Navigating through the COVID-19 pandemic. Unfinished learning in primary and secondary education in Tunisia.

Autor/inn/en	Smaali Bouhlila, Donia; Jules, Tavis D.; Hentati, Imen; Arnold, Richard
Titel	Navigating through the COVID-19 pandemic. Unfinished learning in primary and secondary education in Tunisia.
Quelle	In: Tertium comparationis, 28 (2022) 3, S. 274-299Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0947-9732; 1434-1697
DOI	10.25656/01:25328 10.31244/tc.2022.03.03
URN	urn:nbn:de:0111-pedocs-253284
Schlagwörter	Schulsystem; COVID-19; Pandemie; Schulschließung; Primarbereich; Sekundarbereich; Fernunterricht; Digitalisierung; Medienausstattung; Tunesien
Abstract	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.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main