Group-28 Kamalova Saida

Critique essay

Introduction
Radhika Bhula & John Floretta write an article about A Better Education
for All During—and After—the COVID-19 Pandemic The main idea of
the article is that Five years into the Sustainable Development Goals
(SDGs), the world is nowhere near to ensuring a quality education for
all by 2030.
The World Bank`s metric of “learning poverty,” which refers to children
who cannot read and understand a simple text by age 10, is a
staggering 80 percent in low-income countries.
As many as 94 percent of children across the world have been out of
school due to closures.
Learning losses from school shutdowns are further compounded by
inequities, particularly for students who were already left behind by
education systems.
Many countries and schools have shifted to online learning during
school closures as a stop-gap measure.
However, this is not possible in many places, as less than half of
households in low- and middle-income countries (LMICs) have internet
access. The data for the study includes the research which is being
evaluated by researchers about the impact of sending SMS texts to
parents on how to support their young children who have transitioned
to distance-learning programs In India and several African countries
and several Latin American countries. Similar efforts to support parents
and evaluate the effects are underway in Peru. Both will contribute to a
better understanding of how to help caregivers support their child’s
education using affordable and accessible technology.
The article positions itself as descriptive ,The authors’ general tone of
the piece,and appropriate,he consider his audience,the bias is slightly
noticeable in his descriptive opinions.
Critique
In general, this is an informative and interesting article.The authors
present a clear depictive condition of education in low- and middle-
income countries.They think that governments and organizations in
areas where internet access is limited are also experimenting with radio
and TV to support parents and augment student learning. The Côte
d’Ivoire government created a radio program on math and French for
children in grades one to five. It involved hundreds of short lessons. As
schools reopen, educators should use low-stakes assessments to
identify learning gaps.
One criticism of the article in general would be that, it seems that J-PAL
organization advertise its project, but in low- and middle-income
countries not all family members may be educated. On the one hand,
this project can be useful for countries where it is difficult to use the
Internet. However, it is appropriate to organize the educational process
according to the state's own conditions and capabilities. As countries
rebuild and reinvent themselves in response to COVID-19, there is an
opportunity to accelerate the thinking on how to best support quality
education for all.
In the months and years ahead, coalitions of evidence-to-policy
organizations, implementation partners, researchers, donors, and
governments should build on their experiences to develop education.In
the long term, evidence-informed decisions and programs that account
for country-specific conditions have the potential to improve pedagogy,
support teachers, motivate students, improve school governance, and
address many other aspects of the learning experience.

In short, such projects are competitive, and it is desirable that they

should be effective and easy to implement.