Joint seminars by the World Bank and HSE Institute of Education
The World Bank and the Institute of Education are organizing a series of online seminars as part of a partnership in research on the transformation of school education during a pandemic in Central and Eastern Europe and Central Asia. Seminars aimed at a community of practitioners, administrators, and educational researchers.
The seminar topics are focused on two main areas:
1. How educational systems responded to the challenge and went through the pandemic:
a. education response, coping strategies
b. resilience - feature vs. a set of targeted practices
c. effects and implications for the quality of education, well-being, further educational and professional trajectories
2. How countries act now, after the main shock (learning / education recovery)
a. strategies to compensate for negative consequences
b. changes in management practices in response to the lessons of the pandemic
d. development paths after distance learning experience
The seminars will present evidence-based research. Special attention is paid to management decisions during a pandemic, and to contexts that determine the differences between universal and specific characteristics in coping strategies and the consequences of the crisis. Seminars aim to find management approaches and practices that can be shared.
28.05 - General Education In Russia During Covid-19: Readiness, Policy Response, And Lessons.
The first part of the report considers the specifics of the measures taken in Russia to preserve the quality of school education during the first and second wave of the COVID-19 pandemic. Authors talk about the variety of approaches in different regions to cope with the problems faced by schools and government during a distance learning period. Speakers compare the measures taken during the first and second waves of the pandemic and talk about the factors that influenced these measures. Are the lessons of the pandemic taken into account when organizing the educational process in the post-quarantine period?
In the second part of the report, authors present an analysis of the effects of school closures during a pandemic on a Russian sample. The analysis uses data from the monitoring of the reading literacy of the 4th and 6th grade pupils in one of the Russian regions. To assess the effects of the pandemic, authors made a comparison of the cohorts that participated in monitoring in 2019 with the cohorts that were tested in 2021. Rasch Virtual Equating procedures are used to compare the test results for different years. The focus of the analysis is on the effects for different SES groups. Speakers compare their results with other countries, compare the effects for different grades, and interpret the data taking into account the context of decisions in educational policy in the first and second waves of the pandemic in the Russian Federation.
- Sergey Zair-Bek - Leading Expert, Pinsky Centre of General and Extracurricular Education, Institute of Education
- Roman Zvyagintsev - Junior Research Fellow, Pinsky Centre of General and Extracurricular Education, Institute of Education
- Sergey Kosaretsky - Director, Pinsky Centre of General and Extracurricular Education, Institute of Education
- Harry A. Patrinos - Practice Manager, World Bank Education
26.07 - Families' adaptation strategies for distance learning
The seminar foreground research insights from national cases about how the COVID-19 crisis has affected various domains of life and wellbeing of schoolers and their families, alongside its immediate and longer-term implications for education and development. The discussion will delve into such dimensions as children's learning experiences, parental labor supply, gender roles, inequality and poverty, etc.
The speakers primarily focus on the following:
· Steering through uncertainty and disruption: How COVID-19 has altered lives of families with school-age children
· How the lockdown and children learning from home have affected parental participation in the labor force
· How families of various background have been able to cope with challenges of the pandemic environment
· Family agency: What behaviors family members pursued in different situations (e.g., which restrictions they observed and which they ignored); whether and to what extent they were able to unleash vision, embrace occurrent mindsets, and identify and harness new opportunities
· What parents do for a living and how it is related to the strategies they choose to pursue in navigating the new reality
· Longer-term implications of the pandemic for education and development.
- Elizaveta Sivak, Director of the Center for Contemporary Childhood Research, HSE Institute of Education
- Maria Dobryakova, Chief expert of the Laboratory for Curriculum Design, HSE Institute of Education
- Almudena Sevilla, Professor of Economics and Public Policy, University College London (UCL)
- Sergei Kosaretsky, Director of the Pinsky Centre of General and Extracurricular Education, HSE Institute of Education
A video and speakers’ presentations of the seminars are available at
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