إجراءات مقترحة للتعافی التعلیمی الفعال والعادل بمصر من آثار جائحة كوفید - 19 فی ضوء خبرتی أسترالیا وكندا Suggested Procedures for an Effective and Equitable Educational Recovery in Egypt from the effects of the Covid-19 pandemic in light of the experiences of Australia and Canada
Bibliographic record
Abstract
ملخص باللغة العربية: أدت الآثار السلبية لجائحة كوفيد 19 على النظم التعليمية بمختلف دول العالم، وعلى تحقيق الهدف الرابع من أهداف التنمية المستدامة المتعلق بالتعليم، إلى اهتمام المنظمات الدولية، ومعظم دول العالم المتقدمة والنامية باتخاذ مجموعة من الإجراءات اللازمة لتحقيق التعافي التعليمي الفعال والعادل من آثار جائحة كوفيد 19. وتقدم الدراسة الحالية محاولة للوقوف على تأثير جائحة كوفيد 19 على السياق العالمي، وتأثيرها على التعليم، وأهداف التعافي التعليمي، والمنظورات الدولية لتحقيق التعافي التعليمي من جائحة كوفيد 19، ويتمثل الهدف الرئيسي للدراسة في تحقيق التعافي الفعال والعادل للنظام التعليمي في مصر من جائحة كوفيد 19 في ضوء خبرتي أستراليا، وكندا. واستخدمت الدراسة المنهج المقارن لوصف وتحليل خبرتي أستراليا، وكندا في تحقيق التعافي التعليمي الفعال والعادل، وقد تم تحليل خبرات دولتي المقارنة في ضوء مدخل «بناء المرونة»Resilience-Building Approach، وتوضيح أوجه التشابه والاختلاف بين هذه الدول، وتفسيرها وفق السياق المجتمعي لكل دولة، والمنظورات الدولية لتحقيق التعافي التعليمي من آثار جائحة كوفيد 19، وتوصلت الدراسة إلى استخلاص مجموعة من الدروس المستفادة من دراسة الخبرات، وأوجه تميزهما، وذلك ساهم في صياغة إجراءات مقترحة لتحقيق التعافي التعليمي الفعال والعادل من آثار جائحة كوفيد 19 في مصر. الكلمات المفتاحية: جائحة كوفيد 19، التعافي التعليمي، التعليم الفعال، التعليم العادل. Abstract The negative effects of the Covid-19 pandemic on educational systems in various countries of the world, and on achieving the fourth goal of the sustainable development goals related to education, have led international organizations, and most of the developed and developing countries of the world, to take a set of necessary procedures to achieve an effective and equitable educational recovery from the effects of the Covid 19 pandemic. The current study presents an attempt to determine the impact of the COVID-19 pandemic on the global context, its impact on education, educational recovery goals, and international perspectives to achieve educational recovery from the COVID-19 pandemic. The main objective of the study is to achieve an effective and equitable recovery of the educational system in Egypt from the Covid 19 pandemic in light of the experiences of Australia and Canada. The comparative approach is used to describe and analyze the experiences of Australia and Canada in achieving effective and equitable educational recovery. The experiences of the two comparison countries were analyzed in the light of the “Resilience-Building Approach”, clarifying the similarities and differences between these countries, and interpreting them according to the societal context of each state, and according to international perspectives to achieve educational recovery from the effects of the Covid 19 pandemic. A set of lessons learned were extracted from the study of the foreign experiences, and their aspects of distinction, and this contributed to the formulation of proposed procedures to achieve effective and equitable educational recovery from the effects of the Covid 19 pandemic in Egypt. Keywords: COVID-19 Pandemic, Educational recovery, Effective education, Equitable education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.006 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.023 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".