroc-diplomatique.net/enseignement-a-distance-au-maroc-quels-sont-lesprincipaux-obstacles/ (12 March, 2021).
  • Khansaa, B. (2021). Enseignement et confinement: le passage à l’E-learning est difficile https://www.lebrief.ma/5816-enseignement-et-confinement-le-passage-le-learning-estdifficile (11 March, 2021).
  • Macpherson, I., S.L. Robertson, and G. Walford. (2014). Education, privatisation and social justice: Case studies from Africa, South Asia and South East Asia. Oxford: Symposium Books.
  • Marlowe, L. (2020). Coronavirus: France’s ‘lost school year highlights issues with its education system. The Irish Times, https://www.irishtimes.com/news/world/europe/coronavirus france-s-lost school-year-highlights-issues-with-its-education-system-1.4308247 (14 March, 2021).
  • McCarthy, N. (2020). COVID-19's Staggering Impact On Global Education (9 March, 2021) https://www.statista.com/chart/21224/learners-impacted-by-national-school closures/#:~:text=Close%20to%20a%20billion%20people,world%20to%20a%20virtua %20standstill.&text=1%2C379%2C344%2C914%20students%20or%2080%20percent,I stitutions%20by%20country%2Dwide%20closures.
  • Nayak, P. B.; Goldar, B.; Agrawal, P. (10 November 2010), India's Economy and Growth: Essays in Honour of V. K. R. V. Rao, SAGE Publications, ISBN 978-81-321-0452-0
  • Negrescu, V. (2021). Shaping a European digital education policy. The Parliament, Policts, Policiy and People Magazine. https://www.theparliamentmagazine.eu/news/article/shaping-a-european-digital education-policy (13 March, 2021).
  • Nikiforos,S. Tzanavaris, S.&Kermaidis, K.L. (2020). Pandemic Pedagogy: Distance Education in Greece during Covid-19 Pandemic through the Eyes of Teachers. EJERS, European Journal of Engineering Research and Science. Special Issue: CIE 2020.
  • Noll, A. (2021). Coronavirus: Will French schools stay open? https://www.dw.com/en/coronavirus will-french-schools-stay-open/a-56330811 (13 March, 2021).
  • OECD (2020). Country note: School education during Covid-19, were students and teachers ready? http://www.oecd.org/education/France-coronavirus-education-country-note.pdf 14 March, 2021).
  • Owusu-Fordour, C., Koomson, C.K.& Hanson, D. (2020). The impact of covid-19 on learning the perspective of the Ghanaian student, European Journal of Education Studies, 7(13), 88-101).
  • Pettersson, P. (2020). Pandemic underscores gross inequalities in South Africa, and the need to fix them https://theconversation.com/pandemic-underscores-gross-inequalities-in-southafrica-and-the need-to-fix-them-135070 (18 Mart, 2020).
  • Pothula, V. M. (2021). COVID-19's impact on education in India: It's not all bad news https://www.globalsistersreport.org/news/ministry/column/covid-19s-impact-education india-its not-all-bad-news (12 March, 2021).
  • The Local (2020). Analysis: Is France right to keep its schools open during the pandemic? https://www.thelocal.fr/20210104/analysis-is-france-right-to-keep-its-schools-openduring pandemic/ (14 March, 2021).
  • The Washington Post (1 September, 2020). Students in France return to schools, even as covid 19 cases soar. https://www.washingtonpost.com/world/europe/covid-schools-reopen france/2020/08/31/21afbd94-e93e-11ea-bf44-0d31c85838a5_story.html (14 March, 2021).
  • Uktech. (4 September, 2020). Education System in the UK during Pandemic COVID-19. https://www.uktech.news/education-system-in-the-uk-during-pandemic-covid-19 (15 March, 2021)
  • UNESCO (2020). COVID-19 Impact on Education https://en.unesco.org/covid19/educationresponse (8 March, 2021).
  • United Nations, (2020).Policy Brief: Education during Covid-19 and beyond. https://www.un.org/development/desa/dspd/wpcontent/uploads/sites/22/2020/08/sg_policy_brief covid19_and_education_august_2020.pdf (16 March, 2020).
  • Universities UK (2021). Covid-19 and UK universities: International updates and FAQs.https://www.universitiesuk.ac.uk/International/Pages/Covid-19-intl.aspx#roadmap (15 March, 2021).
  • YOK (2020). Asrın küresel salgını-Türkiye’nin koronavirusle başarılı mücadelesi “Yükseköğretim” https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/turkiye-ninkoronavirusle-basarilimucadelesi-yuksekogretim-ile-ilgili-hususlar.aspx
  • YOK (2021). Yükseköğretime İlişkin “En Yüksek Katilimli” Anketin Sonuçlari Açiklandi https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/yok-un-yaptigi-anket-sonuclari aciklandi.aspx (17 March, 2021).
  • World Economic Forum (2021). The COVID-19 pandemic has changed education forever. This is how. https://www.weforum.org/agenda/2020/04/coronavirus-education-globalcovid19online-digitallearning/ (8 March, 2021).
  • Zayapragassarazan, Z. (2020). Covid-19: strategies for engaging remote learners in medical education, F1000 Research, 9, 273. https://f1000research.com/documents/9-273 (11 March, 2021).

AN EVALUATION OF EDUCATIONAL PRACTICES DURING COVID-19 IN THE WORLD

Yıl 2022, Cilt: 12 Sayı: 1, 292 - 307, 26.01.2022

Öz

Kaynakça

  • Abioui, M., Dades, M. Kostyuchenko, Y., Bensaou, M.… & Carvallho, C. N. (2020). Covid 19 and education in Morocco as a potential model of concern for North Africa: a short commentary, International Journal of Ethics in Education, 5, 145-150.
  • Aspinal, E. (2020). Covid-19 Timeline. British Foreign Policy Group. https://bfpg.co.uk/2020/04/covid 19-timeline/ (15 March, 2021).
  • Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS CoV-2 Coronavirus (Covid-19) Pandemic inGeorgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
  • BBC (28 December, 2020). Covid-19 Gove ‘confident’ schools can reopen in England. https://www.bbc.com/news/education-55466147 (15 March, 2021).
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. AUAd, 6 (3), 112-142.
  • Bozkurt, A. & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to Corona Virus pandemic, Asian Journal of Distance Education, 15(1),i-vi https://www.asianjde.org/ojs/index.php/AsianJDE/article/view/447 (11 March, 2021).
  • Çetin, S., Altug, B., Esen, H., Boleli, S, Özcan, Y & Basay, E. (2020). Unprepared Europe learns lessons of digital education. World, Education, Europe. https://www.aa.com.tr/en/education/unprepared-europe-learns-lessons-of-digital education/1814764 (13 March, 2021).
  • Choudhary, R. (2020). Covid-19 Pandemic: Impact and strategies for education sector in India. https://government.economictimes.indiatimes.com/news/education/covid-19pandemic-impact and-strategies-for-education-sector-in-india/75173099 (11 March, 2021).
  • Crawford, K., Butler-Henderson, K., Rudolph, J., Malkavi, B., Glowatz, M., Burton, R., Magni, P.A. & Lam, S. (2020). COVID-19: 20 countries’ higher education intra period digital pedagogy responses, Journal of Applied Learning & Teaching, 3(1), 1-12.
  • Collier, P., & Gunning, J. W. (1999). "Why Has Africa Grown Slowly?" Journal of Economic Perspectives, 13 (3): 3-22.
  • Dailly Sabah ( 18 January, 2021). Turkey is planning to reopen schools beginning Feb. 15, the country's education minister said late Sunday. https://www.dailysabah.com/turkey/education/turkey plans-to-reopen-schools-closed due-to-covid-19-pandemic-from-feb-15 (17 March, 2021)
  • Deka, K. &Anand, S. (January11, 2021). Covid-19 fallout: The impact on education in India. India Today. https://www.indiatoday.in/magazine/news-makers/story/20210111-schoolof-hard-knocks 1755078-2021-01-03 (12 March, 2021).
  • Department for Education (2021). Schools coronavirus (Covid-19) operational guidance. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment data/file/968401/Schools_operational_guidance_-March-2021-update.pdf
  • Dodman, B. (2021). As students despair, France addresses plight of pandemic’s ‘lost generation’.https://www.france24.com/en/france/20210121-as-students-despair-france addresses-plight-of-pandemic-s-lost-generation (14 March, 2021).
  • Doğurluk Payı (2017). AB ve Türkiye’de Internet kullanımı alışkanlıkları. https://www.dogrulukpayi.com/bulten/ab-ve-turkiye-de-internet-kullanimi-aliskanliklari (15 March, 2021).
  • Educational Development Trust (2020). Providing educational continuity under Covid-19: bset practice in pedagogy for remote teaching. https://www.educationdevelopmenttrust.com/our-research-and insights/commentary/providing-educational-continuity-under-covid-19-be (15 March, 2021).
  • El Firdoussi, S., Lachgar, M., Kabaili, H., Rochdi, A., Goujdami, D. & El Firdoussi, L. (2020). Assessing distance learning in higher education during the Covid-19 pandemic. Hindawi, Educational Research International, 1-13
  • Elzas, S. (26 January 2021). French teachers strike for more pay and support as schools stay open during Covid. https://www.rfi.fr/en/france/20210126-french-teachers-strike-formore-pay-and-support as-schools-stay-open-during-covid-education-health-pensionreforms (14 March, 2021).
  • Hibbi, F., Abdoun, O. & El Khatir, H. (2020). Coronavirus pandemic in Morocco: Measuring the impact of containment and improving the learning process in higher education. International Journal of Information and Education Technology, 11(1), 30-34.
  • Holmberg, B. Bernath, H. & Busch, F.W. (2005). The evolution, principles and practices of distance education. Bis, Verlag der Carl von Ossietzky Universität Oldenburg 11. https://uol.de/fileadmin/user_upload/c3l/master/mde/download/asfvolume11_eBook.pdf (9 March, 2021).
  • Jena, P.K. (2020). Impact of pandemic Covid-19 on education in India. International Journal of Current Research, 12(7), 12582-12586.
  • Khamlichi, Y.E. (2020). Ensignement a distance au Maroc: quells sont les principaux obstacles? https://maroc-diplomatique.net/enseignement-a-distance-au-maroc-quels-sont-lesprincipaux-obstacles/ (12 March, 2021).
  • Khansaa, B. (2021). Enseignement et confinement: le passage à l’E-learning est difficile https://www.lebrief.ma/5816-enseignement-et-confinement-le-passage-le-learning-estdifficile (11 March, 2021).
  • Macpherson, I., S.L. Robertson, and G. Walford. (2014). Education, privatisation and social justice: Case studies from Africa, South Asia and South East Asia. Oxford: Symposium Books.
  • Marlowe, L. (2020). Coronavirus: France’s ‘lost school year highlights issues with its education system. The Irish Times, https://www.irishtimes.com/news/world/europe/coronavirus france-s-lost school-year-highlights-issues-with-its-education-system-1.4308247 (14 March, 2021).
  • McCarthy, N. (2020). COVID-19's Staggering Impact On Global Education (9 March, 2021) https://www.statista.com/chart/21224/learners-impacted-by-national-school closures/#:~:text=Close%20to%20a%20billion%20people,world%20to%20a%20virtua %20standstill.&text=1%2C379%2C344%2C914%20students%20or%2080%20percent,I stitutions%20by%20country%2Dwide%20closures.
  • Nayak, P. B.; Goldar, B.; Agrawal, P. (10 November 2010), India's Economy and Growth: Essays in Honour of V. K. R. V. Rao, SAGE Publications, ISBN 978-81-321-0452-0
  • Negrescu, V. (2021). Shaping a European digital education policy. The Parliament, Policts, Policiy and People Magazine. https://www.theparliamentmagazine.eu/news/article/shaping-a-european-digital education-policy (13 March, 2021).
  • Nikiforos,S. Tzanavaris, S.&Kermaidis, K.L. (2020). Pandemic Pedagogy: Distance Education in Greece during Covid-19 Pandemic through the Eyes of Teachers. EJERS, European Journal of Engineering Research and Science. Special Issue: CIE 2020.
  • Noll, A. (2021). Coronavirus: Will French schools stay open? https://www.dw.com/en/coronavirus will-french-schools-stay-open/a-56330811 (13 March, 2021).
  • OECD (2020). Country note: School education during Covid-19, were students and teachers ready? http://www.oecd.org/education/France-coronavirus-education-country-note.pdf 14 March, 2021).
  • Owusu-Fordour, C., Koomson, C.K.& Hanson, D. (2020). The impact of covid-19 on learning the perspective of the Ghanaian student, European Journal of Education Studies, 7(13), 88-101).
  • Pettersson, P. (2020). Pandemic underscores gross inequalities in South Africa, and the need to fix them https://theconversation.com/pandemic-underscores-gross-inequalities-in-southafrica-and-the need-to-fix-them-135070 (18 Mart, 2020).
  • Pothula, V. M. (2021). COVID-19's impact on education in India: It's not all bad news https://www.globalsistersreport.org/news/ministry/column/covid-19s-impact-education india-its not-all-bad-news (12 March, 2021).
  • The Local (2020). Analysis: Is France right to keep its schools open during the pandemic? https://www.thelocal.fr/20210104/analysis-is-france-right-to-keep-its-schools-openduring pandemic/ (14 March, 2021).
  • The Washington Post (1 September, 2020). Students in France return to schools, even as covid 19 cases soar. https://www.washingtonpost.com/world/europe/covid-schools-reopen france/2020/08/31/21afbd94-e93e-11ea-bf44-0d31c85838a5_story.html (14 March, 2021).
  • Uktech. (4 September, 2020). Education System in the UK during Pandemic COVID-19. https://www.uktech.news/education-system-in-the-uk-during-pandemic-covid-19 (15 March, 2021)
  • UNESCO (2020). COVID-19 Impact on Education https://en.unesco.org/covid19/educationresponse (8 March, 2021).
  • United Nations, (2020).Policy Brief: Education during Covid-19 and beyond. https://www.un.org/development/desa/dspd/wpcontent/uploads/sites/22/2020/08/sg_policy_brief covid19_and_education_august_2020.pdf (16 March, 2020).
  • Universities UK (2021). Covid-19 and UK universities: International updates and FAQs.https://www.universitiesuk.ac.uk/International/Pages/Covid-19-intl.aspx#roadmap (15 March, 2021).
  • YOK (2020). Asrın küresel salgını-Türkiye’nin koronavirusle başarılı mücadelesi “Yükseköğretim” https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/turkiye-ninkoronavirusle-basarilimucadelesi-yuksekogretim-ile-ilgili-hususlar.aspx
  • YOK (2021). Yükseköğretime İlişkin “En Yüksek Katilimli” Anketin Sonuçlari Açiklandi https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/yok-un-yaptigi-anket-sonuclari aciklandi.aspx (17 March, 2021).
  • World Economic Forum (2021). The COVID-19 pandemic has changed education forever. This is how. https://www.weforum.org/agenda/2020/04/coronavirus-education-globalcovid19online-digitallearning/ (8 March, 2021).
  • Zayapragassarazan, Z. (2020). Covid-19: strategies for engaging remote learners in medical education, F1000 Research, 9, 273. https://f1000research.com/documents/9-273 (11 March, 2021).
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Münir Şahin 0000-0001-5722-496X

Yayımlanma Tarihi 26 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 1

Kaynak Göster

APA Şahin, M. (2022). AN EVALUATION OF EDUCATIONAL PRACTICES DURING COVID-19 IN THE WORLD. Trakya Eğitim Dergisi, 12(1), 292-307.