Comparative Study of Reactive Education Policies in Germany, South Korea and Iran Period Covid 19 Pandemic

Document Type : Original Article

Authors

1 Assistant farhangyan university, education teacher

2 Master's degree student, Azad University, Gachsaran branch

3 Master of educational administration, educational teacher, Tehran, Iran

Abstract

The aim of this study was to make a comparative analysis of the official and field policies in the field of school education adopted by the three countries (Germany, South Korea, Iran), during the forced closure period due to the coronavirus. Given this goal and the common denominator of the crisis, it was decided that this study should be conducted internationally among all countries of the world. For this purpose, the two countries of Germany and South Korea, each of which has a high level in terms of industry, technology and education in Asia and Europe were selected along with Iran as the final sample. The difference method was used to analyze and compare the educational policies of the sample countries in the categories of decision making, strategy, alternative ways and tools. The required data in the form of a descriptive-descriptive version of the executive decisions registered in the official portals of those countries; and articles on the status of sample countries published in the online education and coronavirus categories. The results of descriptive analysis showed that all the three countries were relatively successful in terms of decision-making, finding alternative ways of face-to-face education and producing appropriate tools for online education. The only difference was in the strategy. The results showed that the Islamic Republic of Iran, despite efforts to compensate for face-to-face training, lacked an appropriate and uniform strategy to achieve the goal.

Keywords

References

Anger, S., Dietrich, H., Patzina, A., Sandner, M., Lerche, A., Bernhard, S., & Toussaint. C. (2020). School closings during the COVID-19 pandemic: Findings from German high school students. IAB-forum. Nuremberg: Institute for Employment Research of the Federal Employment Agency.
Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia. Asian Development Bank.
Chetty, Raj, John N. Friedman, Nathaniel Hendren, Michael Stepner, and The Opportunity Insights Team. 2020. How did COVID-19 and Stabilization Policies Affect Spending and Employment? A new RealTime Economic Tracker Based on Private Sector Data. NBER Working Paper 27431.
Engzell, Per, Arun Frey, and Mark D. Verhagen. 2021. Learning inequality during the Covid-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118.
Epstein, H. E. (2017). Is Marc-Antoine Jullien de Paris the ‘father’ of comparative education? Compare: A Journal of Comparative and International Education, 47(3), 317-331.
Foo, Ch., Cheung, B., & Chu, K. M. (2021). A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic. BMC Medical Education, 21(1),
Freundl, V., & Zierow, L. (2021). Germany’s education policy during the COVID-19crisis. Leibniz Institute for Economic Research at the University of Munich e.V., Poschingerstr, 5, 109-119.

Gherhes, V., Stoian, C. E., Fărcas, M. A., & Stanici. M. (2021). E-learning vs. face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability, 13(8), 1-15.

Grewenig, E., Lergetporer, Ph., Werner, K., Woessmann, L., & Zierow, L. (2020). COVID-19 and educational inequality: How school closures affect low- and high-achieving students. CESifo Working Paper 8648.
Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Prima Edukasia, 8(1), 85-94.
Kandel, I. (1933). Comparative education. Cambridge MA: The Riverside Press, Introduction, xix.
KESS. (2020). Summary of private institutes [in Korean]. https://kess.kedi.re.kr/index.
Kosis.{Korean Statistical Information Service}. (2020). Shadow education participation rate by school level [in Korean]. https://kosis.kr/statHtml/statHtml.do? TLE &list_id=O153&seqNo=&lang_mode=ko&language=kor&obj_var_id=&itm_id=&conn_path.
Maldonado, J. E., & Kristof, de W. (2020). The effect of school closures on standardized student test outcomes. KU Leuven Discussion Paper Series DPS20.17.
Mislevy, J., Schmidt, R., Puma, M., et. al. (2020). Comparing the achievement of students in Virtual Virginia and face-to-face courses. Arlington, VA: SRI International.
Murad, D. F., Hassan, R. H. Y., et. Al. (2020). The Impact of the COVID-19 Pandemic in Indonesia (Face to face versus Online Learning). the third International Conference on Vocational Education and Electrical Engineering (ICVEE), IEEE Xplore. UTC from IEEE Xplore.
Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psycholog, 8(2), 783-793.
OECD. (2020). Private spending on education (indicator). https://data.oecd.org/eduresource/ private-spend- ing-on-education.htm.
Park, J. H. (2020). Reconsideration of the online tuition fees at Hagwons [in Korean]. https://blog.naver.com/ shoutjoy/221890692055.
Piao, H., & Hwang, H. (2021). Shadow education policy in Korea during the COVID-19 Pandemic. ECNU Review of Education, 4(3), 652–666.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.
Unesco (2021). Global monitoring of school closures. https://en.unesco.org/covid19/ educationresponse. schoolclosures.  
Woessmann, L., Freundl, V., Grewenig, E., Lergetporer, P., Werner, K., & Zierow, L. (2021). Bildung erneut im Lockdown: Wie verbrachten Schulkinder die Schulschließungen Anfang 2021? ifo Schnelldienst 74(5), 36-52.
Wojniak, Justyna (2018) George Z. F. Bereday (Zygmunt Fijałkowski) and his comparative method in educational research. SHS Web of Conferences 48, EDP Sciences. http://creativecommons.org/licenses/by/4.0/,1-13.
Yonhap News. (2020). EBS forms an emergency response team for COVID-19 [in Korean]. https://www.yna. co.kr/view/AKR20200223075300005.
Yousefi Afrashteh, M., & Koohneshin Seighalani, M. (2021). Comparing The effect of virtual and face-to-face education on learning motivation and procrastination in elementary school students during the coronavirus pandemic (COVID-19). Iranian Evolutionary and Educational Psychology Journal (IEEPJ), 3(3), 225-233. 
Zhang, W., Bray, M. (2020). Comparative research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education, 55(3), 322–341.
 
 

Files

History

  • Receive Date: 17 June 2022
  • Revise Date: 10 December 2022
  • Accept Date: 14 August 2022

Share

How to cite

Statistics