[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78505-en":3,"doc-seo-78505-105":31,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78505,8796095461610,"Oliver","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","COVID-19 Report ECLAC-UNESCO Education in the time of COVID-19","The COVID-19 pandemic disrupted education across Latin America and the Caribbean through widespread suspension of face-to-face classes, affecting more than 165 million learners by early July 2020. Building on analysis from ECLAC and UNESCO, the report links closures to broader social conditions, education inequality, and unequal teacher distribution. It examines key policy responses, distance learning modalities, assessment adaptation, support needs for teachers and school leadership, and the psychological and socio-emotional impacts on students and educators.","COVID-19 Report  \nECLAC-UNESCO  \nContents  \nI. Educational measures during the COVID-19 crisis .................................. 2  \nII. Continuing education and the impact on the curriculum..................................... 3  \nIII. Countries’ readiness for continuing education online: widening of the digital divide.................................. 5  \nIV. Tailoring assessment methods............... 8  \nV. The need to provide support to teachers and school management .......................... 9  \nVI. Psychological and socio-emotional impact on the education community .................. 13  \nVII. Prioritization of vulnerable groups......... 13  \nVIII. Conclusions ............................................. 15  \nBibliography ................................................... 17  \nAugust 2020  \nEducation in the time of COVID-19  \nThe coronavirus disease (COVID-19) pandemic has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. According to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO), by mid-May 2020, more than 1.2 billion students at all levels of education worldwide had stopped having face-to-face classes. Of these, more than 160 million were students in Latin America and the Caribbean.  \nThe Economic Commission for Latin America and the Caribbean (ECLAC) has argued that even before the pandemic hit, the social situation in the region was deteriorating, owing to rising rates of poverty and extreme poverty, the persistence of inequalities and growing social discontent. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty (ECLAC, 2020a) . Meanwhile, UNESCO has identified major gapsin educational outcomes, which are related to the unequal distribution of teachers in general, and of the best qualified teachers in particular, to the detriment of lower-income countries and regions and of rural areas, where indigenous and migrant populations tend to be concentrated (UNESCO, 2016a; Messina and García, 2020) .  \nIn the sphere of education, many of the measures that the region’s countries have adopted in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main areas of action: the deployment of distance learning modalities through a variety of formats and platforms (with or without the use of technology); the support and mobilization of education personnel and communities; and concern for the health and overall well-being of students.  \nThe aim of this document is to shed light on various consequences that these measures will have on educational communities in the short and medium term, and to offer key recommendations on how to manage those consequences in the best possible manner, drawing attention to opportunities for learning and innovation in the post-pandemic education system.  \nI. Educational measures during the COVID-19 crisis 1  \nThe information collected on the 33 countries of LatinAmerica and the Caribbean up to 7 July 2020 shows that, in the area of education, most of the measures taken are related to the suspension of face-to-face classes at all levels of education. Of these countries, 32 suspended face-to-face classes, with this measure still in force nationwide in 29 countries (Nicaragua has not taken this course of action) . In Uruguay, schools began to reopen in rural areas as of 22 April, before opening nationwide on 29 June. In Saint Vincent and the Grenadines, a partial return began on 25 May, and in Ecuador the return to face-to-face classes began on 1 June. There was a partial return to faceto-face classes in Belize, Grenada and Saint Lucia during June. At the time o","cbCaiipfmLcqENPD","https://ap.wps.com/l/cbCaiipfmLcqENPD","pdf",901517,5,1,20,"English","en",105,"# Educational measures during the COVID-19 crisis\n# Continuing education and the impact on the curriculum\n# Countries’ readiness for continuing education online: widening of the digital divide\n# Tailoring assessment methods\n# The need to provide support to teachers and school management\n# Psychological and socio-emotional impact on the education community\n# Prioritization of vulnerable groups\n# Conclusions","[{\"question\":\"What education measures did countries in Latin America and the Caribbean adopt during the COVID-19 crisis?\",\"answer\":\"Most measures focused on suspending face-to-face classes at all levels, with 32 countries implementing nationwide suspension and 29 maintaining it in force at the national level during the period described.\"},{\"question\":\"How did school closures affect education beyond learning time?\",\"answer\":\"School closures interrupted educational paths and also affected student diet and nutrition, especially for vulnerable groups, while disrupting additional services delivered through schools.\"},{\"question\":\"What challenges and recommendations does the report emphasize for continuing education online?\",\"answer\":\"The report highlights readiness constraints and the widening digital divide, and it calls for adapted assessment methods plus support for teachers and school management to address short- and medium-term consequences.\"}]","COVID-19 Report ECLAC-UNESCO Education in the time of COVID-19 | PDF",1784100691,50,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":29},"covid-19-report-eclac-unesco-education-in-the-time-of-covid-19","",{"@graph":37,"@context":87},[38,55,70],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":51},"https://docshare.wps.com/document/research-report/",3,{"item":53,"name":13,"@type":44,"position":54},"https://docshare.wps.com/document/covid-19-report-eclac-unesco-education-in-the-time-of-covid-19/78505/",4,{"url":53,"name":13,"@type":56,"author":57,"headline":13,"publisher":59,"fileFormat":62,"inLanguage":24,"description":14,"dateModified":63,"datePublished":64,"encodingFormat":62,"isAccessibleForFree":65,"interactionStatistic":66},"DigitalDocument",{"name":9,"@type":58},"Person",{"url":42,"name":60,"@type":61},"DocShare","Organization","application/pdf","2026-08-04","2026-07-15",true,{"@type":67,"interactionType":68,"userInteractionCount":20},"InteractionCounter",{"@type":69},"ViewAction",{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"What education measures did countries in Latin America and the Caribbean adopt during the COVID-19 crisis?","Question",{"text":77,"@type":78},"Most measures focused on suspending face-to-face classes at all levels, with 32 countries implementing nationwide suspension and 29 maintaining it in force at the national level during the period described.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"How did school closures affect education beyond learning time?",{"text":82,"@type":78},"School closures interrupted educational paths and also affected student diet and nutrition, especially for vulnerable groups, while disrupting additional services delivered through schools.",{"name":84,"@type":75,"acceptedAnswer":85},"What challenges and recommendations does the report emphasize for continuing education online?",{"text":86,"@type":78},"The report highlights readiness constraints and the widening digital divide, and it calls for adapted assessment methods plus support for teachers and school management to address short- and medium-term consequences.","https://schema.org",{"og:url":53,"og:type":89,"og:title":13,"og:site_name":60,"og:description":14},"article",{"robots":91,"canonical":53},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":94},[95,99,103,107,111,115,120,123,127,130,134],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":96,"show_sort_weight":97,"slug":98},"Story & Novel",90,"story-novel",{"id":48,"doc_module":4,"doc_module_name":47,"category_name":100,"show_sort_weight":101,"slug":102},"Literature",80,"literature",{"id":54,"doc_module":4,"doc_module_name":47,"category_name":104,"show_sort_weight":105,"slug":106},"Exam",70,"exam",{"id":20,"doc_module":4,"doc_module_name":47,"category_name":108,"show_sort_weight":109,"slug":110},"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":47,"category_name":113,"show_sort_weight":30,"slug":114},6,"Technology","technology",{"id":116,"doc_module":4,"doc_module_name":47,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":47,"category_name":125,"show_sort_weight":22,"slug":126},9,"Religion & Spirituality","religion-spirituality",{"id":22,"doc_module":4,"doc_module_name":47,"category_name":128,"show_sort_weight":22,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":47,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":47,"category_name":136,"show_sort_weight":20,"slug":137},19,"General","general"]