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URN: urn:nbn:de:0111-pedocs-253284
DOI: 10.25656/01:25328; 10.31244/tc.2022.03.03
URN: urn:nbn:de:0111-pedocs-253284
DOI: 10.25656/01:25328; 10.31244/tc.2022.03.03
| Titel |
Navigating through the COVID-19 pandemic. Unfinished learning in primary and secondary education in Tunisia |
|---|---|
| Autoren |
Smaali Bouhlila, Donia  ;
Jules, Tavis D.  ;
Hentati, Imen;
Arnold, Richard |
| Originalveröffentlichung | Tertium comparationis 28 (2022) 3, S. 274-299  |
| Dokument | Volltext (855 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Schulsystem; COVID-19; Pandemie; Schulschließung; Primarbereich; Sekundarbereich; Fernunterricht; Digitalisierung; Medienausstattung; Tunesien |
| Teildisziplin | Interkulturelle und International Vergleichende Erziehungswissenschaft Schulpädagogik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 0947-9732; 1434-1697; 09479732; 14341697 |
| Sprache | Englisch |
| Erscheinungsjahr | 2022 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | During the outbreak of the global SARS-CoV-2 (COVID-19) pandemic, Tunisia, like many countries, prepared an emergency plan to shift to distance learning to salvage the academic year and ensure continuous learning. However, a shortage of digital materials coupled with the fact that many households did not have adequate Internet bandwidth made it virtually impossible to secure adequate digital learning. When in-person schooling was restarted in 2020/21, primary, pre-secondary, and secondary school pupils attended school on alternate days to avoid overcrowding. As a result of the pandemic, the curriculum has been lightened, and the fundamentals have been prioritized. Based on a content analysis of the Ministry of Education documents and a survey conducted by the Ministry on remote learning, we shed light on the different measures taken to curb learning loss during the spread of the pandemic as well as the challenges facing Tunisian students and the government. The consequences of these measures are discussed along with future recommendations. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | Tertium comparationis Jahr: 2022 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 13.09.2022 |
| Quellenangabe | Smaali Bouhlila, Donia; Jules, Tavis D.; Hentati, Imen; Arnold, Richard: Navigating through the COVID-19 pandemic. Unfinished learning in primary and secondary education in Tunisia - In: Tertium comparationis 28 (2022) 3, S. 274-299 - URN: urn:nbn:de:0111-pedocs-253284 - DOI: 10.25656/01:25328; 10.31244/tc.2022.03.03 |
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