Contextualising Academic Recovery Programmes for the Eastern Caribbean — Literature Review

Abstract

What the report makes clear is that compressing the curriculum alone to facilitate a return to learning in line with the pre-COVID-19 curriculum is not enough. Combining remediation and reorientation approaches not only increases the effectiveness of recovery programming but can even increase the percentage of students achieving minimum proficiency — according to Sustainable Development Goal 4 — in comparison to cohorts receiving no disruption to their education, especially among learners in Grades 1-5.