| Autor: |
Maltais, Stéphanie, Bourgeois, Isabelle, Moumouni, Aissata Boubacar, Yaya, Sanni, Doumbouya, Mohamed Lamine, Béavogui, Gaston, Mabeu, Marie Christelle, Pongou, Roland |
| Předmět: |
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| Zdroj: |
International Journal of Development Issues; 2024, Vol. 23 Issue 1, p128-141, 14p |
| Abstrakt: |
Purpose: This study aims to determine the pedagogical and socio-emotional impacts of school closures caused by the COVID-19 pandemic in Guinea. Design/methodology/approach: A descriptive, survey-based methodology was used to collect quantitative and qualitative data directly from parents and caregivers. Between February 24 and March 13, 2022, data was gathered from a study population comprising 2,955 adults residing in five communes and five prefectures of Guinea. Findings: Half of all respondents stated that school closures had no particular impact on children in their household, and 42% stated that no intentional pedagogical activities took place during school closures. Approximately 15% of respondents stated that children experienced boredom, loneliness, sadness, depression, stress and anxiety during the school closures. Originality/value: The study underscores the significance of school closure readiness and interactive learning while revealing limited emotional impact on children. The findings, while specific to Guinea, provide a foundational understanding, highlighting the complexity of pandemic effects on education and the need for adaptive strategies in vulnerable regions. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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