![]() ![]() This article explores the effectiveness of education policy for the case of Armenia Of appropriate support and guidance (Hanson et al., 1997 Heng, Sol, 2020). In the times of pandemic and/or lack of its implementation in the absence The disruptive effect of the pandemic in some cases continuesĪnd may become worse due to inaccurate planning of education policy ![]() Despite all the efforts, during the COVID-19 pandemicĮducation systems around the world experience exceptional disruptionsĪnd struggle to achieve good outcomes in terms of quality of education, justiceĪnd inclusion. The COVID-19 pandemicĮmphasises the importance of realisation of the education policy in suchĬhallenging times. Of education, teachers, students and parents. Systems largely depends on education policy and its implementationīy participants of educational process: managers and administrators The level of fulfilment of those obligations by education The expectations of education beneficiaries, as well as obligations of the states Education is an area led by quality, equity, accessibility, ethics and otherĬommitments, which guide the activities of education specialists and reflect
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June 2023
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