why schools need research to recover from the Govt crisis ?

One of the most shocking impacts of the COVID-19 pandemic has nothing to do with infections or health. It is that school closures have damaged the education of some 1.6 billion children around the world. Two years into the pandemic, schools had been completely closed for an average of more than 4.5 months across countries. One in ten countries had closed schools for more than nine months, according to the United Nations cultural organization UNESCO, and millions of children around the world had not gone back at all. Data is still coming in, but he is starting to confirm what everyone feared: that the children facing the biggest setbacks in learning are those who are poor or otherwise disadvantaged. And it is well established that learning losses leave lifelong scars, so it is likely that this will lead to lost opportunities and lower incomes for decades to come. Many nations want to minimize these losses, but returning schools to business as usual would be a mistake. Instead, they should use this moment to improve teaching and education systems, informed by research. As a feature published today makes clear, researchers have built up large bodies of evidence, including randomized controlled trials, that point to cost-effective methods of improving school attendance and learning in both low- and high-income countries. These strategies range from providing information to parents and children about the long-term benefits of education, to helping children comprehend what they read, involving parents in children’s education, giving children meaningful feedback on their work and helping students to plan and evaluate their own learning. Too often, such research is overlooked by educators and ignored by policymakers, who mistakenly think they know what works best. But putting evidence-based insights to work in classrooms around the world would help children to recover from the educational damage inflicted by the pandemic. It would also strengthen entire education systems, many of which were failing children well before COVID-19 struck. Many children are denied education by conflict, poverty or politics, including crises such as the war in Ukraine and the Taliban’s decision to exclude many girls from school in Afghanistan. A bigger problem is that education research is largely decoupled from practice: most educational researchers do not teach; most teachers do not learn about, or take part in, much research. (Compare this to medicine, in which practitioners — doctors — generally learn about research when they train and consult evidence-based guidelines when they practice, and might conduct research themselves.) However, this is not the same everywhere. Researching the effectiveness of lessons is an integral part of teachers’ professional development in countries including China and Japan. Other nations should learn from this approach. Beyond this, there is a growing body of evidence showing how best to get research insights into the classroom. A top-down approach that forces new methods on educators doesn’t generally succeed. A better way, argues Banerjee, who leads Prat ham, an educational non-governmental organization in New Delhi, is to encourage teachers and students to try out evidence-backed approaches for themselves.