Wu Mengfan, Yu Qiwei, Li Sabrina L, Zhang Liqiang
State Key Laboratory of Earth Surface Processes and Resource Ecology, Faculty of Geographical Science, Beijing Normal University, Beijing 100875, China.
School of Geography and the Environment, University of Oxford, Oxford OX1 3QY, United Kingdom.
Int J Appl Earth Obs Geoinf. 2022 Jul;111:102850. doi: 10.1016/j.jag.2022.102850. Epub 2022 Jun 11.
School closures induced by the COVID-19 pandemic have negatively impacted on 1.7 billion children, resulting in losses of learning time and a decline of learning scores. However, the learning losses of students exposed to the COVID-19 pandemic at the country level have been quantitatively unaddressed. Here we model the global learning losses of students due to the COVID-19 in 2020. Our results reveal a global average Harmonized Test Scores (HTS) loss of 2.26 points. Learning continuity measures reduce the global average HTS loss by 1.64 points. South Asia and Sub-Saharan Africa have high HTS losses (5.82 and 2.94 points), while Europe & Central Asia and North America have low HTS losses (0.85 and 0.93 points). Compared with South Asia and Sub-Saharan Africa, North America and Europe & Central Asia implement more effective learning continuity measures. HTS losses in low-income and lower-middle-income countries are higher (3.35 and 3.13 points) than those in high-income and upper-middle-income countries (0.99 and 2.31 points). Learning losses of global female students are higher than their male counterparts, and there is significant heterogeneity across national regions. Our results reveal both global learning losses and gender inequality in learning scores due to the COVID-19 pandemic. Global disparities highlight the importance of the need to mitigate education inequality.
由新冠疫情导致的学校关闭对17亿儿童产生了负面影响，造成学习时间损失和学习成绩下降。然而，国家层面受新冠疫情影响的学生学习损失在数量上尚未得到解决。在此，我们对2020年因新冠疫情导致的全球学生学习损失进行建模。我们的结果显示，全球平均协调测试分数（HTS）损失2.26分。学习连续性措施使全球平均HTS损失减少1.64分。南亚和撒哈拉以南非洲的HTS损失较高（分别为5.82分和2.94分），而欧洲及中亚和北美的HTS损失较低（分别为0.85分和0.93分）。与南亚和撒哈拉以南非洲相比，北美和欧洲及中亚实施了更有效的学习连续性措施。低收入和中低收入国家的HTS损失（分别为3.35分和3.13分）高于高收入和中高收入国家（分别为0.99分和2.31分）。全球女学生的学习损失高于男学生，并且在不同国家地区存在显著差异。我们的结果揭示了因新冠疫情导致的全球学习损失以及学习成绩方面的性别不平等。全球差异凸显了缓解教育不平等必要性的重要性。
