Education Value Chain Analysis: A Conceptual Integrated Framework for Learning Loss Recovery and Acceleration

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COVID-19; Pandemics; Acceleration (Education); Intervention; Outcomes of Education; Learning Processes; Barriers; Guidelines; Efficiency; Cost Effectiveness; Validity; Check Lists; Educational Policy; Educational Strategies; Psychometrics; Achievement Gains; Alignment (Education); Value Added Models; Measurement; International Assessment; Achievement Tests; Foreign Countries; Secondary School Students; Grade 4; Reading Achievement; Reading Tests; Elementary Secondary Education; Mathematics Tests; Mathematics Achievement; Science Achievement; Science Tests

Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study

Recognizing the limitations of the existing frameworks and models applied to estimate the learning loss caused by COVID-19 across the world by different studies, and the urgent need for estimating such loss at the different education levels, this paper, employs the Education Value Chain Analysis ( EVCA) approach as a new paradigm, attempts to develop and examine a more comprehensive and practical framework that would assist estimating the learning loss, determine its position(s) in the education system and the root causes behind its occurrence. The proposed framework seems to be superior, compared to the existing ones, in estimating learning loss. That would provide sufficient information to help in introducing effective measures and interventions to deal with such loss. For example, the framework would assist in estimating the loss that occurs within the main components of the education system (i.e., Input, process, and outcome). Besides, it helps estimate the loss of different education levels. In addition, the information provided by the framework would help determine the root causes of the learning loss. Hence. provides a checklist of the policy actions, informs the cost-effectiveness of policy interventions, and captures education system efficiency, effectiveness, and quality. Future studies are needed to validate and examine the applicability and usefulness of the proposed framework. [For the full proceedings, see ED652228.]

As Provided

2024

ED652246