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      Access to and demand for online school education during the COVID-19 pandemic in Japan ☆

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          Abstract

          The COVID-19 pandemic resulted in school closures worldwide, including in Japan, where remote education at schools is underdeveloped. Using a unique panel dataset collected in May and December 2020, we examine the determinants of access to online education at and outside schools and parents’ preference towards at-school online education. We observe that children from more privileged family backgrounds received more at-school as well as outside-school online education. We also find that household income and parent’s educational level are associated with higher demand for at-school online education, while mothers working full-time and fathers in non-regular contracts decreased this demand temporarily.

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          Inequalities in Children's Experiences of Home Learning during the COVID‐19 Lockdown in England *

          Alison C. Andrew, Sarah Cattan, Monica Costa Dias … (2020)
          Abstract This paper combines novel data on the time use, home‐learning practices and economic circumstances of families with children during the COVID‐19 lockdown with pre‐lockdown data from the UK Time Use Survey to characterise the time use of children and how it changed during lockdown, and to gauge the extent to which changes in time use and learning practices during this period are likely to reinforce the already large gaps in educational attainment between children from poorer and better‐off families. We find considerable heterogeneity in children's learning experiences – amount of time spent learning, activities undertaken during this time and availability of resources to support learning. Concerningly, but perhaps unsurprisingly, this heterogeneity is strongly associated with family income and in some instances more so than before lockdown. Furthermore, our analysis suggests that any impacts of inequalities in time spent learning between poorer and richer children are likely to be compounded by inequalities not only in learning resources available at home, but also in those provided by schools.
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            Learning Beyond the School Walls: Trends and Implications

            Hyunjoon Park, Claudia Buchmann, Jaesung Choi … (2016)
            Academically-focused learning activities beyond formal schooling are expanding in myriad forms throughout the world. This diverse realm of learning activities includes private supplementary education purchased by families such as private tutoring, online courses, cram schools, and learning center franchises. Some public schools also provide academically oriented after-school programs beyond their formal curricula. This review identifies factors relating to students, families, schools, and educational systems that affect participation in supplementary education. Macro forces are also related to the proliferation of learning activities outside of formal schooling. We discuss implications of this trend for educational stratification as well as challenges it creates for families and formal educational systems. Finally, we suggest promising new avenues for data collection and empirical research.
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              The Distribution of Teacher Quality and Implications for Policy

              Steven Rivkin, Eric A. Hanushek (2012)
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                Author and article information

                Journal
                Journal ID (nlm-ta): Int J Educ Dev
                Journal ID (iso-abbrev): Int J Educ Dev
                Title: International Journal of Educational Development
                Publisher: The Authors. Published by Elsevier Ltd.
                ISSN (Print): 0738-0593
                ISSN (Electronic): 0738-0593
                Publication date PMC-release: 24 October 2022
                Publication date (Print): January 2023
                Publication date (Electronic): 24 October 2022
                Volume: 96
                Page: 102687
                Affiliations
                [a ]Faculty of Economics, Keio University, 2-15-45, Mita, Minato-ku, Tokyo 108-8345, Japan
                [b ]Graduate School of Economics, Keio University, 2-15-45, Mita, Minato-ku, Tokyo 108-8345, Japan
                Author notes
                [* ]Corresponding author.
                [1]

                https://orcid.org/0000-0002-6347-2895

                [2]

                https://orcid.org/0000-0003-3922-9948

                [3]

                https://orcid.org/0000-0002-3085-7502

                Article
                Publisher Item ID: S0738-0593(22)00137-7 Publisher ID: 102687
                DOI: 10.1016/j.ijedudev.2022.102687
                PMC ID: 9595384
                SO-VID: b24d1eaa-430e-4369-b61d-c4e8cfd55382
                Copyright © © 2022 The Authors
                License:

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                Date received : 27 February 2022
                Date revision received : 13 September 2022
                Date accepted : 15 October 2022
                Categories
                Subject: Article

                Keywords: online education,covid-19,family background,parental work,japan
                Data availability:
                Keywords: online education, covid-19, family background, parental work, japan

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