Approaches to continuing education throughout the COVID-19 pandemic
| Approaches to continuing education | Peru | Ecuador | Colombia | Bolivia |
|---|---|---|---|---|
| Learning format | ||||
| Virtual classroom | ✓ | ✓ | ✓ | ✓ |
| Technological support during at-home learning | ||||
| Develop guidelines for improving home learning | ✓ | ✓ | ||
| Distribution of paper materials for home learning | ✓ | ✓ | ||
| Distribution of tablets/computers for home learning | ✓ | ✓ | ||
| Teaching via radio and TV | ✓ | ✓ | ✓ | ✓ |
| Teaching via smartphone | ✓ | ✓ | ||
| Additional supports for teachers and students | ||||
| Family-school communication spaces | ✓ | ✓ | ✓ | |
| Recognizing rural and indigenous needs | ✓ | ✓ | ✓ | |
| Reconnect isolated students | ✓ | ✓ | ||
| Mental health promotion programs | ✓ | ✓ | ✓ | |
| Expansion of school psychologist support | ✓ | |||
| Home delivery of school lunch program | ✓ | |||
| Approaches to continuing education | Peru | Ecuador | Colombia | Bolivia |
|---|---|---|---|---|
| Virtual classroom | ✓ | ✓ | ✓ | ✓ |
| Develop guidelines for improving home learning | ✓ | ✓ | ||
| Distribution of paper materials for home learning | ✓ | ✓ | ||
| Distribution of tablets/computers for home learning | ✓ | ✓ | ||
| Teaching via radio and TV | ✓ | ✓ | ✓ | ✓ |
| Teaching via smartphone | ✓ | ✓ | ||
| Family-school communication spaces | ✓ | ✓ | ✓ | |
| Recognizing rural and indigenous needs | ✓ | ✓ | ✓ | |
| Reconnect isolated students | ✓ | ✓ | ||
| Mental health promotion programs | ✓ | ✓ | ✓ | |
| Expansion of school psychologist support | ✓ | |||
| Home delivery of school lunch program | ✓ | |||
Source(s): Table created by authors
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