[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78544-en":3,"doc-seo-78544-105":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},78544,13056703019404,"Miles","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",8,"Research & Report","Executive Summary and Acknowledgements of RASCRA 2020 Research on School Closures in the Americas","Executive summary and acknowledgements for the RASCRA–2020 initiative on school closures response in the Americas, led by the British Council Argentina with the Varkey Foundation. It examines how COVID-19 suspended face-to-face classes and disrupted education systems across 11 countries, highlighting unequal access to infrastructure and resources. The document synthesizes government and school actions to extract lessons learned, identify pending challenges for 2021, and inform reflections on postpandemic education. Methodology combines quantitative and qualitative instruments including literature review, interviews, surveys, and focus groups.","Acknowledgements  \nThe “Research and Analysis of School Closures response in the Americas (RASCRA)– 2020”is an initiative by the British Council Argentina in alliance with the Varkey Foundation.  \nThis investigation had the valuable contribution of Guillermina Tiramonti, Academic, Argentina; Mariano Narodowski, Academic, Argentina; Facundo Lancioni, General Secretary of SEducA (Teacher’s Union, Buenos Aires), Argentina; Andres Delich, Organisation of IberoAmerican States; Argentina; Nancy Montes, Organisation of Ibero-American States specialist, Argentina; Paula Lopez Cano, President of Asociación de Profesores de Inglés de Buenos Aires, Argentina; Maria Cristina Gomez, Teacher, Argentina; Martin Salvetti, Education Subsecretary, Municipio Lomas de Zamora, Argentina; Lucia Feced, Ministry of Education of the City of Buenos Aires, Argentina; Ornella Lotito, Education Oficial, UNICEF Argentina; Florencio Rutemara, Teacher, Brazil; Rorigo Sixas, Teacher, Brazil; Rubens Ferronato, Teacher, Brazil; Rossieli Soares, Secretary of Education of the State of San Pablo, Brazil; Debora Garófalo, Coordinator of the Centre for Innovation in Basic Education, Brazil; Natalia Puentes, Instituto Península, Brazil; Paola Vieira Lima, Fundación Lemann, Brazil; Natacha Costa, Aprendiz Executive Director, Brazil; Bruna Waitman Santinho, Coordinator of Centrode Midias San Pablo, Brazil; Raimundo Larrain, Chief of General Education Division of the Ministry of Education, Joaquín Walker, Executive Director of Elige Educar, Chile; Eligio Salamanca, Teacher, Chile; Elisa Browne H. , Curriculum and Assessment Unit, Chile; María Isabel Baeza Errázuri National coordinator, Curriculum and Assessment Unit, Chile; María Victoria Ángulo, Minister of National Education, Colombia; Sandra García Jaramillo, Universidad de los Andes, Colombia; Camilo Camargo, Principal of Colegio Los Nogales, Colombia; Milena Vargas Beltrán, Education Consultant, Colombia; Cecilia Velez, Former Ministry of Education, Colombia; Edna Bonilla, Education Secretary, Colombia; Pablo Jaramillo, Director of Alianza Educativa, Colombia; Telmo Peña Amaya, General Principal at Vermont School Medellín, Colombia; Alex Rubio, Teacher, Colombia; Melania Brenes Monge, Viceminister at Ministry of Public Education, Costa Rica; Viviana Esquivel Vega, Viceminister advisor at Ministry of Public Education, Costa Rica. Angela Español, Executive Director at Inicia, República Dominicana; Monserrat Creamer, Ministry of Education, Ecuador; Rosalía Arteaga, Former president and former Minister of Education, [DC1] Ecuador; Carmen Yolanda Quintero Reyes, Director of Educational Development at the Public Education Secretary, Mexico; Juan Carlos Flores Miramonte, Secretary of Education, Jalisco, Mexico; Patricia Vazquez, Academic, México; Otto Granados, President of the Advisory Council atthe Organisation of the Ibero-American States, Mexico; Fernando Valenzuela, founder of the Global Edtech Impact Alliance, México; David Calderon, President of Mexicanos Primeros, Mexico; Graciela Rojas, President and Founder of Movimiento STEM, Mexico; Paul Moch, Academic, Mexico; Elisa Guerra, Teacher, Mexico; Natalia Arteta, Director of the Ministry of Education, Perú; Cecilia Ramirez , Director of the General Directorate of Regular Basic Education, Peru; Juan Cadillo, President of the Fondo de Desarrollo de la Educación  \nPeruana (FONDEP), Perú; Fernando Berrios, Education Official at UNESCO, Perú; Aldo Rodriguez, Coordinator for the Políticas Lingüísticas Administración Nacional de Educación Pública (ANEP), Uruguay; Adriana Aristimuño, Director at Planificación Educativa Consejo Directivo ANEP, Uruguay; Zelmira May, Education Program Specialist – Regional Office for LAC at UNESCO, Uruguay; Renato Operti, Director of EDUY21, Uruguay; Dario Greñi, Teacher, Uruguay; Leandro Folgar, Plan Ceibal President, Uruguay; Andres Alonso, USA; Reynaldo Garcia, Academic, USA; Emiliana Vegas, Coordinator of the Centre for Universal Education","cbCailKTvIb8P6pX","https://ap.wps.com/l/cbCailKTvIb8P6pX","pdf",25378709,5,1,187,"English","en",105,"# Executive Summary\n## Pandemic impact on education systems\n## Scope across participating countries\n## Methodological approach and data collection","[{\"question\":\"What problem does the RASCRA–2020 initiative address?\",\"answer\":\"It addresses the response to school closures caused by the COVID-19 pandemic and the resulting impact on education systems in the Americas.\"},{\"question\":\"Which countries are covered in the research?\",\"answer\":\"The research covers primary and secondary levels in Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, the United States, Mexico, Peru, the Dominican Republic, and Uruguay.\"},{\"question\":\"How is the research conducted and what methods are used?\",\"answer\":\"The analysis uses methodological triangulation of quantitative and qualitative instruments, including literature and document reviews, interviews, surveys, and focus groups.\"}]","Executive Summary and Acknowledgements of RASCRA 2020 Research on School Closures in the Americas | 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