dc.contributor.author | Banerj, Manjistha | |
dc.contributor.author | Banerjee, Bipasa | |
dc.contributor.author | Diwakar, Vidya | |
dc.coverage.spatial | India | en |
dc.date.accessioned | 2023-06-30T14:01:53Z | |
dc.date.available | 2023-06-30T14:01:53Z | |
dc.date.issued | 2023-06 | |
dc.identifier.citation | Banerji, M.; Banerjee, B. and Diwakar, V. (2023) ‘Mitigating Learning Disruption During Covid-19: Evidence from India’, CPAN Policy Brief 4, Brighton: Institute of Development Studies | en |
dc.identifier.uri | https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/18037 | |
dc.description.abstract | Long school closures in India during the pandemic caused significant learning
disruption, with particularly adverse consequences for marginalised girls and
boys. Data from large-scale representative surveys does not show a massive
fall in enrolment because of the closures. However, low levels of basic reading
and maths skills among school-age children are concerning. In response,
various centrally managed interventions took place during the pandemic
(e.g. to encourage enrolment, including through social protection). Schools
also undertook measures with a more direct bearing on children’s learning.
Continued efforts are needed to reach severely disadvantaged children who
are not enrolled. | en |
dc.language.iso | en | en |
dc.publisher | Institute of Development Studies | |
dc.relation.ispartofseries | CPAN Policy Brief;4 | |
dc.rights.uri | https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/ | en |
dc.subject | Education | en |
dc.subject | Health | en |
dc.subject | Poverty | en |
dc.title | Mitigating Learning Disruption During Covid-19: Evidence from India | en |
dc.type | Other | en |
dc.identifier.doi | 10.19088/CPAN.2023.004 | |
rioxxterms.version | NA | en |