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Faced with the crisis of the Coronavirus disease 2019 (COVID-19) pandemic in March 2020, Saudi Arabia embarked on a journey to adapt the way in which schooling operated, enabling a continued education for children across the country. This was a unique journey, and one that will have lasting impacts on education in Saudi Arabia. The World Bank studied this journey in detail over the 2020-21 school year, as the pandemic was underway. This report compiles the results of this study and provides a comprehensive review of the experiences of digital and distance education in Saudi Arabia, along with an analysis of opportunities for future educational improvement. The study aimed to answer three main questions. Firstly, how well did Saudi Arabia provide for, and achieve, continued education of kindergarten to grade 12 (K-12) students during the COVID-19 pandemic Secondly, what were the strengths of Saudi Arabia's response to the COVID-19 pandemic in K-12 education And finally, what are the opportunities for educational improvement following the digital and distance education experience To answer these questions, a variety of data gathering instruments were designed and implemented by the World Bank team. The data sources included focus groups; surveys of nationally representative groups of school principals, teachers, students, parents, and supervisors; virtual classroom observations; and interviews with key personnel. Analyses of these data informed the conclusions and recommendations presented in this report, which were reviewed by global experts in the fields of education and education technologies.

Education, Higher --- Social distancing (Public health) and education. --- Administration.

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Pandemic shocks disrupt human capital accumulation through schooling and work experience. This study quantifies the long-term economic impact of these disruptions in the case of COVID-19, focusing on countries at different levels of development and using returns to education and experience by college status that are globally estimated using 1,084 household surveys across 145 countries. The results show that both lost schooling and experience contribute to significant losses in global learning and output. Developed countries incur greater losses than developing countries, because they have more schooling to start with and higher returns to experience. The returns to education and experience are also separately estimated for men and women, to explore the differential effects by gender of the COVID-19 pandemic. Surprisingly, while the study uncovers gender differences in returns to education and schooling, gender differences in the impact of COVID-19 are small and short-lived, with a loss in female relative income of only 2.5 percent or less, mainly due to the greater severity of the employment shock on impact. These findings might challenge some of the ongoing narratives in policy circles. The methodology employed in this study is easily implementable for future pandemics.

Sexism in higher education. --- Social distancing (Public health) and education.

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To explore how countries have progressed in learning recovery and longer-term education transformation, the Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific, and Cultural Organization (UNESCO), UNESCO Institute for Statistics (UIS), United Nations Children's Fund (UNICEF) and the World Bank have conducted the fourth round of the Survey on National Education Responses to Coronavirus disease 2019 (COVID-19) school closures joint survey', with responses from Ministries of Education in 93 countries. While the first three rounds of the survey were implemented in relatively rapid succession during the periods May to June 2020, July to October 2020, and February to June 2021, respectively, the fourth round was implemented more than one year after the last data collection during the period April to July 2022, when almost all schools had re-opened and policymakers were beginning to reflect on responses going forward in the post-pandemic normalization period. Findings from the joint survey are supplemented by data from the global education recovery tracker GERT survey, administered with 166 World Bank and UNICEF country offices between May to July 2022. This report includes the main findings from the surveys, which are analyzed and presented along the lines of the five RAPID key policy actions. Furthermore, each of these analyses is complemented by a discourse of the policy implications and related measures required for longer-term education transformation to address the longstanding systemic bottlenecks, ensure future system sustainability, and achieve national, regional, and global goals, including sustainable development goal 4 on education.

Educational change. --- Education and state. --- Social distancing (Public health) and education.

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"This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in Higher Education. Focussing on student and faculty experiences of online and distance education, the text provides reflection on novel initiatives, unexpected challenges, and lessons learnt. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to ask what lessons COVID-19 can offer for the future development of online and distance learning in Higher Education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly. Roy Y. Chan is Assistant Professor of Education and Director of the Doctorate of Education (Ed.D.) program in Leadership and Professional Practice in the Helen DeVos College of Education at Lee University, Tennessee, USA. Krishna Bista is Professor in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland, USA. Ryan M. Allen is Assistant Professor of Practice in the Attallah College of Educational Studies at Chapman University, California, USA"--

Education, Higher --- Instructional systems --- Social distancing (Public health) and education --- COVID-19 Pandemic, 2020 --- -Computer-assisted instruction --- Design --- -Epidemics --- Education and social distancing (Public health) --- Education --- Learning systems --- Educational technology --- Teaching --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Computer-assisted instruction --- -Social distancing (Public health) and education --- Epidemics --- Case studies. --- -COVID-19 Pandemic, 2020 --- -Education, Higher --- COVID-19 Pandemic, 2020-2023

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"This volume uses case studies and students lived experiences to document the impacts of coronavirus (COVID-19) on international students and explores future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students' experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume. Krishna Bista is Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland, USA. Ryan M. Allen is Assistant Professor of Practice in the Attallah College of Educational Studies at Chapman University, California, USA. Roy Y. Chan is Assistant Professor of Education and Director of the Doctorate of Education (Ed.D.) program in Leadership and Professional Practice in the Helen DeVos College of Education at Lee University, Tennessee, USA"--

Students, Foreign --- COVID-19 Pandemic, 2020 --- -Student mobility --- Social distancing (Public health) and education --- Higher education and state --- Social conditions --- Case studies. --- Student mobility --- -Students, Foreign --- Foreign students --- International students --- Overseas students --- Students, International --- Visitors, Foreign --- Foreign students' spouses --- Foreign study --- Epidemics --- Academic mobility --- Mobility, Student --- Migration, Internal --- Transfer students --- COVID-19 Pandemic, 2020-2023