S EP T EMB ER 2 0 2 2 FROM LEARNING RECOVERY TO EDUCATION TRANSFORMATION Insights and Reflections from the 4th Survey on National Education Responses to COVID-19 School Closures for every child FROM LEARNING RECOVERY TO EDUCATION TRANSFORMATION Insights and Reflections from the 4th Survey on National Education Responses to COVID-19 School Closures S EP T EMB ER 2 0 2 2 for every child CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION Published in 2022 by: UNESCO Institute for Statistics (UIS) C.P 250 Succursale H, Montreal, Quebec H3G 2K8 Canada United Nations Children’s Fund (UNICEF) 3 United Nations Plaza, New York, NY 10017, USA The International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433, USA The Organisation for Economic Co-operation and Development (OECD) 2, rue André Pascal, 75016 Paris, France © UNESCO Institute for Statistics, UNICEF, The World Bank and OECD, 2022 This publication is available in Open Access under the Creative Commons Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http:// creativecommons.org/licenses/by-sa/3.0/igo/). 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Cover photos (top to bottom, left to right): © UNICEF/UN0388984/Panjwani; © UNICEF/UN0518460/Bidel; © UNICEF/UN0460684/; © UNICEF/UN0322820/Nazer; © UNICEF/UN0439619/Dejongh; © UNICEF/UN0539066/Karacan iii FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION ACKNOWLEDGEMENTS First and foremost, the United Nations Educational, Manuel Cardoso, Pragya Dewan, Aisling Falconer, Hiba Scientific and Cultural Organization (UNESCO), the United Hasan, Marissa Jean Haskell, Patricia Landínez, Sakshi Nations Children’s Fund (UNICEF), the World Bank and the Mishra, Margo O’Sullivan, Nicolas Reuge, Jean Luc Organisation for Economic Co-operation and Development Yameogo, Haogen Yao); the World Bank (Joao Pedro (OECD) would like to thank the Ministries of Education Azevedo, Kaliope Azzi-Huck, Diego Luna Bazaldua, and country offices that contributed to this data collection Prabhmeet Kaur Matta, Maria Eugenia Oviedo, Maria effort. We would also like to thank the contributors to the Rebeca Barron Rodriguez, Aarya Rajendra Shinde, Tigran UNICEF Education Thematic Fund for their support and Shmis, Nobuyuki Tanaka) and the OECD (Heewoon Bae, the Global Partnership for Education (GPE) for the support Éric Charbonnier, Corinne Heckmann, Abel Schumann), provided through their accelerated funding response to the under the overall guidance of Stefania Giannini, Robert COVID-19 Pandemic. Jenkins, Jaime Saavedra and Andreas Schleicher. This report was prepared by a core team consisting of Production assistance was provided by Nancy Vega the following colleagues: UNESCO (Katerina Ananiadou, (UNICEF). We apologize for any omissions and express our Borhene Chakroun, Gwang-Chol Chang, Sonia Guerriero, sincerest thanks to everyone, whether named here or not, Huong Le Thu, Paula Razquin, Roy Saurabh, Carlos Vargas who graciously gave their time and expertise. Tamez, Peter Wallet); UNICEF (Anna Alejo, Matt Brossard, © UNICEF/ UN 0 5276 6 9/ SUJA N 1 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION EXECUTIVE SUMMARY Over the past three years, the COVID-19 pandemic are analyzed and presented along the lines of the five has brought unprecedented disruptions to education, RAPID key policy actions. Furthermore, each of these deepening the pre-existing global learning crisis. As analyses is complemented by a discourse of the policy schools reopen – with nationwide school closures now implications and related measures required for longer-term lifted in all countries – children, adolescents and youth education transformation to address the longstanding will need comprehensive, tailored support to meet their systemic bottlenecks, ensure future system sustainability learning, health and psychosocial wellbeing needs. In and achieve national, regional and global goals, including response, the United Nations Children’s Fund (UNICEF), Sustainable Development Goal 4 on education. the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United States Agency for REACHING EVERY CHILD IS THE COMMON International Development (USAID), the Bill & Melinda DENOMINATOR OF EDUCATION RECOVERY. Gates Foundation, the United Kingdom’s Foreign, Ensuring that the world’s children, particularly the most Commonwealth and Development Office (FCDO), and vulnerable, return to school is essential not only for the World Bank have introduced a RAPID Framework for education but also to address social challenges such as Learning Recovery and Acceleration, which outlines five early marriage, early pregnancy, child nutrition, child labor short-term, key policy actions: and mental health. Countries showed their commitment to return children to school: at primary and secondary • Reach every child and keep them in school education levels, at least half of countries reported taking measures such as automatic re-enrolment and community • Assess learning levels regularly mobilization campaigns to address disengagement • Prioritize teaching the fundamentals from school, as well as cash transfers and subsidies to • Increase the efficiency of instruction, including through address economic hardship faced by families. To assuage catch-up learning parental concerns over health risks, a majority of countries • Develop psychosocial health and wellbeing implemented enhanced cleaning and disinfection and invested in improved infrastructure. A true and deep To explore how countries have progressed in learning ‘reach all’ effort is imperative for education systems recovery and longer-term education transformation, the to shift from recovery to transformation. Governments Organisation for Economic Co-operation and Development can eliminate barriers to education for vulnerable and (OECD), UNESCO, UNESCO Institute for Statistics (UIS), marginalized groups by targeting specific policy measures UNICEF and the World Bank have conducted the fourth to identify and reach those who are still excluded and round of the Survey on National Education Responses to have been left behind. This includes ensuring the right to COVID-19 School Closures (‘joint survey’), with responses education for all is not only fully captured in national legal from Ministries of Education in 93 countries. While the and regulatory frameworks, but also effectively enforced. first three rounds of the survey were implemented in Strengthening flexible models of education, including relatively rapid succession during the periods May–June multiple modes of learning that vary in time and space, 2020, July–October 2020 and February–June 2021, as well as teacher professional development for inclusive respectively, the fourth round was implemented more than and personalized pedagogies, can also play an important one year after the last data collection during the period role in retaining students. Building relationships with April–July 2022, when almost all schools had reopened families by providing parents with information on benefits, and policymakers were beginning to reflect on responses costs and quality of education can also help improve going forward in the ‘post-pandemic’ normalization period. school participation. Lastly, longer-term investments Findings from the joint survey are supplemented by in resilience and preparedness for future crises, along data from the Global Education Recovery Tracker survey with strengthened Education Management Information (‘GERT survey’), administered with 166 World Bank and Systems to ensure real time and personalized monitoring, UNICEF country offices between May–July 2022. This are also needed. report includes the main findings from the surveys, which 2 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION ASSESSMENT SYSTEMS MUST EVOLVE IN THEIR ROLE AND SCOPE TO IMPROVE BOTH LEARNING AND TEACHING. Emerging data from countries around the world show that learning losses due to COVID-19-related disruptions are real and disproportionately distributed. As children return to school, understanding their current learning levels, needs and contexts allows teachers, school leaders, system managers and policymakers to make informed decisions about instructional approaches, assessment practices and other related policy measures for learning recovery and better outcomes. In the school year 2021/2022, at least 70 per cent of countries continued standardized testing programmes. However, fewer than half of countries conducted studies on the impact of school closures on learning outcomes, and only a quarter on its impact on non-cognitive skills. Looking forward to more systemic transformations and redesigning learning © U N I C E F / U N 0 5 3 2 0 13 / W E N G A systems, shifting the focus of assessment from grading to monitoring and promoting learning growth, including that of social-emotional skills like agency, resilience and persistence, will be critical. New ways of assessment should not only capture student knowledge and skills, but also focus on helping students become more aware of how and what they learn. This includes promoting a regular and inclusive learning assessment culture by diversifying the types of assessment tools used, facilitating curricular adjustments. Curricular reform and emphasizing the use of formative assessments to meet transformation will entail reviewing learning objectives, students’ individual needs, and leveraging technologies content relevance and corresponding time allocations; such as digitalized and hybrid assessments. producing the necessary educational materials; and using lessons learned during the pandemic as building blocks PRIORITIZING FUNDAMENTAL KNOWLEDGE for the review, design and strengthening of evolving AND SKILLS IN THE CURRICULUM curriculum during crisis and non-crisis contexts. HELPS CHILDREN RECOVER MORE QUICKLY FROM LEARNING LOSS. INCREASING THE EFFICIENCY OF With the staggering loss of instructional time and its INSTRUCTION REQUIRES THE USE detrimental effects on students’ learning levels, flexibility OF PROVEN INTERVENTIONS AND in curricula adherence is needed to set priorities in EXTENSIVE TEACHER SUPPORT. support of catching up on missed learning. In the school To enable quick learning recovery, school systems year 2021/2022, while nearly half of countries reported must implement strategies that make instruction more adjusting the curriculum for primary to upper secondary effective, relevant and relational, and ensure teachers can levels, only about one third reported the same for the pre- support the recovery process in the classrooms. In the primary level. However, among countries implementing school year 2021/2022, about 80 per cent of countries curricular adjustments, less than three quarters reported implemented national programmes to provide additional changes were based on the results of students’ support to students affected by the pandemic. However, assessments – a crucial input for curriculum alignment. a much smaller number of countries is implementing Prioritization efforts will continue to require flexibility proven measures to catch up on missed learning, such and adaptivity to changing circumstances, putting as extending instructional time, providing tutoring learners at the center of the process. Moreover, teachers programmes and using targeted instruction. To support should increasingly be involved in co-designing and teacher performance, more than 70 per cent of countries 3 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION implemented policy measures on structured pedagogy EDUCATION FINANCING IS CRITICAL TO and teacher professional development on the effective SUPPORTING THE RAPID FRAMEWORK use of technologies. Ensuring education transformation AND EDUCATION TRANSFORMATION. requires countries to adapt new policies and financing To effectively implement the RAPID framework, it is for strengthened licensing and accreditation schemes, essential that countries prioritize sustainable and equitable as well as modernize pre-service teacher education education financing. At the primary to upper secondary curriculum to include supervised field teaching, induction levels, 77 per cent of countries reported that they and mentoring. Teachers will also need to have better increased their budgetary allocations to the sector in 2021 opportunities for personalized continuous professional relative to 2020. However, there are wide disparities by development on targeted instruction, tutoring, and digital country income level: only 45 per cent of low- and lower- and other 21st century skills. Effective and efficient middle-income countries, compared to 91 per cent of high- compensatory systems, improved working conditions income countries, increased their budgets for primary to in schools, and teacher engagement through social upper secondary education. Transforming education should dialogue in policy development can help enhance the involve revamping how financial resources are raised and profession and enable teachers to better serve their role invested, prioritizing allocations of public spending to in transforming education. improve access to and quality in education, leveraging non- traditional sources of funding, and promoting innovations DEVELOPING PSYCHOSOCIAL HEALTH AND for increased efficiency in spending. WELLBEING MEANS ENHANCING ACCESS TO ESSENTIAL SCHOOL-BASED SERVICES. STRENGTHENED INTERNATIONAL To help address the negative effects of the pandemic, it is COOPERATION IS NEEDED TO RECOVER critical that schools provide learners with comprehensive LEARNING AND TRANSFORM EDUCATION. support, including services related to mental health The pandemic has shown how the international and psychosocial support (MHPSS), water, health and community can work together and mobilize resources to sanitation (WASH), and nutrition. In the school year ensure continuity of learning. We need to rebuild systems 2021/2022, less than two thirds of countries reported so that we don’t fall back to business as usual before implementing psychosocial and mental health support COVID. As we near the Transforming Education Summit in to students (62 per cent) and teachers (58 per cent) at September 2022, it is critical that countries, stakeholders primary and secondary education levels. In addition, and partners continue recovering education through while 80 per cent of countries reported implementing the RAPID framework – as a first step towards wider strengthened WASH services, only 41 per cent reported education transformation. Looking to the future, bold new the same for nutrition services. To transform education, reforms and actions will be required to adapt to rapidly school systems must monitor, address and prioritize changing circumstances and create long-term sustainable learners’ and educators’ mental health and psychosocial transformations. These include introducing systemic wellbeing. A whole-of-society approach, involving changes to prevent the exclusion of vulnerable groups collaboration across sectors including education, child from education; reforming curricula and pedagogies for protection, health and nutrition, will be needed to ensure the inclusiveness and greening of education, improve children, adolescents and youth receive comprehensive effectiveness of instruction methods; and transforming services while education systems build better going the teaching profession by addressing teacher shortages forward. To guide the development of measures on and providing opportunities for continuous professional MHPSS across more countries, especially in lower- development. Governments and the international income contexts where they are lacking, governments can community must respond effectively with the necessary use assessments to understand learners’ and teachers’ technical and financial resources to meet changing needs in order to strengthen preparedness for potential needs, so that all children can learn to their potential shocks as well as longer-term planning to promote their and the targets of the Sustainable Development Goals psychosocial health and wellbeing. can be achieved. 4 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION CONTENTS CLICK ANYWHERE TO NAVIGATE PUBLICATION INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 REACH EVERY CHILD AND KEEP THEM IN SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 ASSESS LEARNING LEVELS REGULARLY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 PRIORITIZE TEACHING THE FUNDAMENTALS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 INCREASE THE EFFICIENCY OF INSTRUCTION, INCLUDING THROUGH CATCH-UP LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . 27 DEVELOP PSYCHOSOCIAL HEALTH AND WELLBEING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 SUPPORT THE RAPID FRAMEWORK WITH EDUCATION FINANCING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 CONCLUSION  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 ANNEX 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 5 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION FIGURES CLICK ANYWHERE TO NAVIGATE PUBLICATION FIGURE 1-1. Share of respondent countries observing an FIGURE 4-2. Share of respondent countries implementing increase in student absences over 3 years covered by policy measures related to mitigating learning loss in the the pandemic (2020–2022). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 school year 2021/2022 (or 2022). . . . . . . . . . . . . . . . . . . . . . . . . 29 FIGURE 1-2. Share of respondent countries implementing FIGURE 4-3. Share of respondent countries reporting policy measures related to re-enrolment and dropout current or planned implementation of national-level prevention in school year 2021/2022 (or 2022).. . . . . . . . . . . . 12 policy measures on increased instructional time. . . . . . . . . . . 30 FIGURE 1-3. Share of respondent countries that FIGURE 4-4. Share of respondent countries reporting implemented health protocols for at least some part of current or planned implementation of national-level school year 2021/2022 (or 2022). . . . . . . . . . . . . . . . . . . . . . . . . 14 policy measures on structured pedagogy . . . . . . . . . . . . . . . . . 31 FIGURE 2-1. Share of respondent countries reporting FIGURE 4-5. Share of respondent countries reporting continuation of standardized testing programmes in the enhanced provision of digital skills training for teachers school year 2021/2022 (or 2022). . . . . . . . . . . . . . . . . . . . . . . . . 17 beyond the pandemic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 FIGURE 2-2. Share of respondent countries reporting FIGURE 4-6. Share of respondent countries with that studies were conducted to evaluate the impact measures put in place to replace primary teachers who of school closures on learning outcomes through are absent from public institutions.. . . . . . . . . . . . . . . . . . . . . . . 34 standardized national or sub-national assessments in the school years 2020/2021 and/or 2021/2022. . . . . . . . . . . . 18 FIGURE 5-1. Share of respondent countries implementing policy measures related to MHPSS in the school year FIGURE 2-3. Share of respondent countries reporting 2021/2022 (or 2022). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 mathematics and reading have been assessed in a standardized way in the school years 2020/2021 and/or FIGURE 5-2. Share of respondent countries planning to 2021/2022.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 implement policy measures related to MHPSS in the school year 2022/2023 (or 2023). . . . . . . . . . . . . . . . . . . . . . . . . 39 FIGURE 2-4. Share of respondent countries reporting evaluation or plans for evaluation of national FIGURE 5-3. Share of respondent countries reporting programmes to provide additional support to students. . . . . 20 current or planned implementation of national-level policy measures on strengthened/additional WASH FIGURE 2-5. Share of respondent countries reporting plan services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 to maintain or further develop enhanced use of digital assessments/exams beyond the COVID-19 pandemic.. . . . . 22 FIGURE 5-4. Share of respondent countries reporting current or planned implementation of national-level FIGURE 3-1. Share of respondent countries reporting policy measures on strengthened/additional school adjustments to the curriculum in any subject or grade at nutrition services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 the national level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 FIGURE 6-1. Change in public education resources for FIGURE 3-2. Share of respondent countries reporting that financial year 2021 compared to 2020, in nominal terms . . . 43 adjustments to the curriculum are/will be based on the results of students’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 FIGURE 6-2. Share of respondent countries reporting that at least two measures have been taken due to FIGURE 4-1. Share of respondent countries where COVID-19 to support education and have a direct impact national programmes were implemented specifically on the public budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 to provide additional support (e.g., remedial education programmes and mental health support programmes) to FIGURE 6-3. Share of respondent countries reporting students affected by the pandemic.. . . . . . . . . . . . . . . . . . . . . . 28 digitalization measures were taken to support education due to the pandemic and had a direct impact on the public budget. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 6 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION © U N I C E F/ U N 0 5 3 9 10 8 / K A R A C A N INTRODUCTION Since its onset, the COVID-19 pandemic has brought exacerbated the pre-existing global learning crisis. Prior unprecedented disruptions to education systems to COVID-19, large numbers of children and youth were not around the world. Between February 2020 and February attaining essential knowledge and skills worldwide: at about 2022, schools were fully closed for an average of 20 age 5, more than a quarter of children were developmentally weeks globally. In South Asia and in Latin America and off-track; at about age 10, half of children lacked foundational the Caribbean, full school closures lasted for an average reading skills; and at about age 18, more than half of of 35 and 37 weeks, respectively. When schools are shut, youth lacked secondary-level reading and mathematics, even where remote teaching is provided, children miss out transferable, digital, job-specific and entrepreneurial skills on opportunities that go beyond learning. They also face (the Education Commission & UNICEF, 2022). The learning diminished access to critical services including feeding crisis may have worsened significantly as a result of COVID- © U N I C E F/ U N 0 3 7 9 3 5 9/ T E S FAY E programmes, school-based healthcare support, peer related disruptions: in 2019, 52 per cent of children globally interaction, protection from child marriage and sexual and were unable to read and understand a simple text by age 10; gender-based violence, and more. simulations in 2022 suggest this share is likely to have now risen to as high as 64 per cent (World Bank et al., 2022). All countries have now lifted nationwide school Increases are estimated to be especially large in South Asia closures – but evidence is increasingly revealing and in Latin America and the Caribbean, where schools have how the prolonged absence of in-person learning been closed the longest. 7 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION DEVELOP REACH INCREASE psychosocial every child ASSESS PRIORITIZE the efficiency health and learning teaching the of instruction, and keep well being. levels fundamentals. including through them in school. regularly. catch-up learning. Reopen schools Assess learning Adjust curriculum Use approaches that Build teachers’ capacity safely and keep losses at national/ across and within align instruction with to support their them open sub-national level subjects learning needs: students’ wellbeing and targeted instruction; identify students in need Promote returning Provide teachers Prioritize numeracy, structured pedagogy; of specialized services to the classroom with tools for literacy, socioemotional tutoring; self-guided through back-to- classroom level skills learning Support teacher school campaigns measurement wellbeing and resilience Focus instruction on Support teachers Provide cash closing the gaps continuosly; build Invest in students’ transfers between desired and practical pedagogical safety, nutrition, and actual student learning and digital skills access to water, Use early warning in specific subjects sanitation, and hygeine systems to identify Expand instructional facilities at-risk students time Enhance learning with technology Countries must act urgently and strategically to partner organizations also produced a Guide for Learning support and accelerate learning recovery. The Recovery and Acceleration. The Guide features policy situation, needs and contexts of geographies, as well options, examples, case studies, considerations for as the individual needs of students, are diverse, as are implementation, and additional resources that countries the strategies to address learning losses; therefore, can use to design effective and contextually appropriate governments and stakeholders will need to take adapted, learning recovery programmes. differential approaches. The learning recovery period must serve as a crucial To provide guidance on learning recovery strategies and first step towards education transformation. Given measures that countries could consider implementing, the magnitude of the challenge, for learning recovery to the United Nations Children’s Fund (UNICEF), the United be effective and sustainable, it has to be transformational. Nations Educational, Scientific and Cultural Organization The process cannot be an ad hoc programme or a series (UNESCO), the United States Agency for International of fragmented policy interventions; it must be a multi- Development (USAID), the Bill & Melinda Gates year and multi-phase endeavor aimed at addressing Foundation, the United Kingdom’s Foreign, Commonwealth root causes and overcoming systemic barriers that have and Development Office (FCDO), and the World Bank impeded effective teaching and learning over the past have introduced the RAPID Framework for Learning decades (UNESCO, 2021). Such a systemic approach is Recovery and Acceleration (UNESCO et al., 2022). The more important than ever, as countries will need to both framework encapsulates a menu of policy actions from recover missed learning opportunities caused by COVID- which countries can select, combine and adapt to establish 19 disruptions and address pre-existing learning gaps. The a contextually suitable learning recovery programme. RAPID actions can be best sustained and supported by The RAPID acronym also highlights the sense of urgency structural reforms and transformative decisions that will needed to address the challenges brought about by the have been carefully designed, costed and agreed upon global education disruption, with five key policy actions in with all key stakeholders, including education personnel. the framework (see above). Implementing such reforms should include critically reviewing what worked and did not work in past decisions These policy options represent actions that countries and approaches, as well as deploying innovative and are taking now, as well as policy tools that have been transformative actions built on lessons learned from the proven to significantly improve learning – even before the pandemic. This will help ensure that education systems COVID-19 pandemic. To provide countries with practical do not return to the ineffective approaches of the pre- guidance on implementing the RAPID framework, the pandemic period. 8 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION © U N I C E F / U N 0 512 14 5 / This report examines how countries have progressed Differences between the results of the joint survey and the in recovering and accelerating learning through the GERT survey may be due to methodological design factors, five key RAPID policy actions. We present findings including sample size and self-selection of respondent primarily from the fourth round of the Survey on National countries, time of the survey administration, framing of Education Responses to COVID-19 School Closures questions and response options available for respondents. (hereafter referred to as the ‘joint survey’) coordinated It is also important to note that in both surveys, not all by the Organisation for Economic Co-operation and countries may have responded to all questions, so sample Development (OECD), UNESCO, UNESCO Institute for sizes for each question and sub-questions by level of Statistics (UIS), UNICEF and the World Bank. The survey education may vary. Data from the fourth round of the builds on earlier work by the partner organizations to joint survey was compared with that of previous rounds monitor the impact of the pandemic in regular intervals and of the same survey, with the third round implemented to develop principles for recovery policies. The fourth round between February to June 2021 with a total of 143 country of the survey was answered by Ministries of Education in responses. Similarly, data from the GERT survey was 93 countries between April to July 2022. To provide further compared with prior rounds going back to March 2020, as information on countries’ progress, these findings are well as UNICEF’s Pulse Survey of 122 UNICEF country and supplemented by data from the Global Education Recovery fundraising offices administered in March 2022. Tracker survey (‘GERT survey’) administered with 166 World Bank and UNICEF country offices between May This report is organized into seven sections. Sections 1 to July 2022. The GERT survey began as a partnership through 5 discuss countries’ progress in each of the five key between Johns Hopkins University, UNICEF and the World actions under the RAPID framework. Section 6 presents Bank in February 2021 and is now managed by the World findings on education financing, including investments in Bank and UNICEF, with data captured periodically by World digitalization. Finally, Section 7 provides an overall conclusion Bank and UNICEF staff and affiliates based on publicly of the progress made to recover lost learning opportunities, available information. and what further steps must be taken to ensure a RAPID learning recovery and acceleration. 9 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION REACH EVERY CHILD AND KEEP THEM IN © U N I C E F/ U N 0 518 4 6 0 / B I D E L SCHOOL All countries have now lifted COVID-19-related nationwide a quarter of respondents to a high-frequency cell phone school closures – a first step to returning to normalcy and survey with primary school-aged children reported that mitigating the ever-growing global learning crisis. The children had not returned to school. Older children saw a RAPID framework’s focus on reaching every child and decline in attendance, with only 73 per cent of households keeping them in school is deliberative. Ensuring that the reporting sending their older children back to school (World world’s children, particularly the most vulnerable, return Bank, 2015). to school is essential for education and human capital development and also addresses social challenges such as COUNTRIES MUST COLLECT DATA ON early marriage, early pregnancy, child nutrition, child labor STUDENT ABSENCE NOW TO PREVENT and mental health – issues that have been exacerbated in DROPOUTS IN THE FUTURE. some parts of the globe due to COVID-19. A critical first step towards ensuring that all children can be reached and re-enrolled in school is to collect and Reaching all children requires a multi-sectoral collaborative analyze information on attendance and absence. This undertaking, including investments that may be challenging recovery effort requires targeted (and likely out-of-cycle) to obtain in the current environment of increasingly limited comprehensive data collection to identify which children resources. Governments must understand the gravity of have returned to school and which groups of children the challenge, as re-opening schools does not necessarily have not, in order to create tailored return and recovery equate to all students returning. For example, when measures to meet their needs. schools reopened after the Ebola crisis in Liberia, around 10 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION Yet, to date, some systems cannot provide policymakers especially girls in regions where child marriage is prevalent. with reliable information on whether or not the number of Data from the joint survey shows that, on average, 60 per children back in school has reached pre-pandemic levels. cent of countries had collected data on student absence in According to data from the GERT, out of 115 countries primary and secondary school over the three school years where information was available, only 75 per cent are covered by the pandemic (2020–2022). Of the 49 countries collecting information on children who have returned to that provided information, two thirds of respondents across school. Even within that cohort, about 15 per cent still all levels of education reported that they observed an do not have that information available nationwide (across increase in the number of student absences (Figure 1-1). all their regions). That proportion is higher among low- More than 80 per cent of upper-middle-income countries and lower-middle-income countries, where 20 per cent reported such increases, potentially because of longer reported that the data is not available at a national level. school closures in the two regions with more middle- Additionally, only 7 of the 60 countries with data reported income countries, namely Latin America and the Caribbean they can disaggregate data on returning students by and South Asia. refugee or displacement status. RE-ENROLMENT REQUIRES ADDRESSING Understanding who is not there is as critical as knowing A COMBINATION OF FACTORS. who is. Chronic student absenteeism can often lead to While evidence of increased dropout due to COVID- dropout, as previous experience has reflected that the related school closures is still emerging, the re-enrolment longer children are out of school the less likely they are to challenge will likely become apparent in the medium term, return (UNICEF, 2015). Early evidence suggests that select as students who fall behind eventually do leave school. groups of students have dropped out during the pandemic: Therefore, countries must proactively undertake preventive a study in rural Kenya found a tripled risk of dropout among and targeted efforts now to reach all children and keep secondary school aged girls; and in Nigeria, declines in them in school. enrolment were most pronounced among adolescents – FIGURE 1-1. Share of respondent countries observing an increase in student absences over 3 years covered by the pandemic (2020–2022) LOW OR LOWER MIDDLE INCOME UPPER MIDDLE INCOME HIGH INCOME GLOBAL 100 94 89 90 90 80 80 80 70 68 67 67 68 65 PER CENT OF COUNTRIES 60 58 58 59 59 54 50 50 50 47 45 45 40 30 20 10 0 PRE-PRIMARY PRIMARY LOWER SECONDARY UPPER SECONDARY UPPER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 11 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION Addressing disengagement from school with poor academic performance, chronic absenteeism and Automatic re-enrolment, flexibility on enrolment financial hardships are most at risk of dropping out, the use deadlines, and clear enrolment guidance and support can of early warning systems in low- and lower-middle-income remove constraints that parents and caregivers face when countries should be expanded. sending their children back to school. While 70 per cent of low- and lower-middle-income respondent countries Back-to-school communication campaigns, both implemented these measures in the school year 2021/2022 general and targeted towards at-risk students, can help for primary to upper secondary education levels, only increase attendance and re-enrolment rates. Overall, 30 per cent of high-income countries reported the same back-to-school community mobilization campaigns were (Figure 1-2). the highest priority for low- and lower-middle-income countries. In 2022, about two thirds of respondent Early warning systems to identify which students countries – excluding high-income ones – reported are at risk of dropping out have been implemented in a implementing such campaigns across primary to upper number of countries (e.g., Chile, Romania, Brazil). They secondary levels. Encouragingly, this measure was also are primarily focused on identifying key obstacles such as implemented by 60 per cent of low- and lower-middle- financial constraints, peer influence and lack of community income countries for pre-primary education. support. While almost two thirds of upper-middle-income countries reported implementing these systems in the Addressing economic barriers current school year, only a quarter of low- and lower- Financial incentives like cash support in the form of middle-income countries reported the same. As students subsidies or vouchers for school enrolment can help FIGURE 1-2. Share of respondent countries implementing policy measures related to re-enrolment and dropout prevention in school year 2021/2022 (or 2022) LOW OR LOWER MIDDLE INCOME UPPER MIDDLE INCOME HIGH INCOME GLOBAL 100 90 80 77 70 70 67 68 69 67 PER CENT OF COUNTRIES 61 62 61 60 59 53 52 52 51 50 50 49 43 43 40 39 38 35 32 33 31 31 30 27 27 20 17 14 13 14 10 8 0 PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY AUTOMATIC RE-ENROLMENT EARLY WARNING SYSTEMS COMMUNITY MOBILIZATION CASH TRANSFERS TO INCREASE OF STUDENTS IN SCHOOL TO IDENTIFY STUDENTS AT CAMPAIGNS TO BRING STUDENTS ENROLMENT AMONG STUDENTS RISK OF DROPPING OUT BACK TO SCHOOL FROM DISADVANTAGED FAMILIES Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 12 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION mitigate the financial hardship that families may have faced over the past three years. Cash transfers have proven effective in Mexico and Brazil; in Lebanon, $23 million in Preventing dropout at the cash support is being aimed at youth aged 13–18 from tertiary level of education extremely poor families at risk of dropping out. While In 2020, UNESCO projected that about 24 million two thirds of low- and lower-middle-income countries students (from pre-primary to tertiary education) reported implementing such measures for primary to will be at risk of not returning to education upper secondary levels, high-income countries rarely institutions, causing an estimated 3.5 per cent reported the same – though in some cases, allowances decline in enrolment (an estimated 7.9 million to support enrolment may be provided to students from fewer students). Because the opportunity cost of disadvantaged and low-income families. schooling is higher at tertiary level, governments took different approaches to retaining students Addressing health concerns during the pandemic and in its aftermath. While In addition to the above factors that lead to dropout, fewer countries reported using automatic enrolment (17 per cent), many – including 56 per cent of low- parental concern over the health risks of sending their and lower-middle-income countries – introduced children back to school was evident. According to data incentives like cash transfers and subsidies to by UNESCO and McKinsey (2020), more than eight in prevent dropout at this level and reduce the financial 10 parents in France, Kuwait and Colombia reported burden of schooling on households. More low- and concerns about sending their children to school. lower-middle-income countries reported plans to Consistent, targeted messaging on the precautions being implement measures to bring students back to taken to ensure children will not be at risk can be used tertiary education in the school year 2022/2023: to communicate to parents that it is safe to return their automatic re-enrolment (increasing from 38 to 50 children to school. per cent of countries), community mobilization campaigns (from 56 to 67 percent) and cash transfers Measures such as promotion of handwashing and (from 56 to 67 per cent). maintaining minimum physical distancing were universally BACK-TO-SCHOOL CAMPAIGN IN GHANA Ghana conducted a successful back-to-school campaign in 2021, achieving nearly 100 per cent re-enrolment. INCLUDE COMMUNITY INFLUENCERS • Regional advocacy taskforces were set up; members included government representatives, CSOs, religious leaders and the media. • Taskforces visited all the districts in the country. MASS COMMUNICATION IN MULTIPLE LANGUAGES • Broadcasted on TV and radio 98% OF STUDENTS • Broadcasted in English and selected local languages in June 2020 HAVE RETURNED (during partial school re-openings) TO SCHOOL FOCUS ON GIRLS • Training for 524 national cadres of trainers who, in turn, trained over 260,000 people in 120 districts, providing messages on preventing pregnancy among schoolgirls. Source: World Bank, Bill & Melinda Gates Foundation, FCDO, UNESCO, UNICEF, & USAID. (2022). Guide for learning recovery and acceleration: Using the RAPID framework to address COVID-19 learning losses and build forward better. World Bank. 13 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION reported by countries across all income levels (Figure return to school, with automatic re-enrolment and early 1-3). However, in low and lower-middle-income countries, warning systems continuing to be the most popular class sizes remain large and space for physically distanced measures. Additionally, more low- and lower-middle-income classrooms is a challenge. In such cases, the creation countries plan to implement such measures for primary of more flexible schedules (such as split or alternating to upper secondary levels in the school year 2022/2023. days) to reduce contact can mitigate some of the health The share of countries planning to use early warning risks related to in-person schooling. Three quarters of systems increased from 27 to 40 per cent of respondents; low- and lower-middle-income countries (76 per cent) and community mobilization campaigns, from 68 to 73 per cent; upper-middle-income countries (79 per cent) reported and cash transfers for students from disadvantaged families, implementing such a protocol for at least some part of from 67 to 75 per cent. By contrast, fewer upper-middle- the school year. Additionally, 72 per cent of respondent income countries reported plans to implement these policy countries had implemented a risk assessment of school measures in the upcoming school year as compared to re-opening based on an epidemiological criterion during the current school year: the share of respondent countries the school year – lessons that could prove useful for future planning to use early warning systems decreased from increases in cases. Lastly, infrastructure adaptations, 67 to 63 per cent and those planning to use community especially in poorly equipped schools, could help assuage mobilization programmes reduced from 69 to 57 per cent. parental concerns about health risks. Globally, three fourths of respondent countries had made investments in A true and deep ‘reach all’ effort is imperative for education school infrastructure (e.g., ventilation, sick bays, sanitation systems to shift from recovery to transformation. stations) during the school year 2021/2022. Governments can eliminate barriers to education for vulnerable and marginalized groups by ensuring that the MOVING FROM RECOVERY TO TRANSFORMATION right to education for all is fully captured in national Plans for the school year 2022/2023 look promising, as legal and regulatory frameworks. This can include, they show countries’ commitments to ensure all students for example, laws and policies that do not discriminate FIGURE 1-3. Share of respondent countries that implemented health protocols for at least some part of school year 2021/2022 (or 2022) 0% 100% LOW OR LOWER UPPER MIDDLE HIGH INCOME GLOBAL MIDDLE INCOME INCOME Promotion of frequent handwashing and/or use of hand sanitizer 92% 93% 95% 93% Enhanced cleaning and disinfection 86% 89% 89% 89% Minimum physical distancing requirements 92% 89% 85% 88% Mandatory mask usage for teachers 96% 93% 79% 88% Adjustment in activities 84% 86% 84% 84% National contact tracing protocols 84% 80% 85% 83% Mandatory mask usage for students 92% 89% 67% 80% Infrastructure adaptations 67% 81% 76% 75% Risk assessment of school reopening 84% 73% 62% 72% Adjusting the schedule to decrease contact 76% 79% 36% 60% Required teacher vaccinations 72% 56% 26% 48% Required student vaccinations 42% 38% 5% 25% Note: The chart shows the per cent of countries with valid responses that report implementing a health measure for primary, lower secondary and upper secondary (general) education levels for at least some periods of the school year 2021/2022 (or 2022). While the results represented in this figure cover more than 50 per cent of the total 4- to 17-year-old population, this may not apply to specific income groups. More information on the population coverage of each income group can be found in Annex 1. 14 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION against the enrolment of refugees, migrants, students with Finally, providing parents with information on the disabilities and pregnant girls. Countries can also legally benefits, costs, and quality of education can improve mandate that schools adopt the policy of re-enrolling all school participation (World Bank et al., 2020). Local students regardless of the duration of their absence. authorities can engage with parents to strengthen school- community relationships and raise awareness about the Long-term transformation also requires continued or benefits of education. Likewise, school authorities can increased investment in schools’ capacity to rely on engage with local teachers, especially those who are flexible models, including multiple modes of learning, members of the community, as local ‘influencers’ to to capture and retain greater numbers of students. Data encourage parents to return their children to school. from the joint survey shows that two thirds of countries were planning to enhance the provision of hybrid learning CONCLUSION from primary to upper secondary levels beyond the Reaching all children and safely welcoming them back pandemic. For secondary-aged students, this could mean to school is the common denominator of education’s opening alternative pathways to obtaining qualifications, recovery from COVID-19 disruptions. The data shows such as non-formal or alternative learning programmes. that governments are taking varied approaches to achieve this, most notably: campaigns to encourage families to Education systems can invest in preparedness plans to return their children to school, automatic re-enrolment, prevent complete future shutdowns, including undertaking and incentives, particularly for the most vulnerable groups. periodic risk assessments at school or community level. Evaluating how effective these measures are depends Strengthened regulations in relation to better ventilation, heavily on data. Yet in low and lower-middle -income improved quality of air and more flexible spaces will serve countries – comprising one third of respondents – there is as a transformative action and create a healthier learning not enough data to inform targeting of national or regional environment for students and teachers (Barrett et al., 2019). policies, leaving policymakers to hypothesize about the effectiveness of solutions. Therefore, capturing data on Additionally, upgrading to nimble and digitized Education who is returning to the classroom and who is not (for both Management Information Systems (EMIS) would students and teachers) is crucial to ensure that all children ensure real-time and individualized monitoring of staff and are reached. Lastly, bringing students back is only the students both in crisis and outside, as well as help gather first step towards recovery and a shift to transformation disaggregated data for student groups most at risk. Data in the long term. A genuine change of paradigm in terms from 166 countries in the GERT survey shows that 30 per of educational policy is also needed, as systemic reforms cent of countries were using EMIS data to monitor student will require changes in the structures, legal frameworks, return, with 36 per cent of low- and lower-middle-income governance, and management of educational systems. countries using this measure. © U N I C E F / U N 0 5 3 2 0 12 / W E N G A 15 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION ASSESS LEARNING LEVELS © U N I C E F/ U N 0 5 2 7 6 3 8 /S U J A N REGULARLY Learning assessment is the process through which the labor market. Large-scale assessments are conducted stakeholders gather, analyze, disseminate and use information to understand students’ competencies at a population from various sources on what students know, understand, level, thereby providing critical information about the and can do, to inform policies and practices for the performance of the education system and identifying areas improvement of learning outcomes. While a wide range of for systemic improvement. methods and tools can be used to assess student learning, countries commonly participate in standardized international Data from previous rounds of the joint survey provided large-scale assessments, implement national and sub- critical insights on how countries adapted their learning national standardized assessments, conduct high-stakes assessment policies and strategies in response to examinations, and develop resources and tools for formative school closures. For example, data from the first round and summative assessments in classrooms and schools. of the joint survey revealed that, as of May 2020, more than half of the respondent countries postponed or High-stakes examinations and large-scale assessments rescheduled high-stakes examinations (Nugroho et al., serve different but critical functions within an education 2021)(UNESCO, 2022). Similarly, data from the second system. High-stakes examinations are typically used round of the joint survey highlighted that, as of October to certify students at their successful completion of an 2020, few respondent countries were planning to assess educational cycle, which is required for decisions such as their students’ learning levels once schools reopened progression to the next educational level or entrance into (UNESCO et al., 2021). 16 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION MOST COUNTRIES MAINTAINED NATIONAL STANDARDIZED ASSESSMENT PROGRAMMES. In the fourth round of the joint survey, approximately four in five respondent countries reported that standardized assessment programmes continued or resumed in the school year 2021/2022 at each education level from primary to upper secondary (Figure 2-1). At the primary education level, the share of countries reporting the continuation of standardized assessment programmes increases relative to country income; however, the relationship is less clear at the secondary education level. Some countries, particularly upper-middle-income ones, reported that the continuation of standardized assessment programmes was left to the the discretion of schools, school districts, or the most local levels of governance. Data from the GERT presents a more sobering picture when it comes to the use of diagnostic or formative © U N I C E F / U N I 3 6 8 17 1/ S E N G assessments. Of the 166 countries, 68 per cent did not have a systemic plan to measure the extent of learning loss or gaps in the form of diagnostic or formative assessment when children returned to school. Of the countries that had some student diagnostic or formative assessment activity in place, 20 per cent conducted these assessments FIGURE 2-1. Share of respondent countries reporting continuation of standardized testing programmes in the school year 2021/2022 (or 2022) YES SCHOOLS/DISTRICTS/THE MOST LOCAL LEVEL OF GOVERNANCE COULD DECIDE AT THEIR OWN DISCRETION 100 90 16 6 93 89 88 88 2 80 10 3 5 85 16 5 81 79 79 70 75 76 73 71 71 PER CENT OF COUNTRIES 37 60 63 61 50 40 30 20 10 0 LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME LOWER MIDDLE INCOME LOWER MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME INCOME INCOME INCOME INCOME PRIMARY LOWER SECONDARY UPPER SECONDARY UPPER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 17 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION nationwide, while fewer conducted partial/sub-national (7 These findings are similar that of the GERT survey, per cent) or small-scale, school-based implementation (5 where 87 of 166 countries (52 per cent) reported having per cent). The use of diagnostic and formative assessments implemented measurement of student learning outcomes are critical after long periods of learning disruption in order since March 2020. It is also important for countries to for teachers and schools to identify learning gains achieved disaggregate data on learning outcomes to identify whether during school closures and how to mitigate learning gaps select groups are performing worse than others. In the upon school reopening, so that children are back on track GERT survey, among countries reporting that data has with expected learning progress. The results of such been collected to measure learning outcomes, only 39 per assessments can be useful in making decisions around cent disaggregate learning data by gender and 32 per cent prioritizing, condensing or adapting the curriculum when by age. It is encouraging that disaggregation of learning developing recovery plans at school or district levels. outcomes data by gender is more common in low- and middle-income countries, as low-income countries still face While a majority of countries are continuing their efforts a challenge with dropout among girls and can use such to maintain standardized assessments, fewer than half of data to monitor early warning signs of dropout due to poor the respondent countries conducted nationwide studies in academic performance. the school years 2020/2021 and/or 2021/2022 to evaluate the impact of school closures on learning outcomes THE MAJORITY OF COUNTRIES CONTINUED (Figure 2-2). Some countries, particularly those in the STANDARDIZED ASSESSMENTS OF THE CORE upper-middle-income bracket, have left this decision up to LEARNING DOMAINS OF SDG INDICATOR sub-national jurisdictions. The proportion of countries with 4.1.1, I.E., MATHEMATICS AND READING. nationwide assessment studies decreased slightly from 46 Among countries that continued to conduct standardized per cent in primary to 40–42 per cent in the different levels assessments of learning outcomes during this period, the and paths of secondary education. vast majority included the assessment of mathematics and FIGURE 2-2. Share of respondent countries reporting that studies were conducted to evaluate the impact of school closures on learning outcomes through standardized national or sub-national assessments in the school years 2020/2021 and/or 2021/2022 YES SCHOOLS/DISTRICTS/THE MOST LOCAL LEVEL OF GOVERNANCE COULD DECIDE AT THEIR OWN DISCRETION 100 90 16 6 93 89 88 88 2 80 10 3 5 85 16 5 81 79 79 70 75 76 73 71 71 PER CENT OF COUNTRIES 37 60 63 61 50 40 30 20 10 0 LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME LOWER MIDDLE INCOME LOWER MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME INCOME INCOME INCOME INCOME PRIMARY LOWER SECONDARY UPPER SECONDARY UPPER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 18 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION reading, which are the two learning domains prioritized in to secondary levels were assessed or are planned to be Sustainable Development Goal (SDG) Indicator 4.1.1. This assessed in the school year 2021/2022. Moreover, the share of countries approaches nine out of 10 countries at frequency of evaluation decreases as national income the primary education level, and then declines slightly in increases. Even though evaluation of support programmes secondary – particularly in the vocational stream in upper can be resource-intensive, identifying which support secondary (Figure 2-3). Given the focus of SDG Indicator measures were effective will help policymakers scale up 4.1.1 on primary and lower secondary levels, this is not evidence-based programmes and achieve a greater return entirely surprising. Differences between the shares of on their education investments. countries reporting the assessment of mathematics and reading are not substantial, showing that countries THE MEASUREMENT OF NON-COGNITIVE generally accord equal importance to both learning SKILLS SHOULD BE AWARDED SIMILAR domains. IMPORTANCE GIVEN THEIR RISING DEMAND IN THE LABOR MARKET. EVALUATION OF ADDITIONAL SUPPORT While the main priority for many countries remains PROGRAMMES CAN HELP COUNTRIES SCALE assessing student learning outcomes, it is equally UP PROVEN STRATEGIES FOR RECOVERY. important to measure non-cognitive or social-emotional In addition to assessing student learning for core academic skills. Social-emotional processes, which include skills subjects, a majority of countries reported conducting or such as attention and self-regulation, are essential for planning to conduct an evaluation of national programmes learning and strongly linked to academic performance implemented to provide additional support to students (Duraiappah et al., 2022). Approximately one in four affected by the pandemic (Figure 2-4). While fewer countries conducted nationwide studies to evaluate the countries reported conducting such evaluations at the impact of school closures on students’ non-cognitive pre-primary level, 80–90 per cent of countries reported skills, without much variation by education level or that additional support programmes offered at the primary country income group. FIGURE 2-3. Share of respondent countries reporting mathematics and reading have been assessed in a standardized way in the school years 2020/2021 and/or 2021/2022 YES SCHOOLS/DISTRICTS/THE MOST LOCAL LEVEL OF GOVERNANCE COULD DECIDE AT THEIR OWN DISCRETION 100 90 80 70 PER CENT OF COUNTRIES 60 13 13 14 5 9 50 11 14 11 14 10 50 50 5 10 9 48 47 46 45 5 40 13 42 42 5 42 38 40 39 39 40 37 30 30 20 10 0 LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOW OR UPPER HIGH GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME LOWER MIDDLE INCOME LOWER MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME MIDDLE INCOME INCOME INCOME INCOME INCOME PRIMARY LOWER SECONDARY UPPER SECONDARY UPPER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 19 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION MOVING FROM RECOVERY TO TRANSFORMATION During the last three years of the pandemic, learning assessments have evolved in their function and modality. Even though national standardized assessment continued to take place in many countries and the ability to collect more comprehensive data from students and teachers increased, the pandemic re-emphasized the need for changing learning assessment practices. The following changes and recommendations should be reflected in future learning environments and considered for designing, implementing and strengthening any national learning assessment programmes and classroom assessment practices. Assessment culture matters. The role of assessment in the learning process mediates how it is understood and accomplished. In contexts where assessment policies and programmes are primarily used for high-stakes purposes, © UNICEF/ UN 0 3 67673/ R A AB summative assessments are of the greatest use to schools and decisionmakers, rather than serving a formative role for students in their learning process or aiding teachers in their teaching practices. As policymakers seek to strengthen their national assessment systems, they need to consider the implementation and diversification of learning FIGURE 2-4. Share of respondent countries reporting evaluation or plans for evaluation of national programmes to provide additional support to students ASSESSED IN A STANDARDIZED WAY (AT THE SUB-NATIONAL OR NATIONAL LEVEL)  NOT YET ASSESSED BUT THE GOVERNMENT HAS A PLAN TO DO SO 100 47 50 50 53 90 43 55 47 60 47 65 47 53 80 46 38 33 70 47 38 27 35 PER CENT OF COUNTRIES 60 21 9 50 53 50 50 50 48 47 46 45 40 43 43 42 40 38 36 36 35 35 30 33 30 26 25 20 10 0 INCOME LOWER MIDDLE LOW OR INCOME UPPER MIDDLE HIGH INCOME GLOBAL INCOME LOWER MIDDLE LOW OR INCOME UPPER MIDDLE HIGH INCOME GLOBAL INCOME LOWER MIDDLE LOW OR INCOME UPPER MIDDLE HIGH INCOME GLOBAL INCOME LOWER MIDDLE LOW OR INCOME UPPER MIDDLE HIGH INCOME GLOBAL INCOME LOWER MIDDLE LOW OR INCOME UPPER MIDDLE HIGH INCOME GLOBAL UPPER SECONDARY UPPER SECONDARY PRE-PRIMARY PRIMARY LOWER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 20 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION CHILE’S NEW ASSESSMENT OF LEARNING AND SOCIOEMOTIONAL WELLBEING ADMINISTERED DURING THE PANDEMIC REDESIGNED ADMINISTRATION WIDE REACH ASSESSMENT SUPPORT AND RELEVANT TOOLS RESULTS • Chile’s national assessment • The assessments included • The MoE aggregated the agency produced a new set of supporting materials such as video national-level data to understand student assessment tools for tutorials and administration learning levels across the country formative purposes. protocols to guide remote learning. after a year of using a • These included assessments for • The Ministry of Education (MoE) consolidated curriculum. reading and math, as well as provided summary diagnostic • The tools reached 1.8 million questionnaire to measure reports to all schools. students in March–April 2021. socioemotional wellbeing and Results found low levels of skills. learning: none of the participating • The tools were designed to be classes between upper primary applied three times a year. and lower secondary scored higher than 60 per cent in reading and 47 per cent in mathematics. Source: World Bank, Bill & Melinda Gates Foundation, FCDO, UNESCO, UNICEF, & USAID. (2022). Guide for learning recovery and acceleration: Using the RAPID framework to address COVID-19 learning losses and build forward better. World Bank. assessment activities and approaches that are designed in alignment with curricula, pedagogies and the overarching Digital transformation objective of improving the quality of education. These include large-scale assessments, high-stakes examinations in higher education: and formative classroom-based assessments. Alternative credentials Alternative credentials – such as certificates, digital The pandemic, with its associated lockdowns and school badges and microcredentials – have gained popularity closures, drew attention to topics like mental health and in higher education, especially during the pandemic. wellbeing, as well as to social-emotional skills, including These learning models offer an efficient and empathy, self-management and motivation, among others. Yet innovative way to assess and validate the learning of only one out of four respondent countries reported conducting new skills and competencies. Alternative credentials studies on the impact of COVID-19 on non-cognitive skills. offer flexible opportunities to gain skills and provide This finding shows an area for future development on the a customized learning experience, facilitating the scope of assessment and the breadth of competencies school-to-work transition among youth. Often to be developed and assessed, highlighting an example of a administered digitally, alternative credentials also lesson that we can draw from this ‘crisis within a crisis’. make the acquisition of digital and social-emotional skills more visible and portable as compared to traditional forms of assessment. Formative assessment comes into play to help teachers and students learn together. Data from the GERT shows that less than a third of countries had diagnostic or formative assessment activities in place. Countries should The pandemic has accelerated the shift to digitalization expand the use of formative assessments, conduct in education and spurred innovation and agility that made further research based on their results, and communicate it possible for learning assessments to continue with findings to schools and policymakers so that appropriate remote administration, even in countries with limited digital interventions and policies can be developed to address infrastructure or no prior experience and capacity. For learning needs. instance, technologies supporting formative assessments 21 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION can be a tool that provides longitudinal and real-time in mind, including assessments designed specifically feedback on students’ learning and progress, allowing for remote learning, student and teacher familiarity with learners to receive immediate feedback and participate in technology, access to internet connectivity at home and in exercises adapted to their ability level. These tools also school, and data privacy issues. seem promising for teachers who need to manage classes with large numbers of students but have limited printed CONCLUSION resources for tailored formative assessment experiences. Learning assessments provide data, evidence and insights about what, how and how much students have learned, Findings from the joint survey show that while a little and on what factors may hinder or facilitate their learning over 60 per cent of countries planned to maintain and progress. Looking at the purpose of learning assessments, develop digitalized learning assessments for primary greater emphasis should be placed on assessment as and secondary levels beyond the pandemic, only a quarter learning – as opposed to assessment of learning and planned to do so at the pre-primary level and about assessment for learning – with a focus on making students half reported the same for upper secondary vocational become more aware of how and what they learn. This programmes (Figure 2-5). Interestingly, the data shows process will help them take more responsibility for and a pattern where low- and middle-income countries monitor their own learning progress, thus helping build tend to implement many more technology-enhanced their resilience in times of change or difficulty. By building learning assessments and high-stakes examinations than on the lessons of the past two years and leveraging high-income countries, signaling a greater interest in the advancements in learning assessments beyond the administering digital tests and exams. As countries explore pandemic, countries are presented with an opportunity the use of digital assessments beyond the pandemic, to close the learning gap and inequities, in both core certain design and logistical considerations must be kept academic outcomes and social-emotional skills. FIGURE 2-5. Share of respondent countries reporting plan to maintain or further develop enhanced use of digital assessments/exams beyond the COVID-19 pandemic LOW OR LOWER MIDDLE INCOME UPPER MIDDLE INCOME HIGH INCOME GLOBAL 100 90 80 80 76 70 68 67 67 67 65 63 61 PER CENT OF COUNTRIES 60 58 55 55 52 53 49 50 47 40 29 28 30 27 20 10 10 0 PRE-PRIMARY PRIMARY LOWER SECONDARY UPPER SECONDARY UPPER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 22 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION PRIORITIZE TEACHING THE © U N I C E F/ U N 0 3 9 6 2 7 6 /O W O I C H O FUNDAMENTALS Even before the pandemic, many children lacked basic to redesign curricula, which in many countries are often literacy and numeracy skills. Over the past three years, the overloaded or overly ambitious, moving faster than with staggering loss of instructional time and limited access which students and teachers can keep pace and thus often to remote learning have pushed students behind their resulting in shallow learning (Pritchett & Beatty, 2015). grade-appropriate learning levels. Students need to learn concepts and skills such as reading, mathematics and DESPITE THE LOSS OF INSTRUCTIONAL socioemotional skills, which build a solid foundation from TIME, MANY COUNTRIES DID NOT which they can move ahead. Without this foundation, IMPLEMENT CURRICULAR ADJUSTMENTS students will be unable to master more complex topics in IN THE SCHOOL YEAR 2021/2022. the curriculum. An inflexible adherence to curricula, without In the third round of the survey conducted in 2021, 42 per a good grasp of gateway skills, will set students back even cent of respondent countries reported prioritizing certain further in their learning. skills or areas of the curriculum for at least one education level among pre-primary to upper secondary levels To effectively recover learning, countries will need to adjust (UNESCO et al., 2021). The fourth survey round conducted curriculum across and within subjects. This could mean in 2022 reveals that more countries are now implementing adjusting time allocations to devote more time to priority curricular adjustments: 51 per cent reported implementing subjects, as well as fundamental skills and competencies adjustments to the curriculum in any subject or grade for at within these subjects. This could also present an opportunity least one education level in the school year 2021/2022. 23 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION However, the implementation of this policy measure varies 2021/2022, the use of assessment results as a basis for by education level and country income group. Just under curricular adjustments was more likely to be reported at half of the respondent countries (49 per cent) reported the pre-primary level than at primary to upper secondary currently implementing adjustments to the curriculum at the levels, except among upper-middle-income countries. Fewer primary to upper secondary levels, while only about a third countries – particularly upper-middle- and high-income (35 per cent) reported the same at the pre-primary level countries – reported plans to adjust the curriculum based on (Figure 3-1). At least one in every two low- or middle-income students’ assessment results in the upcoming school year. countries, compared to fewer than one in five high-income countries, reported making curriculum adjustments in MOVING FROM RECOVERY the school year 2021/2022. Finally, this policy measure TO TRANSFORMATION appears to be less common in the upcoming school year. Countries will need to act urgently to mitigate the damage Across nearly all income groups and education levels, fewer brought by COVID-19-related disruptions, including countries reported plans to implement adjustments to the prioritizing foundational skills and conceptual prerequisites curriculum in the school year 2022/2023 – with declines – content that must be learned prior to progressing to most noticeable in the primary to upper secondary levels. more advanced skills and topics. Rather than large-scale curricular reform, these adjustments have often taken ASSESSMENT RESULTS ARE CRITICAL the form of relatively quick curricular and instructional TO UNDERSTANDING STUDENTS’ adaptations such as modifying time allocations, focusing on LEARNING NEEDS AND INFORMING critical competencies and streamlining or integrating topics. CURRICULAR ADJUSTMENTS. Overall, among countries that are implementing or planning However, in addition to taking measures to address to implement adjustments to the curriculum, less than learning losses and limited instructional time in the three quarters reported that such adjustments are based short term, countries can also use this opportunity as on the results of students’ assessments undertaken in the a springboard towards curricular transformation in the context of school reopening (Figure 3-2). In the school year long run. Curricular transformation should aim to FIGURE 3-1. Share of respondent countries reporting adjustments to the curriculum in any subject or grade at the national level PRE-PRIMARY PRIMARY TO UPPER SECONDARY 100 90 80 74 70 63 PER CENT OF COUNTRIES 60 60 52 50 49 50 50 50 42 40 35 37 32 30 19 20 8 9 10 7 0 LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME INCOME INCOME IMPLEMENTED IN SCHOOL YEAR 2021/2022 (OR 2022) PLANS FOR IMPLEMENTATION IN SCHOOL YEAR 2022/2023 (OR 2023) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 24 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION FIGURE 3-2. Share of respondent countries reporting that adjustments to the curriculum are/will be based on the results of students’ assessments undertaken in the context of school opening PRE-PRIMARY PRIMARY TO UPPER SECONDARY 100 89 89 90 80 76 74 75 69 70 64 67 67 65 63 PER CENT OF COUNTRIES 60 60 50 50 44 43 40 33 30 20 10 0 LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME INCOME INCOME IMPLEMENTED IN SCHOOL YEAR 2021/2022 (OR 2022) PLANS FOR IMPLEMENTATION IN SCHOOL YEAR 2022/2023 (OR 2023) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. bring stronger alignment of curriculum, assessment curriculum and teaching methods, assessment tasks and pedagogy to ensure coherence and consistency and learning activities in the classroom. Transforming between the intended outcomes as specified in the formal education through curricular reform will entail establishing Improving TVET curriculum and programmes to meet learners’ and societal needs COVID-19-related school closures arguably were and labor market intelligence to identify the new skills even more challenging in the technical and vocational and competencies that will be needed, such as digital, education and training (TVET) sector than in general entrepreneurship and green skills, as well as broader education due to the strong practical components of competencies for sustainability, civic and political many programmes (OECD, 2021a). Stronger economies engagement and global citizenship. This analysis should have been more resilient to the effects of the pandemic, inform adjustments to curriculum during crisis and post- transitioning faster to new digital modes of working and crisis periods, new programmes through social dialogue providing support to industries affected by the crisis. By and effective partnerships between governments and contrast, the dramatic consequences of the pandemic on the private sector. One recent initiative to reform the economies and resulting labor market shortages have hit TVET sector is India’s Skill Council for Green Jobs, less-developed economies with a deeper recession, more led by India’s Ministry of New and Renewable Energy poverty and higher unemployment rates, particularly (MNRE) and the Confederation of Indian Industry among youth and women. The crisis can, however, be an (CII). It aims to identify the skilling needs in the Green opportunity to change course and take action towards Businesses sector, and implement nationwide, industry- recovery, resilience and the transformation of the TVET led, collaborative skills development and entrepreneur sector. Especially in times of crises and in anticipation development initiatives that will enable India to meet its of shortfalls, it is important to use appropriate analysis potential for green businesses. 25 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION GUYANA: 2021 CURRICULAR CONSOLIDATION DATED REFORM RESULT AND CURRICULUM PROCESS REACH • Guyana’s curriculum had not been • The consolidation process • The new curriculum will be cohesively reviewed for 20 years. involved integrating topics based implemented for four years based • In August 2021, ahead of school on logical connections. on assessments of its success and reopening in September, Guyana • Duplication of content areas was the rate at which students catch up. introduced a new consolidated also assessed to determine what • The Ministry of Education also curriculum to streamline the could be omitted without piloted a new curriculum for existing national curriculum. detrimentally affecting students. Grades 1 and 2 that included a • Four core subject areas – shift to student-centered mathematics, language, science pedagogies. and social studies – were crafted for Grades 1 to 9. Source: World Bank, Bill & Melinda Gates Foundation, FCDO, UNESCO, UNICEF, & USAID. (2022). Guide for learning recovery and acceleration: Using the RAPID framework to address COVID-19 learning losses and build forward better. World Bank. a team of experts for each subject to guide the process CONCLUSION of reviewing learning objectives, content progressions Curriculum and teaching should meet students where they and corresponding time allocations and producing the are. The need to take measures to do so is more urgent necessary curricular materials. In reviewing the curriculum, than ever, given the unprecedented disruptions brought countries can also consider integrating social and emotional about by the pandemic. Results from the survey suggest learning, which are associated with a range of positive life that about half of countries are currently implementing outcomes, including academic achievement (Portela-Pino adjustments to the curriculum at primary to upper et al., 2021; Duraiappah et al., 2022). secondary levels, and only about a third at the pre-primary level. Moreover, even fewer countries plan to implement Curricular transformation is no easy task, and it is the same measure next year. Even though the use of necessary to ensure that the financial, technical, assessments is essential to understanding students’ political and organizational support needed for current learning levels and to inform the alignment of its implementation is in place. In particular, teacher curricula and pedagogy, findings from the survey suggest participation in curricular decisions is critical and that fewer than three in four countries used assessment serves multiple purposes, such as the use of formative results as the basis for curriculum adjustments. To give assessment, diagnostic analyses and curricular adaptations children the best chance at catching up with missed to include content on topics like health, sustainable learning, education systems will need to take urgent action development, climate change, or civic engagement and to prioritize teaching the fundamentals. participation that have proven to be fundamental during the pandemic. Teachers will also need training and By using this opportunity to conduct a much-needed guidance in implementing, adapting and prioritizing the adjustment of the curriculum, education systems can build curriculum, including understanding how to use teaching on this momentum towards curricular transformation in and learning materials flexibly to meet students’ learning the long term, including opening up the definition of what levels; diversifying the means, formats and methods of foundational learning is and engaging teachers in the instruction; and, most importantly, tailoring content and identification of what is fundamental, for whom, when, and pedagogies according to learners’ needs. under what conditions. 26 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION INCREASE THE EFFICIENCY OF INSTRUCTION, INCLUDING THROUGH © U N I C E F/ U N 0 3 8 9 12 0 / PA N J WA N I CATCH-UP LEARNING Given the compounding scale of the learning crisis post- As learning recovery now places additional demands COVID-19, education recovery cannot be limited to the on teachers, systems need to ensure that support is resumption of learning and making up for hours lost due provided and that the working conditions of teachers are to school closures. It is imperative that education systems commensurate with the responsibility placed upon them at move with speed and scale up catch-up interventions that individual, systems and policy levels. both address pre-COVID-19 gaps and mitigate growing levels of learning poverty. Moving forward includes maximizing MOST COUNTRIES IMPLEMENTED efficiency by using approaches that align instruction with NATIONWIDE PROGRAMMES TO SUPPORT learning needs, as proposed in the RAPID framework. STUDENTS AFFECTED BY THE PANDEMIC. The majority of respondent countries implemented Critical to the success of all ‘catch-up’ approaches and national programmes designed specifically to provide strategies, however, are teachers. Indeed, pre-pandemic, additional support to students affected by the pandemic the evidence was overwhelming that teachers are the (e.g., remedial education and mental health support key to children’s learning. With school closures and the programmes) in the school year 2021/2022 (Figure 4-1). shift to remote and hybrid education, the role of teachers This ranged from about 80 per cent of countries in primary, became even more critical; yet low access to information lower and upper secondary (general programmes) levels to and communication technology placed added pressure 69 per cent of countries in pre-primary education and 72 on teachers to adapt their practices (UNESCO, 2020). per cent in upper-secondary vocational programmes. 27 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION Generally, high-income countries implemented these programmes less frequently compared to low- and middle- income countries. This could be associated with a shorter duration of school closures and lower levels of learning poverty before the pandemic in high-income countries. While a greater proportion of low- and middle-income countries implemented support programmes, substantial gaps remain at some education levels. For example, 68 per cent of low- and lower-middle-income countries implemented such programmes at the pre-primary level, while just 56 per cent of high-income countries reported the same. A VARIETY OF POLICY MEASURES WERE IMPLEMENTED TO INCREASE EFFICIENCY OF INSTRUCTION, BUT LESS LIKELY © UNICEF/ UN 0 5 3 9 0 6 6 / K AR ACA N SO AT THE PRE-PRIMARY LEVEL. The most common national-level policy measures implemented to address lost learning opportunities were accelerated education programmes or catch-up programmes for students who dropped out of school (43 per cent). Another 14 per cent of countries indicated these policy measures were decided at the local level. All policy FIGURE 4-1. Share of respondent countries where national programmes were implemented specifically to provide additional support (e.g., remedial education programmes and mental health support programmes) to students affected by the pandemic LOW OR LOWER MIDDLE INCOME UPPER MIDDLE INCOME HIGH INCOME GLOBAL 100 90 88 88 85 84 84 83 83 83 83 80 79 80 80 80 74 74 71 71 70 68 69 PER CENT OF COUNTRIES 60 56 50 40 30 20 10 0 PRE-PRIMARY PRIMARY LOWER SECONDARY UPPER SECONDARY UPPER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: The chart shows the per cent of countries with valid responses for each level of education that answered either ‘Yes, as in school year 2020/2021’ or ‘Yes, contrary to school year 2020/2021’. While the results represented in this figure cover more than 50 per cent of the total 4- to 17-year-old population, this may not apply to specific income groups. More information on the population coverage of each income group can be found in Annex 1. 28 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION measures were less frequently implemented in pre-primary high-dose tutoring – mostly in small group or one-to-one education compared to other education levels. Compared – can help improve learning outcomes, new evidence also with pre-primary education, at least twice as many shows the promise of online (Gortazar et al., 2022) and countries implemented national-level accelerated education, remote (SMS messages) tutoring (Angrist et al., 2020). individualized self-learning and tutoring programmes for primary to upper secondary education (Figure 4-2). FEWER THAN HALF OF COUNTRIES IMPLEMENTED INCREASED INSTRUCTIONAL Targeting instruction to students’ learning levels by grouping TIME TO CATCH UP ON MISSED LEARNING. students according to proficiency level rather than age was Evidence suggests that extending instructional time can the least common measure across all education levels: for help improve student learning. A review of 15 studies primary to upper secondary education, only 16 per cent of measuring the effects of longer school days in Latin countries implemented this at the national level, while 14 per America and the Caribbean found positive impacts cent indicated student grouping according to proficiency was across a range of outcome variables, including gains in decided at the local level. This is particularly discouraging student learning (Holland et al., 2015). Data from the joint as targeted instruction is one of the most cost-effective survey reveals that only two in five respondent countries ways for governments to improve learning outcomes (World increased instructional time at the primary to upper Bank et al., 2020). Similarly, only 29 per cent of respondent secondary levels and only one in five at the pre-primary countries cited implementing tutoring programmes, with level. Across country income groups, less than a third of another half that number leaving it up to the discretion of low- and lower-middle-income countries reported currently local officials. While pre-pandemic evidence shows that implementing extended instructional time in the school FIGURE 4-2. Share of respondent countries implementing policy measures related to mitigating learning loss in the school year 2021/2022 (or 2022) IMPLEMENTED AT NATIONAL LEVEL DECIDED AT LOCAL LEVEL 100 90 80 70 PER CENT OF COUNTRIES 60 14 20 50 13 40 43 14 37 39 30 14 7 14 15 29 20 22 13 13 17 16 10 12 10 9 0 PRE-PRIMARY PRIMARY PRE-PRIMARY PRIMARY PRE-PRIMARY PRIMARY PRE-PRIMARY PRIMARY PRE-PRIMARY PRIMARY TO UPPER TO UPPER TO UPPER TO UPPER TO UPPER SECONDARY SECONDARY SECONDARY SECONDARY SECONDARY ACCELERATED EDUCATION PROGRAMMES INDIVIDUALIZED INCREASED TUTORING PROGRAMMES TARGETED INSTRUCTION TO STUDENTS' OR CATCH-UP PROGRAMMES FOR SELF-LEARNING INSTRUCTIONAL OR FINANCIAL SUPPORT LEVEL BY GROUPING STUDENTS ACCORDING STUDENTS WHO DROPPED OUT OF SCHOOL PROGRAMMES TIME FOR TUTORING TO PROFICIENCY RATHER THAN AGE Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 29 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION year 2021/2022, yet more countries reported planning to increase instructional time in the school year 2022/2023 (Figure 4-3). By contrast, fewer upper-middle-income countries reported a plan to increase instructional time next school year compared to the current school year. For upper-middle-income countries, where full school closures have been longest, extending instructional time can help students catch up on missed learning. Schools can increase instructional time using a mix of approaches such as modifying the school calendar (adjusting for holidays), organizing summer schools and extending the school day or week. However, such programmes will only work if teachers and students are actively interested in attending so that resources are not spent on programmes with low attendance. Data from the GERT survey shows that 30 per cent of 166 countries implemented changes in the school day and school year as a response to COVID-19-induced disruption to schooling. © UNICEF/ UN 0 4 6 0 6 8 4 / While upper-middle- and high-income countries were more likely than low-income countries to implement changes to school days, almost half of low- and lower-middle-income countries reported implementing changes in the school year calendar. FIGURE 4-3. Share of respondent countries reporting current or planned implementation of national-level policy measures on increased instructional time PRE-PRIMARY PRIMARY TO UPPER SECONDARY 100 90 80 70 PER CENT OF COUNTRIES 60 50 48 41 38 39 39 40 33 34 29 30 29 30 26 22 22 19 20 11 12 10 0 LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME INCOME INCOME IMPLEMENTED IN SCHOOL YEAR 2021/2022 (OR 2022) PLANS FOR IMPLEMENTATION IN SCHOOL YEAR 2022/2023 (OR 2023) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 30 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION TEACHERS WERE SUPPORTED WITH During school closures, teaching shifted online and to the STRUCTURED PEDAGOGY. use of various high-, medium- and low-technology remote The evidence is overwhelming that structured pedagogy modes of communication. To support this transition, programmes – including supporting teachers with teacher professional development on the effective use of teachers’ guides, structured lesson plans, student technologies was implemented during the school years materials and teacher training – leads to improved learning 2020/2021 and 2021/2022. Across low- or middle-income outcomes (World Bank, 2018; Snilstveit et al., 2015). countries, more than 80 per cent reported implementing In particular, structured pedagogy has been proven to such professional development activities at the primary be one of the most effective interventions to improve to upper secondary levels in the school year 2020/2021, student learning at scale in low- and lower-middle- while fewer countries reported the same at the pre-primary income countries, where poor teacher training remains level. However, between the school years 2020/2021 and prevalent. Data from the joint survey shows that, overall, 2021/2022, the share of countries that implemented these 73 per cent of respondent countries – and 79 per cent professional development activities among pre-primary of low- to lower-middle-income countries – reported teachers increased from 48 to 62 per cent. A majority implementing measures on structured pedagogy for of countries, about 80 per cent globally, reported plans primary and secondary levels of education in the school to maintain or develop in-service digital skills training for year 2021/2022 (Figure 4-4). Between the school years primary to upper secondary teachers. Additionally, slightly 2021/2022 and 2022/2023, very little change is expected fewer countries – between 67–71 per cent – reported such in the implementation of structured pedagogy at all levels. plans for pre-service digital skills training for primary to These findings are a concern as they highlight that an upper secondary teachers (Figure 4-5). average of at least one in four respondent countries are not adequately supporting teachers pedagogically to The use of educational technology for both teachers and address the challenges of catch-up learning. students should be guided by a clear purpose and focus on educational objectives, reach all learners, empower FIGURE 4-4. Share of respondent countries reporting current or planned implementation of national-level policy measures on structured pedagogy PRE-PRIMARY PRIMARY TO UPPER SECONDARY 100 90 89 90 88 88 79 80 76 73 72 70 65 64 PER CENT OF COUNTRIES 58 59 60 56 55 56 52 50 40 30 20 10 0 LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME INCOME INCOME IMPLEMENTED IN SCHOOL YEAR 2021/2022 (OR 2022) PLANS FOR IMPLEMENTATION IN SCHOOL YEAR 2022/2023 (OR 2023) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 31 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION CORE FOR TEACHERS – A WELL-BEING AND SUPPORT INTERVENTION COACHING – OBSERVING – TEACHER- EXPECTED REFLECTING – FOCUSED MODEL RESULTS ENGAGING (CORE) PILOT PROJECT • Tested in Colombia and Uganda • Model was developed to work with • Expected that teachers’ improved by War Child Holland individual teachers as much as ability to directly model • Project worked in formal schools possible, allowing for some social-emotional skills and with teachers who have had some adaptions on individual needs improve classroom interaction pre-service training • Teachers worked with trained quality will lead to changes in coaches in small groups and in student teacher engagement • To help teachers build skills in a) teacher social-emotional one-to-one sessions • Improvements can also be competencies, • Model uses a whole-school expected in whole-school b) teacher well-being, and approach, with teacher-focused climate and peer support c) positive classroom management support, and aims for continuous quality improvement Source: Coetzee, A. (2019, December 17). Coaching – Observing – Reflecting – Engaging (CORE) for Teachers: A well-being and support intervention for teachers. Inter- agency Network for Education in Emergencies. FIGURE 4-5. Share of respondent countries reporting enhanced provision of digital skills training for teachers beyond the pandemic PRE-SERVICE IN-SERVICE 100 90 82 81 78 79 80 70 69 71 70 67 67 PER CENT OF COUNTRIES 60 57 50 40 30 20 10 0 PRE-PRIMARY PRIMARY LOWER SECONDARY UPPER SECONDARY UPPER SECONDARY (GENERAL EDUCATION) (VOCATIONAL EDUCATION) Note: For each level of education, only countries with valid responses are included. While the results represented in this figure cover more than 50 per cent of the total 4- to 17-year-old population, this may not apply to specific income groups. More information on the coverage of each income group can be found in Annex 1. 32 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION teachers, engage an ecosystem of partners, and rigorously Report 2018 suggests that this situation is also reflected and routinely use data to learn and monitor what strategies, in South America, South Asia, and the Middle East. The policy measures and programmes are effective to maximize studies highlight poor teacher motivation as a critical student learning and enhance human connections (World factor in teacher absenteeism, emerging from poor Bank, 2021). working conditions such as high pupil-teacher ratios, lack of pedagogical materials, low pay, burnout, and lack of THE PANDEMIC HAS EXACERBATED recognition and autonomy. One key and overarching factor TEACHER ABSENTEEISM IN AT in absenteeism is the disconnect between the demands LEAST HALF OF COUNTRIES. of the profession and systemic support to teachers to Teacher shortages remain a challenge: in 2016, the meet these demands. To make matters more challenging, UNESCO Institute for Statistics estimated that an additional COVID-19 has added to the demands on teachers. 68.8 million teachers are needed to achieve the SDG 4 target on universal primary and secondary education, During the three years covering the pandemic (2020–2022), while the Teacher Task Force more recently projected an about half of respondent countries reported an increase additional 15 million teachers are required just to meet in teacher absences, with slight variation across country the needs in sub-Saharan Africa. As a result of COVID- income groups at primary and secondary education. While related disruptions, many teachers have left the profession, few low- and lower-middle-income countries reported including a number of whom who were not paid during the information on teacher absences, data suggests that pandemic. The challenge around attrition was particularly teacher absenteeism was a challenge globally. Although acute amongst contract- and community-based teachers more research is required to better understand the causes whose payments were suspended or paid late in several of teacher absenteeism and the extent to which absences countries, including in Burkina Faso, Guinea, Kenya and are COVID-19-related, one reason for fewer absences in Togo. High attrition rates have implications for sustainability some low- and lower-middle-income countries during the and incur high costs for training and recruiting new pandemic could be due to relatively greater slack in the teachers. It also has implications for quality, as experienced labor market, as compared to high-income countries. teachers are lost from the workforce. For students requiring additional support with learning The issue of absenteeism is also pertinent when discussing recovery and catch-up, the challenges posed by teacher teacher shortages. Pre-pandemic research found teacher absenteeism are significant. To address this, schools have absenteeism rates ranging from 15 to 45 per cent in 19 been using a variety of strategies to support children during countries in Eastern and Southern Africa, and the collated teacher absences, including using a pool of temporary evidence from the World Bank’s World Development teachers, assigning students to another class, supervising How can technology be leveraged to deliver and enhance Teacher Professional Development (TPD)? 1. By increasing access: A combination of technologies 3. By supporting ongoing application: Tech-based (high- and low-tech) to deliver TPD can provide solutions can ensure sustainability in delivering higher levels of flexibility for a diverse target group, high-quality TPD by facilitating ongoing support and thus broadening teachers’ opportunities to access delivery of resources. This may include materials on professional learning. how to use the technology, on learning content and application in digital settings, and other knowledge 2. By facilitating engagement: Technology can pieces that may aid implementation fidelity and facilitate more frequent opportunities for teachers maintain quality application of learned skills when to communicate, observe, and model practices teachers are back in the classroom. using devices or resources that are part of their daily routines. The technology chosen to support teachers’ Source: Quota, M., Cobo, C., Wilichowski, T., & Patil, A. Effective teacher professional development using technology: Technology-based strategies from needs should consider the characteristics and voices across the globe to enhance teaching practices – A guidance note. World Bank. of teachers and their levels of digital skills. 33 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION students by non-teaching staff or closing the class. At pedagogy and targeted instruction which can be the primary education level, 45 per cent of countries implemented at scale for all students, as well as small- reported using a pre-existing pool of teachers during the group tutoring and self-guided learning to improve pandemic period (Figure 4-6). As these measures only the efficiency of instruction for students with the largest provide a temporary solution, countries can therefore learning needs. ensure that teachers who want to remain in the profession are supported to acquire and maintain relevant teacher Focusing on support for teachers to address children’s qualifications and provided with ongoing professional learning loss provides an opportunity to not only refine development support. This is especially relevant for recovery measures but provide insights on systemic countries that have hired contract-based teachers but want reforms on teacher development. Investments in to retain them long-term. teacher professional development are long overdue in many education systems. Strengthened licensing MOVING FROM RECOVERY TO and accreditation schemes, including the recognition of TRANSFORMATION prior and experiential learning, can provide new pathways Catch-up programmes for students affected by COVID-19 for teacher qualifications and are known to be related to and the support given to teachers during learning recovery higher learning scores. For longer-term transformation of are both important to mitigate learning poverty and achieve the teaching profession, governments need to reform and the SDG targets. However, ensuring instructional efficiency increase investments in teacher education more broadly, over the long term requires a bold and creative reimagining beginning with modernizing the pre-service teacher of education that looks past rapid responses towards education curriculum so that it includes an intensive period sustainable solutions. Policy measures undertaken to catch of supervised field teaching experiences, followed by a up on missed learning can be continued even beyond the period of induction and mentoring of novice teachers by pandemic to ensure all students are effectively supported. expert classroom teachers. Such evidence-based approaches include structured FIGURE 4-6. Share of respondent countries with measures put in place to replace primary teachers who are absent from public institutions BEFORE THE FIRST LOCKDOWN IN 2020 DURING THE 3 SCHOOL YEARS COVERED BY THE PANDEMIC (PLANS FOR) AFTER THE PANDEMIC 100 90 80 70 PER CENT OF COUNTRIES 60 50 45 45 44 40 30 24 21 20 18 18 15 13 10 9 10 6 4 4 0 0 A PRE-EXISTING POOL A POOL OF TEMPORARY STUDENTS WERE ASSIGNED STUDENTS WERE SUPERVISED CLASSES WITH ABSENT OF TEACHERS WAS USED TO TEACHERS WAS CREATED TO TO OTHER CLASSES WHEN BY NON-TEACHING STAFF AT SCHOOL TEACHERS WERE CLOSED REPLACE ABSENT TEACHERS REPLACE ABSENT TEACHERS A TEACHER WAS ABSENT (I.E., STUDENTS STAYED HOME) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 34 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION Meanwhile, continuing professional development should Ghana, Malawi and Uganda, governments are supporting be reformed within a framework of peer learning, self social dialogue processes by including teachers and their and collective formative assessment, and opportunities representatives in governance bodies; training teacher for specialization and career advancement. Pre-service union members in social dialogue, policy analysis and teacher education is just the beginning of a teacher’s collective bargaining; and developing awareness-raising and career, and further training should focus on subject-specific training information and materials (UNESCO, in press). instructional needs, target specific skills and meet a minimum duration with appropriate follow-up. Teachers will CONCLUSION also need in-depth and regular training to use digital tools School systems will need to adopt effective strategies to and methods to adapt instruction to optimize the learning address the immediate challenges brought about by the of each student. Obtaining an understanding of how COVID-19 pandemic, including the larger and more varied technology, pedagogy and content knowledge intersect can learning deficits seen among children as they return to gradually underpin transformation of classroom teaching classrooms. While survey findings suggest that a majority practices. System reform should also foster and reward of countries have implemented national-level programmes experimentation, innovation, teacher agency and autonomy, to provide additional support to students affected by the as well as document and promote transformative practices pandemic, the type of policy measures implemented and outcomes for evaluation and scaling up. vary widely. A much smaller number of countries is implementing proven measures to catch up on missed Countries can capitalize on developing holistic and learning, such as extending instructional time, providing comprehensive teacher policy, as fragmentation of policies tutoring programmes and using targeted instruction. Such can undermine the achievement of education sector strategies not only are critical to accelerating learning objectives. Policy dialogue should also take place within recovery but can also improve student learning post- a wide stakeholder collaborative framework to ensure all pandemic. Importantly, teachers are at the heart of the perspectives are incorporated. Finally, to build and sustain learning recovery response and are critical to building effective teaching workforces into the long term, countries forward better. To meet the enormous challenges of the must also give due importance to social dialogue processes learning crisis, teachers will need adequate instructional between governments and education providers with support. Ensuring they are well-equipped with appropriate teachers and their representatives (including teacher trade strategies, training and support, such as on adapting unions and associations). Teachers are on the frontline pedagogy to meet students’ individual learning needs, is of education policy implementation; therefore, ensuring crucial to not only helping children catch up on missed their voices are incorporated is paramount in formulating learning in the short term but also to transforming teaching policies that impact teachers and teaching. In Burkina Faso, and learning beyond the recovery period. © UNICEF/ UN 0 6 8 3 3 8 0/ MUGISHA 35 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION DEVELOP © U N I C E F/ U N I 3 7 74 3 9/ D E M I D D E L / M AG N U M P H O T O S PSYCHOSOCIAL HEALTH AND WELLBEING The impact of COVID-related school closures reaches far large, an environment for spending time with friends, a beyond lost learning, affecting children’s mental health venue for emotional support and an escape from violent and psychosocial wellbeing, physical health and nutrition. home environments (Johns Hopkins Bloomberg School School closures have introduced drastic modifications of Public Health & UNICEF, 2022). When schools closed, to children’s and families’ daily routines, reduced children, adolescents and youth – who increasingly rely opportunities for physical exercise, decreased opportunities on connections with peers – were cut off from their for social and emotional development and increased the social networks, fueling feelings of anxiety, uncertainty likelihood of experiencing violence at home. At the peak and loneliness (WHO, 2022). Ensuring access to of school closures, millions of children missed out on comprehensive services in school, including those related in-school meals and other essential nutrition services to mental health and psychosocial support (MHPSS), delivered in school (Borkowski et al., 2021). nutrition, and water, sanitation and hygiene (WASH), is critical for supporting student learning and attendance. Multiple consultations with adolescents around the globe Research suggests, for instance, that mental health reveal that school is perceived as a source of self-esteem, programmes at schools are associated with improved a place that fosters greater awareness of the world at learning outcomes (Guzmán et al., 2015). 36 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION WHILE MHPSS IS FUNDAMENTAL TO LEARNING AND OVERALL WELLBEING, MANY COUNTRIES – PARTICULARLY LOW- AND LOWER-MIDDLE-INCOME ONES – HAVE YET TO IMPLEMENT MHPSS MEASURES. Schools and learning environments provide an opportunity to reach large numbers of children, adolescents and youth, including those from marginalized communities who may otherwise lack access to MHPSS interventions and services. About three in five respondent countries (62 per cent) reported providing psychosocial and mental health support to students at a national level for primary to upper secondary levels in the school year 2021/2022, while © UNICEF/ UNI3 30 8 9 5/ DEJONGH only about two in five (41 per cent) reported the same for students at the pre-primary level (Figure 5-1). Across country income groups, low- and lower-middle-income countries were less likely than upper-middle- and high- income countries to provide such support. FIGURE 5-1. Share of respondent countries implementing policy measures related to MHPSS in the school year 2021/2022 (or 2022) LOW OR LOWER MIDDLE INCOME UPPER MIDDLE INCOME HIGH INCOME GLOBAL 100 90 80 77 77 75 72 70 70 70 68 67 63 63 PER CENT OF COUNTRIES 62 60 59 60 60 58 58 56 52 53 51 50 50 48 48 42 43 43 41 41 41 41 38 39 40 34 35 33 30 29 30 25 20 9 9 10 0 PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY PSYCHOSOCIAL AND MENTAL REFERRAL SYSTEMS FOR RECRUITMENT OF SPECIFIC TEACHER TRAINING ON HOW TO PSYCHOSOCIAL SUPPORT TO HEALTH SUPPORT TO STUDENTS STUDENTS IN NEED OF PERSONNEL TO SUPPORT STUDENTS' SUPPORT STUDENTS' MENTAL TEACHERS TO SUPPORT THEIR (E.G., COUNSELING) SPECIALIZED SERVICES MENTAL HEALTH AND WELLBEING HEALTH AND WELLBEING WELLBEING (E.G., TRAINING, PEER (E.G., PSYCHOLOGISTS, COUNSELORS) SUPPORT GROUPS) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 37 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION Schools can also put in place referral systems for Finally, teachers play a pivotal role in promoting and students in need of specialized services, a measure protecting learners’ mental health and psychosocial well- implemented by half of respondent countries at the primary being. Overall, about three in five respondent countries to upper secondary level and 43 per cent at the pre-primary reported providing teacher training on supporting level. Averages, however, mask large differences across students’ mental health and wellbeing. However, income groups: for instance, only a quarter of low- and only 39 per cent low- and lower-middle-income countries lower-middle-income countries and a third of high-income reported implementing this measure at the pre-primary countries, compared to over two thirds of upper-middle- level, and only half of such countries reported the same income countries, reported implementing this at the pre- at primary to upper secondary levels. As COVID-19 has primary level. Similar disparities across income groups are exposed educators to new challenges and stressors, it is observed at the primary to upper secondary levels. crucial that education systems also provide teachers with psychosocial support, such as thorough training and peer Within the school context, MHPSS professional staff support groups. For both pre-primary and primary to upper include school psychologists, school counselors, school secondary levels, about 60 per cent of countries reported social workers and other qualified service providers. providing teachers with such support. Professionals can work with learners and their families, teachers and the broad school community to provide a ENCOURAGINGLY, MORE LOW- AND LOWER- comprehensive range of services, including the universal MIDDLE-INCOME COUNTRIES REPORTED promotion of mental health, identification and referral A PLAN TO IMPLEMENT NATIONAL- for community services, and support to learners with LEVEL POLICY MEASURES FOR MHPSS disabilities. Yet, only about a third of countries reported the IN THE SCHOOL YEAR 2022/2023. recruitment of specific personnel to support students’ Overall, there is not much change between the shares mental health and wellbeing in school. Among low- to of countries currently implementing national-level policy lower-middle-income countries, only 9 per cent of countries measures for MHPSS in the school year 2021/2022 and reported implementing this measure at pre-primary and those planning to implement such measures in the school primary to upper secondary levels. year 2022/2023 (Figure 5-2). However, across nearly all ECUADOR KYRGYZSTAN IRAQ (MHPSS) (WASH) (NUTRITION) • Teachers and school counselors, • Under the World Bank’s • On the International Day of with the support of UNICEF, were Sustainable Rural Water Supply Education 2022, the World Food trained in providing psychosocial and Sanitation Development Programme (WFP) and the Iraqi support for children during the Project, efforts to gather and Ministry of Education announced COVID-19 pandemic. monitor WASH data increased school openingss would coincide • Traning and supervision were through the existing rural Water with an expansion of the School provided to 1,200 teachers, Supply and Sanitation system. Feeding Program. reaching 48,000 primary and • Project targeted efforts to • Initiative was fully funded by the secondary students in 14 rehabilitation water supply Government of Iraq (with technical provinces. systems and handwashing and support offered by WFP). • Additionally, cell phones, data sanitation facilities in schools. • Government has expanded the plans and tablets were provided to • Project included training for program to 13 governates in 2022 make telephone calls for teachers on sanitary hygiene so far and plans to reach 3.6 psychosocial support to 82,572 practices and interactive million children by 2025. students during school closures. instructional strategies for teaching handwashing techniques to students. Source: World Bank, Bill & Melinda Gates Foundation, FCDO, UNESCO, UNICEF, & USAID. (2022). Guide for learning recovery and acceleration: Using the RAPID framework to address COVID-19 learning losses and build forward better. World Bank. 38 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION education levels, sizable increases are seen among low- and lower-middle-income countries for most MHPSS measures. For instance, in the school year 2022/2023, at least half of such countries reported a plan to provide psychosocial and mental health support to students in pre-primary (50 per cent, compared to 30 per cent in the school year 2021/2022) and primary to upper secondary levels (57 per cent, compared to 24 per cent in the school year 2021/2022). MOST COUNTRIES IMPLEMENTED MEASURES ON STRENGTHENED OR ADDITIONAL WASH SERVICES, BUT FAR FEWER IMPLEMENTED THE SAME FOR NUTRITION SERVICES. Improved WASH facilities are vital to enabling good © U N I C E F / U N 0 5 3 9 12 1/ K I N F U practices such as frequent and proper handwashing to help prevent the spread of COVID-19 as children return to school. Across country income groups, national-level measures to strengthen or provide additional WASH services (e.g., creation of toilet and handwashing facilities, provision of supplies, installation of drinking water FIGURE 5-2. Share of respondent countries planning to implement policy measures related to MHPSS in the school year 2022/2023 (or 2023) LOW OR LOWER MIDDLE INCOME UPPER MIDDLE INCOME HIGH INCOME GLOBAL 80 71 70 70 67 68 67 68 64 63 61 62 62 62 60 60 60 60 60 57 58 55 54 55 54 53 52 50 PER CENT OF COUNTRIES 49 50 48 46 44 43 42 41 41 40 38 33 33 30 31 29 30 24 20 10 0 PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO PRE-PRIMARY PRIMARY TO UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY UPPER SECONDARY PSYCHOSOCIAL AND MENTAL REFERRAL SYSTEMS FOR RECRUITMENT OF SPECIFIC TEACHER TRAINING ON HOW TO PSYCHOSOCIAL SUPPORT TO HEALTH SUPPORT TO STUDENTS STUDENTS IN NEED OF PERSONNEL TO SUPPORT STUDENTS' SUPPORT STUDENTS' MENTAL TEACHERS TO SUPPORT THEIR (E.G., COUNSELING) SPECIALIZED SERVICES MENTAL HEALTH AND WELLBEING HEALTH AND WELLBEING WELLBEING (E.G., TRAINING, PEER (E.G., PSYCHOLOGISTS, COUNSELORS) SUPPORT GROUPS) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 39 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION stations) were more likely to be implemented at primary MOVING FROM RECOVERY TO to upper secondary levels than at the pre-primary level in TRANSFORMATION the school year 2021/2022 (Figure 5-3). At the primary to Transforming education calls for schools and other learning upper secondary levels, 91 per cent of low- and lower- environments to become more responsive to learners’ middle-income countries reported currently implementing needs. The reopening of schools and the start of the new these measures. Overall, slightly fewer countries plan to school year present an exceptional opportunity to ensure implement national level strengthened or additional WASH that all children have access to a safe and supportive policy measures in the school year 2022/2023. learning environment that promotes and responds to their learning, mental health and psychosocial wellbeing needs. In addition to improved WASH infrastructure, strengthening While immediate action is needed to ensure the safe return nutrition services in school is also critical in mitigating the of students to school, such efforts should be sustained effects of school closures on children’s health. However, to build more effective, inclusive and resilient education among countries that responded to the survey, only two in systems. five reported either currently implementing or planning to implement national-level policy measures on strengthened Comprehensive school-based MHPSS – including or additional school nutrition services (Figure 5-4). While policies, education workforce development, and increased fewer high-income respondent countries reported MHPSS services and programmes – can lead to enhanced implementing school nutrition services, such programmes academic achievement, increased retention, and improved create important benefits for vulnerable groups such as girls mental health and psychosocial wellbeing outcomes. To and children from low-income households (Adelman et al., guide the development of measures on MHPSS, countries 2019; Gelli et al., 2019). Yet, half of low- or lower-middle- can leverage the use of assessments to understand income countries do not plan to implement national-level learners’ and teachers’ needs. Yet, in the school year policy measures on strengthened or additional school 2021/2022, fewer than half of respondent countries nutrition services in the upcoming school year. conducted nationwide studies to evaluate the impact FIGURE 5-3. Share of respondent countries reporting current or planned implementation of national-level policy measures on strengthened/additional WASH services PRE-PRIMARY PRIMARY TO UPPER SECONDARY 100 91 90 90 84 80 80 80 77 78 76 74 74 74 71 70 70 68 PER CENT OF COUNTRIES 59 58 60 50 40 30 20 10 0 LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME INCOME INCOME IMPLEMENTED IN SCHOOL YEAR 2021/2022 (OR 2022) PLANS FOR IMPLEMENTATION IN SCHOOL YEAR 2022/2023 (OR 2023) Note: For each level of education, only countries with valid responses are included. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 40 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION of school closures on the mental health and wellbeing CONCLUSION of learners, while fewer than two in five conducted the To help address the impacts of the pandemic on students’ same for that of teachers. To truly transform education, learning, mental health and wellbeing, schools must school systems must ensure learners’ and educators’ ensure that children, adolescents and youth have access mental health and psychosocial wellbeing are monitored, to essential services, including MHPSS, nutrition, and addressed and prioritized, even post-pandemic. WASH services. Survey findings reveal that while most countries are implementing or planning to implement Addressing mental health, promoting good hygiene national-level policy measures on strengthened WASH practices and health protocols – which must be services, only about two in five report the same for complemented with safe and reliable WASH facilities – can nutrition. Furthermore, despite the urgency to pair learning help schools strengthen preparedness and resilience recovery with a broader mental health and social-emotional against future shocks. Providing students with nutritious support system for teachers and students, many countries meals is important for the return of students upon school have yet to make MHPSS a priority in learning recovery. reopening, and beyond the pandemic, these school- Safeguarding the wellbeing of children, adolescents and based services will continue to be vital in encouraging youth is important in itself and also critical to recovering school attendance and ensuring students are healthy and learning and transforming education systems for the ready to learn. A whole-of-society approach, involving better. The need to provide comprehensive support to collaboration across sectors including education, child learners is more urgent than ever, and a concerted effort protection, health and nutrition, will be needed to ensure by stakeholders will be required to ensure that all schools children, adolescents and youth receive comprehensive provide a safe and inclusive environment in which children, services and education systems build forward better. adolescents and youth can learn and thrive. FIGURE 5-4. Share of respondent countries reporting current or planned implementation of national-level policy measures on strengthened/additional school nutrition services PRE-PRIMARY PRIMARY TO UPPER SECONDARY 100 90 80 70 PER CENT OF COUNTRIES 60 55 53 50 50 50 50 47 48 43 44 41 41 39 40 33 32 30 26 25 20 10 0 LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME INCOME INCOME IMPLEMENTED IN SCHOOL YEAR 2021/2022 (OR 2022) PLANS FOR IMPLEMENTATION IN SCHOOL YEAR 2022/2023 (OR 2023) Note: For each level of education, only countries with valid responses are included. 41 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION SUPPORT THE RAPID FRAMEWORK WITH EDUCATION © U N I C E F/ U N 0 6 116 6 1/ PA N C I C FINANCING The effects of COVID-19 have endangered education budgets in upper-middle- and high-income countries was budgets around the world (UNICEF, 2022). As a stable between 2019 and 2021, and remained higher in 2022 consequence, there is a need to prioritize protecting and than in 2019 (World Bank & UNESCO, 2022). expanding education budgets to safeguard a full return to learning. In 2020, following the onset of COVID-19, MOST COUNTRIES MAINTAINED OR government education spending decreased in more INCREASED THEIR EDUCATION BUDGETS countries than in the previous year. Forty per cent of low- IN NOMINAL TERMS, WITH LARGE and lower-middle-income countries reduced their real DIFFERENCES BETWEEN INCOME GROUPS. education spending – an average decline of 13.5 per cent in Globally, at primary to upper secondary levels, over 70 per 2020 from 2019 (World Bank, UNESCO-GEMR & UNESCO- cent of respondent countries reported that they increased UIS, 2022). In 2021, more than 60 per cent of countries in their government budgets in 2021 relative to 2020, in each income group increased their education budgets from nominal terms. The share of countries whose budget amount 2020, except for upper-middle-income countries (UNESCO decreased was small, at 4 per cent for pre-primary and 7 et al., 2021). However, the education sector diminished its per cent for primary to upper secondary levels (Figure 6-1). space in national budgets of low- and lower-middle-income However, these global-level averages conceal differences countries: the share of education fell in 2020, rebounded across income groups. The difference is pronounced between slightly in 2021 below 2019 levels, and decreased again in low- and lower-middle-income countries and high-income 2022. By contrast, the education share of total government countries. Over 90 per cent of high-income countries and 83 42 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION per cent of upper-middle-income-countries increased their budgets for primary to upper secondary education in 2021 compared to 2020. Only 3 per cent of high-income countries Investment in decreased their education budget. tertiary education In the joint survey, only a quarter of low- and lower- By contrast, only 45 per cent of low- and lower-middle- middle-income countries reported increasing their income countries increased their budgets for primary to budget for tertiary education. However, these countries upper secondary education. Nearly 40 per cent of low- made up for the lack of increase in public education and lower-middle-income countries’ budgets stayed the allocation by investing in COVID-relevant measures for same in nominal terms, while 17 per cent decreased their personnel and infrastrucuture. The share of countries budgets. This pattern of differences by country income that implemented at least two measures to support groups at primary to upper secondary levels is similarly tertiary education due to the pandemic was 50 per cent observed at the pre-primary level.1 for low- and lower-middle-income countries, much higher than the global average of 34 per cent. THERE IS POTENTIAL FOR INCREASED INVESTMENT IN PERSONNEL, SCHOOL MEALS AND INFRASTRUCTURE, ESPECIALLY IN LOW- school years, three quarters of countries offered further AND LOWER-MIDDLE-INCOME COUNTRIES. support for teachers/staff (e.g., funding masks, COVID Data shows there is still room for improvement regarding tests, healthcare, etc.), over half invested in infrastructure COVID-relevant measures that have been taken to support to improve the sanitary conditions of schools (e.g., education and directly impact the public budget. In both installation of air filters in classrooms), about 40 per cent FIGURE 6-1. Change in public education resources for financial year 2021 compared to 2020, in nominal terms SIGNIFICANTLY SLIGHTLY STAYED THE SAME SLIGHTLY SIGNIFICANTLY DECREASED (>5%) DECREASED (1–5%) (<1% CHANGE) INCREASED (1–5%) INCREASED (>5%) 100 18 36 21 25 17 35 32 29 90 80 24 28 68 70 46 PER CENT OF COUNTRIES 60 36 48 47 48 50 39 59 40 30 23 24 20 16 6 13 10 12 11 11 6 3 1 5 3 4 3 4 0 LOW OR UPPER MIDDLE HIGH GLOBAL LOW OR UPPER MIDDLE HIGH GLOBAL LOWER MIDDLE INCOME INCOME LOWER MIDDLE INCOME INCOME INCOME INCOME PRE-PRIMARY PRIMARY TO UPPER SECONDARY Note: For each level of education, only countries with valid responses are included. While the results represented in this figure cover more than 50 per cent of the total 4- to 17-year-old population, this may not apply to specific income groups. More information on the population coverage of each income group can be found in Annex 1. 1 It should be remembered that the level of education budgets in real terms, with inflation being considered, should also be examined. Inflation rate is 4.1 per cent for global, 7.2 per cent for low-income, 4.6 per cent for lower-middle-income, 5.6 per cent for upper-middle-income, and 2.8 per cent for high- income countries in 2021. Data retrieved on August 19, 2022 from World Development Indicators (GDP deflator, annual %). 43 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION recruited additional temporary teachers and/or other staff for primary and secondary education, nearly 30 per cent provided discounted or free school meals and a quarter provided additional bonuses for teachers. Figure 6-2 provides an overview of the percentage of respondent countries where at least two of the COVID- relevant measures mentioned in the previous paragraph have been taken to support education. Overall, in the school year 2021/2022, at least two measures have been taken for pre- primary education in half of the respondent countries, and for primary and secondary education in 60 per cent of countries. Compared to upper-middle- and high-income countries, low- and lower-middle-income countries slightly lagged in the school year 2020/2021. Yet, they maintained their level in the school year 2021/2022, while declines were found among high-income and especially upper-middle-income countries. © U N I C E F / U N 0 3 8 8 9 8 4 / PA N J W A N I THE MOMENTUM FOR INVESTMENT IN DIGITALIZATION IS WANING FOR PRIMARY AND SECONDARY EDUCATION LEVELS. In the school year 2021/2022, digitalization investments were more prevalent at the primary to upper secondary levels than at the pre-primary level (Figure 6-3). About 80 per cent of respondent countries implemented at least FIGURE 6-2. Share of respondent countries reporting that at least two measures have been taken due to COVID-19 to support education and have a direct impact on the public budget PRE-PRIMARY PRIMARY TO UPPER SECONDARY 100 90 80 73 71 69 68 70 65 64 PER CENT OF COUNTRIES 61 62 60 58 58 57 56 52 53 50 48 45 40 30 20 10 0 LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOW OR UPPER MIDDLE HIGH INCOME GLOBAL LOWER MIDDLE INCOME LOWER MIDDLE INCOME INCOME INCOME SCHOOL YEAR 2020/2021 (OR 2021) SCHOOL YEAR 2021/2022 (OR 2022) Note: For each level of education, only countries with valid responses are included. More information on the population coverage of each income group can be found in Annex 1. 44 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION one digitalization measure for primary to upper secondary one digitalization measure declined slightly for primary levels, compared with 62 per cent for pre-primary.2 The to upper secondary levels from 85 per cent in the school prevalence of each measure also differs by education year 2020/2021 to 80 per cent in 2021/2022. Governments level, with professional development for teachers (e.g., were possibly more attentive to these education levels a workshops, webinars) on the effective use of technologies year ago, while the percentage remains unchanged for pre- as the measure adopted by most countries for both pre- primary. Governments continue to support digital learning, primary and primary to upper secondary levels. Other but the perception of urgency appears to have diminished digitalization measures taken that had a direct impact despite the persistent need to address the digital divide on the public budget included distributing devices and and learning losses. investing in infrastructure (e.g., connectivity, electricity) for distance learning. MOVING FROM RECOVERY TO TRANSFORMATIVE FINANCING Between the school years 2020/2021 and 2021/2022, Governments have spent the past two to three some features seem to be emerging in countries’ years concerned about how to secure the short-term digitalization measures that impact education budgets. expenditures and investments required for the COVID- Actions for primary to upper secondary levels seem to 19 response, learning recovery and acceleration. Still, be waning. The percentage of countries taking at least the world was already falling short in the financing FIGURE 6-3. Share of respondent countries reporting digitalization measures were taken to support education due to the pandemic and had a direct impact on the public budget SCHOOL YEAR 2020/2021 (OR 2021) SCHOOL YEAR 2021/2022 (OR 2022) 100 90 85 80 80 77 74 72 27 70 70 67 65 62 62 64 64 PER CENT OF COUNTRIES 60 57 53 49 49 50 44 41 39 40 38 30 20 10 0 ADDITIONAL PURCHASING PURCHASING DEPLOYMENT AT LEAST ONE ADDITIONAL PURCHASING PURCHASING DEPLOYMENT AT LEAST ONE PROFESSIONAL NEW NEW OF DEVICES/ MEASURE PROFESSIONAL NEW NEW OF DEVICES/ MEASURE DEVELOPMENT TECHNOLOGIES TECHNOLOGIES INVESTMENT IN DEVELOPMENT TECHNOLOGIES TECHNOLOGIES INVESTMENT IN FOR TEACHERS FOR FOR INFRASTRUCTURE FOR TEACHERS FOR FOR INFRASTRUCTURE CLASSROOM DISTANCE CLASSROOM DISTANCE USE LEARNING USE LEARNING PRE-PRIMARY PRIMARY TO UPPER SECONDARY Note: For each level of education, only countries with valid responses are included. ‘At least one measure’ includes countries who responded ‘Other’. Caution is advised in generalizing the results represented in the figure, as the countries with valid responses may cover less than 50 per cent of the total 4- to 17-year-old population. More information on the coverage of each income group can be found in Annex 1. 2 At the pre-primary level, upper-middle-income countries (75 per cent) and low- and lower-middle-income countries (67 per cent) are more likely to implement at least one measure than high-income ones (52 per cent). The same pattern is observed at the primary level (83 per cent for low- and lower-middle-income, 91 per cent for upper-middle-income, and 72 per cent for high-income countries). 45 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION commitments for SDG 4 before COVID-19 struck, let spending is not targeted, posing further challenges to their alone in addressing the education transformation and educational trajectories and overall wellbeing. financing challenges of a reimagined future (International Commission on the Futures of Education, 2021). In sum, COVID-related school closures affected many children, youth and adults, including teachers. Unless the Transforming education financing requires sustained world takes bold and urgent action to stop confining them action in at least two areas (United Nations Transforming from the financing transformation needed, the pervasive Education Summit, 2022). First, it includes mobilizing learning and societal consequences will continue to be felt more resources to continue implementing the RAPID by current and future generations. policy actions and realize other transformative education measures. Global financial solidarity and a renewed CONCLUSION social contract entail broadening the tax and resources base Financing matters – its volume, what sources to use, for education and lifelong learning, and ensuring that aid and how to use it. To recover and accelerate learning, spending matches the SDG 4 commitments. It requires new governments need adequate financial resources and obligations, dialogue and voices in key global negotiations must use them efficiently with an equity perspective. affecting the domestic fiscal space for education. Budgetary and capacity constraints are critical as each Intersectoral collaboration, contributions and partnerships country assesses the most suitable policy actions in the with non-state national and international actors became RAPID framework to establish a contextually appropriate essential for harnessing the potential of technology and learning recovery programme. Additional investment in leveraging digital learning during the pandemic, ultimately all educational components and at all levels is needed, changing the shape of education and lifelong learning including digital infrastructure and digital learning, which (UNESCO, Government of France & OECD, 2021). are vital to transforming education. The process of acquiring financing itself also needs to be recalibrated Second, a renewed social contract for education implies to a changing economic and fiscal space, and innovative sacrifices in how current resources are used, in order to financing mechanisms for education can be explored. protect equity and efficiency. It means eliminating misuse Increasing education financing and continuing investment and corruption, maximizing alignment around the RAPID in measures that support education are crucial to recover framework and taking deliberate transformative policy losses brought about by the pandemic and transform actions. The most vulnerable receive less than their fair education systems to become more efficient, equitable share of education financial resources when education and resilient. © UNICEF/ UNI3 8 8 524 / DEJONGH 46 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION © U N I C E F/ U N 0 5 3 2 0 14 / W E N G A CONCLUSION   The Where are we on Education Recovery report, released The present report is a joint effort to apply the RAPID earlier this year, had introduced the RAPID framework as framework to assess and monitor national responses to a tool to support the implementation and monitoring of educational disruptions caused by the COVID-19 pandemic the three priorities underpinning the Mission: Recovering at the critical juncture of transitioning from crisis and Education: all children and youth are back in school and ‘unconventional’ responses towards education ‘normalcy’ receive tailored services needed to meet their learning, and transformation. The data used for this purpose was health, mental health, psychosocial well-being, and other mainly sourced from the fourth round of the joint survey, needs; all children receive support to catch up on lost together with additional information obtained from the learning; and all teachers are prepared and supported so GERT survey and other sources. Although we need more they can address learning losses among their students data and evidence to develop and support our conclusions, and incorporate digital technology into their teaching. this report posits in the interim that countries’ responses The report had concluded with several recommendations must go beyond learning recovery and address the for effective recovery of education systems and their decades-long bottlenecks and systemic issues that have subsequent transformations built on the lessons from impeded progress. This is vital to effectively address the the pandemic: the necessity to support teachers, engage global learning crisis and transform education systems to with communities, align with education partners and be more relevant and effective in meeting the needs of stakeholders on education recovery plans, and strengthen future generations and the aspirations of our societies. In accountability mechanisms.  line with recent commitments made by the international 47 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION education community (Transforming Education Summit: A formative and summative classroom-based assessments, Commitment to Action; the International Commission on the but also developing and using innovative approaches to Futures of Education’s Reimagining our Futures Together: A assessment. Leveraging technologies such as digitalized New Social Contract for Education), transforming education and hybrid assessments will enable countries to more requires the whole education community to support long- effectively use assessments to transform both learning and terms changes in education service delivery. teaching, at home and in the classroom. Below, we provide these interim conclusions by Prioritize teaching the fundamentals: The scale of the summarizing the main findings from the survey and their learning crisis requires flexibility in curriculum adherence possible implications for the transformation in the future: and relevance in order to focus on the academic foundation in the short term and ensure the key competencies and Reach every child and keep them in school: While prerequisites that enable student grade progression are all countries have lifted nationwide school closures, a in place. Yet, despite the loss of instructional time due quarter of countries were not able to collect information on to COVID-19 disruptions, more than half of respondent who has returned to school, and as much as 40 per cent countries reported that they did not implement curricular the information on student absences. Data on enrolment adjustments. More research and evidence-building and attendance are critical information that education may be required before developing curricular reform authorities at all levels can use to develop and implement and transformation to genuinely guide processes, necessary measures for mitigating learner disengagement review learning objectives, content progressions, and dropouts. Education systems should draw lessons and corresponding time allocations, and produce the from the COVID-19 disruptions and invest in real-time necessary curricular materials. The lessons learned and Education Management Information Systems (EMIS) challenges faced during the COVID-19 pandemic can be that go beyond mere annual school census and statistical used as building blocks and enablers in the review, design collection, and can play the role of early warning systems and strengthening of future curriculum. to understand which groups of students need targeted interventions, prevent dropout and support effective school Increase the efficiency of instruction through catch-up management. At a policy level, national education sector policy measures and comprehensive teacher support: plans must mandate risk and vulnerability analyses to Curricular adjustments must also be accompanied by identify groups at the highest risk of dropout and update measures that enhance the efficiency and effectiveness their preparedness plans accordingly. Finally, education of learning. Fewer than half of countries reported authorities should work towards ensuring that the right to implementing national-level policy measures on increased education for all is not only fully captured in national instructional time, tutoring programmes and targeted legal and regulatory frameworks, including laws and instruction, despite evidence that they work at scale. There policies that do not discriminate against the enrolment of are various reasons that may explain these shortcomings, marginalized groups, but also effectively enforced. including lack of appropriate preparation and capacity of system managers, school leaders and teachers, inadequate Assess learning levels regularly: Most countries financial and physical resources, and difficulty in identifying have maintained or resumed standardized assessment children most in need of additional support, especially those programmes, particularly for mathematics and reading, from the most vulnerable groups. More efforts are therefore which are the core learning domains of SDG Indicator needed to invest in teachers, including implementing 4.1.1. Furthermore, most countries also reported current measures to track long-term teacher absence and retention, or planned evaluations of remedial education programmes, supporting them with pedagogical tools and digital skills, a crucial step in identifying evidence-based recovery and ensuring access to mental health and wellbeing strategies. More efforts may be needed to strengthen resources. To attract the best candidates to the teaching future assessments to equally capture areas of learning profession and retain them, countries must ensure and competencies that are often neglected in national effective and efficient teacher support and compensatory learning assessments despite the increasing evidence of systems, improve working conditions in schools, and provide their importance not only for the acquisition of foundational continuing professional development. As teachers are central knowledge but also in life and the labor market. Promoting to the learning recovery response and the transformation of a regular and inclusive learning assessment culture education, engaging them through social dialogue facilitates involves not only diversifying the types of tools, including their ownership of and commitment to adopted strategies. 48 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION Develop psychosocial health and wellbeing: While 10 low- to lower-middle-income countries, have increased about 60 per cent of countries reported providing or planning their education budgets. Only 2.9 per cent of COVID-19 to provide psychosocial and mental health support to primary- stimulus package funding worldwide, and only 0.9 per cent and secondary-level students and teachers in the current or on average across low- and lower-middle-income countries, upcoming school year, there is scope for more comprehensive went to education (UNESCO, 2021). In addition, international offerings and better targeting of MHPSS interventions at the financing for education remains of critical importance in school level. Psychosocial health and wellbeing support is some countries and specific contexts – yet aid to education required for the well-rounded development of learners, and has fallen from 8.8 per cent of total aid expenditures in can help improve their learning performance and attitudes 2019 to 5.5 per cent in 2020 (UNESCO et al., 2022). The towards learning. In addition to MHPSS services, WASH and Transforming Education Summit: Global Compact on school nutrition services should be strengthened in the post- Education Financing (forthcoming) and the Paris Declaration pandemic era to increase resilience against any future shocks of the 2021 Global Education Meeting recall governments’ and ultimately support increased attendance, academic commitment to allocate at least 4–6 per cent of GDP and at achievement, and mental health and wellbeing outcomes. A least 15–20 per cent of total public expenditure to education. whole-of-society approach, involving collaboration across Transforming education should involve transforming the way sectors such as education, child protection, health and financial resources are invested in the future, prioritizing nutrition, will be needed to ensure children, adolescents and allocations of public spending to where it can best work to youth receive comprehensive, tailored services. improve access to and quality in education and promoting innovations for more inclusive quality learning. An effective implementation of the RAPID framework is difficult to achieve without sustainable and equitable Finally, the pandemic has shown how the international education financing. In the third round of the joint survey, community is capable of working together to mobilize 58 per cent of countries reported that they expected their resources and innovate to ensure continuity of learning. education budget to increase from financial year 2020 Within two years, four surveys have been conducted to to 2021. Findings from the fourth survey round suggest map and share countries’ education responses to the countries outperformed this expectation, with over 70 per pandemic. Global Education Meetings were organized cent of countries reporting that their education budgets and a Transforming Education Summit will take place in increased in 2021. However, this global situation hides September 2022. 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United Nations Transforming org/en/topic/education/publication/education-finance- Education Summit. https://transformingeducationsummit. watch-2022 sdg4education2030.org/AT5DiscussionPaper World Health Organization (WHO). (2022). World mental World Bank. (2015). The socio-economic impacts of Ebola health report: Transforming mental health for all. WHO. in Liberia: Results from a high frequency cell phone survey https://www.who.int/publications/i/item/9789240049338 – Round 5. World Bank. https://openknowledge.worldbank. org/handle/10986/21624 Zulaika, G., Bulbarelli, M., Nyothach, E., van Eijk, A., Mason, L., Fwaya, E., Obor, D., Kwaro, D., Wang, D., World Bank. (2018). World development report 2018: Mehta, S. D., & Phillips-Howarrd, P. A. (2022). Impact of Learning to realize education’s promise. (2018). https:// COVID-19 lockdowns on adolescent pregnancy and school www.worldbank.org/en/publication/wdr2018 dropout among secondary schoolgirls in Kenya. BMJ Global Health, 7 (1). http://dx.doi.org/10.1136/bmjgh-2021-007666 World Bank. (2021). Reimagining human connections: Technology and innovation in education. World Bank. 52 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION ANNEX 1 COUNTRY AND POPULATION COVERAGE IN EACH FIGURE The table below provides information on the survey enrolment (in pre-primary, primary and secondary questions used to produce the analyses presented in education) as a proportion of the total population of school- each figure in this report. 3 For each figure, the number aged children and the total enrolment in education (pre- of country respondents that provided valid answers are primary, primary and secondary), respectively. Where the included, as well as the coverage of these countries’ population coverage falls below 50 per cent, this is noted school-aged population (4- to 17-year-olds) and student under the relevant figure in the text. NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) 1. REACH EVERY CHILD AND KEEP THEM IN SCHOOL Fig 1-1 C4 Pre-primary Low or low middle income 11 48 53 Upper middle income 18 21 20 Higher income 12 18 20 Global 41 36 37 Fig 1-1 C4 Primary Low or low middle income 12 48 54 Upper middle income 20 21 20 Higher income 17 32 35 Global 49 38 39 Fig 1-1 C4 Lower Low or low middle income 12 48 54 Secondary Upper middle income 20 21 20 Higher income 17 31 34 Global 49 38 39 Fig 1-1 C4 Upper Low or low middle income 12 48 54 Secondary Upper middle income 21 22 21 (General Education) Higher income 15 30 33 Global 48 38 39 Fig 1-1 C4 Upper Low or low middle income 11 48 53 Secondary Upper middle income 17 13 11 (Vocational Education) Higher income 13 16 18 Global 41 34 33 Fig 1-2 R3 Automatic re-enrolment Pre-primary Low or low middle income 18 20 20 of students in school Upper middle income 17 27 26 Higher income 16 56 56 Global 51 26 27 Fig 1-2 R3 Automatic re-enrolment Primary Low or low middle income 20 21 20 of students in school to Upper Upper middle income 22 75 76 Secondary Higher income 16 48 48 Global 58 41 44 3 The survey questionnaire and data for the fourth round of the joint survey are forthcoming. Questionnaires and data for previous survey rounds can be found at the following page: https://tcg.uis.unesco.org/survey-education-covid-school-closures/ 53 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 1-2 R3 Early warning systems to Pre-primary Low or low middle income 22 27 26 identify students at risk of Upper middle income 19 23 22 dropping out Higher income 18 58 59 Global 59 29 29 Fig 1-2 R3 Early warning systems to Primary Low or low middle income 22 25 23 identify students at risk of to Upper Upper middle income 24 73 74 dropping out Secondary Higher income 23 65 67 Global 69 44 47 Fig 1-2 R3 Community mobilization Pre-primary Low or low middle income 23 54 58 campaigns to bring students Upper middle income 22 28 27 back to school Higher income 24 69 71 Global 69 48 49 Fig 1-2 R3 Community mobilization Primary Low or low middle income 25 61 64 campaigns to bring students to Upper Upper middle income 26 75 77 back to school Secondary Higher income 29 75 78 Global 80 67 70 Fig 1-2 R3 Cash transfers (i.e. Pre-primary Low or low middle income 21 26 26 allocations or subsidies Upper middle income 21 61 61 given to students or family) to Higher income 24 72 74 Global 66 42 45 Fig 1-2 R3 Cash transfers (i.e. Primary Low or low middle income 24 28 27 allocations or subsidies to Upper Upper middle income 23 66 67 given to students or family) Secondary to Higher income 28 76 79 Global 75 45 48 Fig 1-3 H1 Promotion of frequent Pre-primary Low or low middle income 25 61 64 handwashing and/or use of Upper middle income 27 75 77 hand sanitizer Higher income 37 81 84 Global 89 68 71 Fig 1-3 H1 Promotion of frequent Primary Low or low middle income 25 61 64 handwashing and/or use of Upper middle income 28 76 77 hand sanitizer Higher income 38 82 85 Global 91 68 71 Fig 1-3 H1 Promotion of frequent Lower Low or low middle income 25 61 64 handwashing and/or use of Secondary Upper middle income 28 76 77 hand sanitizer Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Promotion of frequent Upper Low or low middle income 25 61 64 handwashing and/or use of Secondary Upper middle income 28 76 77 hand sanitizer (General Education) Higher income 39 82 85 Global 92 68 71 54 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 1-3 H1 Promotion of frequent Upper Low or low middle income 24 60 63 handwashing and/or use of Secondary Upper middle income 24 72 73 hand sanitizer (Vocational Education) Higher income 34 51 55 Global 82 63 65 Fig 1-3 H1 Enhanced cleaning and Pre-primary Low or low middle income 22 51 54 disinfection Upper middle income 27 75 77 Higher income 37 80 82 Global 86 62 66 Fig 1-3 H1 Enhanced cleaning and Primary Low or low middle income 22 51 54 disinfection Upper middle income 28 76 77 Higher income 38 81 84 Global 88 62 66 Fig 1-3 H1 Enhanced cleaning and Lower Low or low middle income 22 51 54 disinfection Secondary Upper middle income 28 76 77 Higher income 38 81 84 Global 88 62 66 Fig 1-3 H1 Enhanced cleaning and Upper Low or low middle income 22 51 54 disinfection Secondary Upper middle income 28 76 77 (General Education) Higher income 38 81 84 Global 88 62 66 Fig 1-3 H1 Enhanced cleaning and Upper Low or low middle income 21 51 53 disinfection Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 33 50 54 Global 78 57 60 Fig 1-3 H1 Minimum physical Pre-primary Low or low middle income 25 61 64 distancing requirements Upper middle income 27 75 77 Higher income 36 77 80 Global 88 67 70 Fig 1-3 H1 Minimum physical Primary Low or low middle income 25 61 64 distancing requirements Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Minimum physical Lower Low or low middle income 25 61 64 distancing requirements Secondary Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Minimum physical Upper Low or low middle income 25 61 64 distancing requirements Secondary Upper middle income 28 76 77 (General Education) Higher income 39 82 85 Global 92 68 71 55 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 1-3 H1 Minimum physical Upper Low or low middle income 24 60 63 distancing requirements Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 34 51 55 Global 82 63 65 Fig 1-3 H1 Mandatory mask usage Pre-primary Low or low middle income 25 61 64 for teachers Upper middle income 27 75 77 Higher income 38 81 84 Global 90 68 71 Fig 1-3 H1 Mandatory mask usage Primary Low or low middle income 25 61 64 for teachers Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Mandatory mask usage Lower Low or low middle income 25 61 64 for teachers Secondary Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Mandatory mask usage Upper Low or low middle income 25 61 64 for teachers Secondary Upper middle income 28 76 77 (General Education) Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Mandatory mask usage Upper Low or low middle income 24 60 63 for teachers Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 34 51 55 Global 82 63 65 Fig 1-3 H1 Adjustment in activities Pre-primary Low or low middle income 25 61 64 Upper middle income 27 75 77 Higher income 36 75 77 Global 88 67 70 Fig 1-3 H1 Adjustment in activities Primary Low or low middle income 25 61 64 Upper middle income 28 76 77 Higher income 38 82 85 Global 91 68 71 Fig 1-3 H1 Adjustment in activities Lower Low or low middle income 25 61 64 Secondary Upper middle income 28 76 77 Higher income 38 82 85 Global 91 68 71 Fig 1-3 H1 Adjustment in activities Upper Low or low middle income 25 61 64 Secondary Upper middle income 28 76 77 (General Education) Higher income 37 82 85 Global 90 68 71 56 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 1-3 H1 Adjustment in activities Upper Low or low middle income 24 60 63 Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 32 51 55 Global 80 63 65 Fig 1-3 H1 National contact tracing Pre-primary Low or low middle income 25 61 64 protocols Upper middle income 24 74 75 Higher income 38 81 84 Global 87 67 70 Fig 1-3 H1 National contact tracing Primary Low or low middle income 25 61 64 protocols Upper middle income 25 74 75 Higher income 39 82 85 Global 89 67 71 Fig 1-3 H1 National contact tracing Lower Low or low middle income 25 61 64 protocols Secondary Upper middle income 25 74 75 Higher income 39 82 85 Global 89 67 71 Fig 1-3 H1 National contact tracing Upper Low or low middle income 25 61 64 protocols Secondary Upper middle income 25 74 75 (General Education) Higher income 39 82 85 Global 89 67 71 Fig 1-3 H1 National contact tracing Upper Low or low middle income 24 60 63 protocols Secondary Upper middle income 22 72 73 (Vocational Education) Higher income 34 51 55 Global 80 63 65 Fig 1-3 H1 Mandatory mask usage Pre-primary Low or low middle income 25 61 64 for students Upper middle income 27 75 77 Higher income 38 81 84 Global 90 68 71 Fig 1-3 H1 Mandatory mask usage Primary Low or low middle income 25 61 64 for students Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Mandatory mask usage Lower Low or low middle income 25 61 64 for students Secondary Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Mandatory mask usage Upper Low or low middle income 25 61 64 for students Secondary Upper middle income 28 76 77 (General Education) Higher income 39 82 85 Global 92 68 71 57 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 1-3 H1 Mandatory mask usage Upper Low or low middle income 24 60 63 for students Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 34 51 55 Global 82 63 65 Fig 1-3 H1 Infrastructure Pre-primary Low or low middle income 24 55 58 adaptations Upper middle income 25 75 77 Higher income 35 80 83 Global 84 64 68 Fig 1-3 H1 Infrastructure Primary Low or low middle income 24 55 58 adaptations Upper middle income 26 75 77 Higher income 38 82 85 Global 88 64 68 Fig 1-3 H1 Infrastructure Lower Low or low middle income 24 55 58 adaptations Secondary Upper middle income 26 75 77 Higher income 38 82 85 Global 88 64 68 Fig 1-3 H1 Infrastructure Upper Low or low middle income 24 55 58 adaptations Secondary Upper middle income 26 75 77 (General Education) Higher income 38 82 85 Global 88 64 68 Fig 1-3 H1 Infrastructure Upper Low or low middle income 23 54 57 adaptations Secondary Upper middle income 23 72 73 (Vocational Education) Higher income 33 50 54 Global 79 59 62 Fig 1-3 H1 National contact tracing Pre-primary Low or low middle income 25 61 64 protocols Upper middle income 25 74 75 Higher income 35 72 74 Global 85 66 69 Fig 1-3 H1 National contact tracing Primary Low or low middle income 25 61 64 protocols Upper middle income 26 74 75 Higher income 37 74 77 Global 88 66 70 Fig 1-3 H1 National contact tracing Lower Low or low middle income 25 61 64 protocols Secondary Upper middle income 26 74 75 Higher income 37 74 77 Global 88 66 70 Fig 1-3 H1 National contact tracing Upper Low or low middle income 25 61 64 protocols Secondary Upper middle income 26 74 75 (General Education) Higher income 37 74 77 Global 88 66 70 58 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 1-3 H1 National contact tracing Upper Low or low middle income 23 60 62 protocols Secondary Upper middle income 23 72 73 (Vocational Education) Higher income 32 42 46 Global 78 62 64 Fig 1-3 H1 Adjusting the schedule to Pre-primary Low or low middle income 25 61 64 decrease contact Upper middle income 27 75 77 Higher income 38 81 84 Global 90 68 71 Fig 1-3 H1 Adjusting the schedule to Primary Low or low middle income 25 61 64 decrease contact Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Adjusting the schedule to Lower Low or low middle income 25 61 64 decrease contact Secondary Upper middle income 28 76 77 Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Adjusting the schedule to Upper Low or low middle income 25 61 64 decrease contact Secondary Upper middle income 28 76 77 (General Education) Higher income 39 82 85 Global 92 68 71 Fig 1-3 H1 Adjusting the schedule to Upper Low or low middle income 23 60 62 decrease contact Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 34 51 55 Global 81 63 65 Fig 1-3 Required teacher Pre-primary Low or low middle income 25 61 64 vaccinations Upper middle income 26 74 75 Higher income 37 81 84 Global 88 67 70 Fig 1-3 Required teacher Primary Low or low middle income 25 61 64 vaccinations Upper middle income 27 74 75 Higher income 38 82 85 Global 90 67 71 Fig 1-3 Required teacher Lower Low or low middle income 25 61 64 vaccinations Secondary Upper middle income 27 74 75 Higher income 38 82 85 Global 90 67 71 Fig 1-3 Required teacher Upper Low or low middle income 25 61 64 vaccinations Secondary Upper middle income 27 74 75 (General Education) Higher income 38 82 85 Global 90 67 71 59 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 1-3 Required teacher Upper Low or low middle income 24 60 63 vaccinations Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 33 51 55 Global 81 63 65 Fig 1-3 Required student Pre-primary Low or low middle income 24 55 58 vaccinations Upper middle income 24 74 75 Higher income 37 81 84 Global 85 63 67 Fig 1-3 Required student Primary Low or low middle income 24 55 58 vaccinations Upper middle income 26 74 75 Higher income 38 82 85 Global 88 64 68 Fig 1-3 Required student Lower Low or low middle income 24 55 58 vaccinations Secondary Upper middle income 27 74 75 Higher income 38 82 85 Global 89 64 68 Fig 1-3 Required student Upper Low or low middle income 25 61 64 vaccinations Secondary Upper middle income 27 74 75 (General Education) Higher income 38 82 85 Global 90 67 71 Fig 1-3 Required student Upper Low or low middle income 24 60 63 vaccinations Secondary Upper middle income 24 72 73 (Vocational Education) Higher income 33 51 55 Global 81 63 65 2. ASSESS LEARNING LEVELS REGULARLY Fig 2-1 A1 (2021-22 or 2022) Pre-primary Low or low middle income 11 42 45 Upper middle income 10 10 11 Higher income 8 12 13 Global 29 29 28 Fig 2-1 A1 (2021-22 or 2022) Primary Low or low middle income 18 58 61 Upper middle income 20 64 65 Higher income 30 74 76 Global 68 62 65 Fig 2-1 A1 (2021-22 or 2022) Lower Low or low middle income 18 58 61 Secondary Upper middle income 19 65 66 Higher income 28 70 71 Global 65 62 64 Fig 2-1 A1 (2021-22 or 2022) Upper Low or low middle income 17 58 60 Secondary Upper middle income 19 64 65 (General Education) Higher income 32 67 69 Global 68 61 63 60 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 2-1 A1 (2021-22 or 2022) Upper Low or low middle income 17 58 60 Secondary Upper middle income 16 62 62 (Vocational Education) Higher income 27 31 34 Global 60 56 58 Fig 2-2 A2 (2020-21 or 2021) Pre-primary Low or low middle income 20 52 56 Upper middle income 23 23 22 Higher income 26 32 35 Global 69 41 41 Fig 2-2 A2 (2020-21 or 2021) Primary Low or low middle income 21 53 57 Upper middle income 23 25 24 Higher income 30 63 65 Global 74 45 46 Fig 2-2 A2 (2020-21 or 2021) Lower Low or low middle income 20 52 56 Secondary Upper middle income 23 25 24 Higher income 30 63 65 Global 73 45 46 Fig 2-2 A2 (2020-21 or 2021) Upper Low or low middle income 20 52 56 Secondary Upper middle income 22 25 24 (General Education) Higher income 29 63 65 Global 71 45 46 Fig 2-2 A2 (2020-21 or 2021) Upper Low or low middle income 19 51 55 Secondary Upper middle income 22 64 65 (Vocational Education) Higher income 29 33 36 Global 70 53 56 Fig 2-3 A3 Reading Primary Low or low middle income 11 44 49 Upper middle income 18 23 23 Higher income 27 71 74 Global 56 40 43 Fig 2-3 A3 Mathematics Primary Low or low middle income 11 44 49 Upper middle income 18 23 23 Higher income 27 71 74 Global 56 40 43 Fig 2-3 A3 Reading Lower Low or low middle income 10 43 48 Secondary Upper middle income 17 64 65 Higher income 26 72 74 Global 53 53 58 Fig 2-3 A3 Mathematics Lower Low or low middle income 11 44 49 Secondary Upper middle income 17 64 65 Higher income 26 72 74 Global 54 53 58 61 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 2-3 A3 Reading Upper Low or low middle income 11 43 48 Secondary Upper middle income 19 71 72 (General Education) Higher income 26 63 66 Global 56 54 59 Fig 2-3 A3 Mathematics Upper Low or low middle income 12 44 49 Secondary Upper middle income 19 71 72 (General Education) Higher income 26 63 66 Global 57 54 59 Fig 2-3 A3 Reading Upper Low or low middle income 10 42 47 Secondary Upper middle income 17 66 67 (Vocational Education) Higher income 20 27 30 Global 47 48 52 Fig 2-3 A3 Mathematics Upper Low or low middle income 11 43 48 Secondary Upper middle income 18 69 70 (Vocational Education) Higher income 20 27 30 Global 49 49 53 Fig 2-4 R2 Pre-primary Low or low middle income 14 44 47 Upper middle income 19 22 21 Higher income 14 21 22 Global 47 35 35 Fig 2-4 R2 Primary Low or low middle income 19 54 56 Upper middle income 20 22 22 Higher income 21 31 34 Global 60 42 41 Fig 2-4 R2 Lower Low or low middle income 18 53 57 Secondary Upper middle income 20 24 23 Higher income 21 31 34 Global 59 41 41 Fig 2-4 R2 Upper Low or low middle income 18 53 57 Secondary Upper middle income 20 24 23 (General Education) Higher income 22 31 34 Global 60 41 41 Fig 2-4 R2 Upper Low or low middle income 17 52 56 Secondary Upper middle income 15 19 19 (Vocational Education) Higher income 20 30 33 Global 52 39 39 Fig 2-5 R2 Pre-primary Low or low middle income 17 50 55 Upper middle income 17 63 64 Higher income 21 45 45 Global 55 54 57 62 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 2-5 R2 Primary Low or low middle income 21 58 62 Upper middle income 22 65 65 Higher income 29 74 75 Global 72 62 65 Fig 2-5 R2 Lower Low or low middle income 21 58 62 Secondary Upper middle income 21 63 64 Higher income 30 74 75 Global 72 61 65 Fig 2-5 R2 Upper Low or low middle income 21 58 62 Secondary Upper middle income 21 63 64 (General Education) Higher income 29 68 69 Global 71 61 64 Fig 2-5 R2 Upper Low or low middle income 20 51 56 Secondary Upper middle income 19 60 60 (Vocational Education) Higher income 26 40 43 Global 65 53 56 3. PRIORITIZE TEACHING THE FUNDAMENTALS Fig 3-1 R3 2022 Pre-primary Low or low middle income 20 53 57 Upper middle income 21 25 24 Higher income 24 70 72 Global 65 46 47 Fig 3-1 R3 2023 Pre-primary Low or low middle income 20 59 61 Upper middle income 19 22 21 Higher income 23 68 70 Global 62 48 48 Fig 3-1 R3 2022 Primary Low or low middle income 23 61 63 to Upper Upper middle income 27 75 77 Secondary Higher income 32 81 84 Global 82 68 71 Fig 3-1 R3 2023 Primary Low or low middle income 20 58 62 to Upper Upper middle income 24 68 68 Secondary Higher income 27 71 73 Global 71 63 66 Fig 3-2 R3 2022 Pre-primary Low or low middle income 9 39 43 Upper middle income 11 19 18 Higher income 3 2 2 Global 23 29 28 Fig 3-2 R3 2023 Pre-primary Low or low middle income 9 39 43 Upper middle income 7 8 6 Higher income 3 1 1 Global 19 25 24 63 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 3-2 R3 2022 Primary Low or low middle income 16 56 59 to Upper Upper middle income 17 25 25 Secondary Higher income 9 18 19 Global 42 42 42 Fig 3-2 R3 2023 Primary Low or low middle income 12 47 52 to Upper Upper middle income 10 10 8 Secondary Higher income 4 1 1 Global 26 30 30 4. INCREASE THE EFFICIENCY OF INSTRUCTION, INCLUDING THROUGH CATCH-UP LEARNING Fig 4-1 R1 Pre-primary Low or low middle income 22 54 55 Upper middle income 24 65 66 Higher income 34 50 54 Global 80 57 59 Fig 4-1 R1 Primary Low or low middle income 24 55 58 Upper middle income 26 73 74 Higher income 35 81 83 Global 85 63 67 Fig 4-1 R1 Lower Low or low middle income 24 55 58 Secondary Upper middle income 26 73 74 Higher income 35 81 83 Global 85 63 67 Fig 4-1 R1 Upper Low or low middle income 23 54 58 Secondary Upper middle income 25 65 66 (General Education) Higher income 35 81 83 Global 83 60 64 Fig 4-1 R1 Upper Low or low middle income 22 53 57 Secondary Upper middle income 22 64 65 (Vocational Education) Higher income 31 49 53 Global 75 56 59 Fig 4-2 R3 Accelerated education Pre-primary Low or low middle income 22 27 26 programmes (programmes Upper middle income 19 23 23 covering instructional content i Higher income 27 62 64 Global 68 30 30 Fig 4-2 R3 Accelerated education Primary Low or low middle income 22 27 26 programmes (programmes to Upper Upper middle income 24 75 77 covering instructional Secondary content i Higher income 31 70 72 Global 77 47 50 Fig 4-2 R3 Individualized self- Pre-primary Low or low middle income 21 21 20 learning programmes Upper middle income 19 26 25 (computer-assisted or pencil-and-pape Higher income 23 55 56 Global 63 26 27 64 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 4-2 R3 Individualized self- Primary Low or low middle income 22 21 21 learning programmes to Upper Upper middle income 26 75 77 (computer-assisted or Secondary pencil-and-pape Higher income 31 72 74 Global 79 43 48 Fig 4-2 R3 Increased instruction Pre-primary Low or low middle income 21 58 63 time (e.g. through summer Upper middle income 21 27 26 schools, extended school day, Higher income 27 71 73 Global 69 50 51 Fig 4-2 R3 Increased instruction Primary Low or low middle income 24 55 58 time (e.g. through summer to Upper Upper middle income 25 74 75 schools, extended school Secondary day, Higher income 33 81 84 Global 82 64 68 Fig 4-2 R3 Tutoring programmes Pre-primary Low or low middle income 22 27 26 (in person or remote) or Upper middle income 21 25 24 financial support for tutoring Higher income 28 70 72 Global 71 31 32 Fig 4-2 R3 Tutoring programmes Primary Low or low middle income 23 28 26 (in person or remote) or to Upper Upper middle income 27 76 77 financial support for tutoring Secondary Higher income 33 73 75 Global 83 47 51 Fig 4-2 R3 Targeted instruction to Pre-primary Low or low middle income 21 21 21 students’ level by grouping Upper middle income 21 27 26 students according to pro Higher income 25 68 70 Global 67 28 29 Fig 4-2 R3 Targeted instruction to Primary Low or low middle income 21 21 21 students’ level by grouping to Upper Upper middle income 27 76 77 students according to pro Secondary Higher income 28 62 65 Global 76 42 47 Fig 4-3 R3 2022 Pre-primary Low or low middle income 21 58 63 Upper middle income 21 27 26 Higher income 27 71 73 Global 69 50 51 Fig 4-3 R3 2023 Pre-primary Low or low middle income 20 52 56 Upper middle income 19 25 24 Higher income 25 69 71 Global 64 45 47 Fig 4-3 R3 2022 Primary Low or low middle income 24 55 58 to Upper Upper middle income 25 74 75 Secondary Higher income 33 81 84 Global 82 64 68 65 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 4-3 R3 2023 Primary Low or low middle income 22 53 56 to Upper Upper middle income 21 67 67 Secondary Higher income 28 70 73 Global 71 59 62 Fig 4-4 R3 2022 Structured Pre-primary Low or low middle income 23 28 27 pedagogy (e.g. programmes Upper middle income 20 66 66 to improve instruction with teacher Higher income 27 72 74 Global 70 44 47 Fig 4-4 R3 2023 Structured Pre-primary Low or low middle income 20 20 19 pedagogy (e.g. programmes Upper middle income 17 55 55 to improve instruction with teacher Higher income 25 61 62 Global 62 35 38 Fig 4-4 R3 2022 Structured Primary Low or low middle income 24 28 27 pedagogy (e.g. programmes to Upper Upper middle income 24 72 73 to improve instruction with Secondary teacher Higher income 31 77 80 Global 79 47 50 Fig 4-4 R3 2023 Structured Primary Low or low middle income 21 20 20 pedagogy (e.g. programmes to Upper Upper middle income 19 57 56 to improve instruction with Secondary teacher Higher income 30 66 68 Global 70 37 39 Fig 4-5 D1 Pre-Service Pre-primary Low or low middle income 17 47 51 Upper middle income 19 63 63 Higher income 24 56 57 Global 60 53 57 Fig 4-5 D1 In-Service Pre-primary Low or low middle income 18 50 55 Upper middle income 22 65 66 Higher income 29 66 67 Global 69 57 60 Fig 4-5 D1 Pre-Service Primary Low or low middle income 20 49 53 Upper middle income 22 65 66 Higher income 30 71 74 Global 72 57 60 Fig 4-5 D1 In-Service Primary Low or low middle income 21 52 56 Upper middle income 24 66 66 Higher income 34 80 83 Global 79 59 63 Fig 4-5 D1 Pre-Service Lower Low or low middle income 20 49 53 Secondary Upper middle income 20 61 62 Higher income 30 71 74 Global 70 55 59 66 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 4-5 D1 In-Service Lower Low or low middle income 21 52 56 Secondary Upper middle income 23 64 65 Higher income 34 80 83 Global 78 59 63 Fig 4-5 D1 Pre-Service Upper Low or low middle income 20 49 53 Secondary Upper middle income 20 62 63 and General Education Higher income 30 71 74 Global 70 55 59 Fig 4-5 D1 In-Service Upper Low or low middle income 20 52 56 Secondary Upper middle income 23 64 65 and General Education Higher income 33 80 83 Global 76 59 63 Fig 4-5 D1 Pre-Service Upper Low or low middle income 20 49 53 Secondary Upper middle income 18 61 61 and Vocational Education Higher income 25 38 41 Global 63 51 54 Fig 4-5 D1 In-Service Upper Low or low middle income 20 52 56 Secondary Upper middle income 20 61 61 and Vocational Education Higher income 30 49 53 Global 70 54 57 Fig 4-6 C5 A pre-existing pool Pre-primary Low or low middle income 19 53 56 of teachers was used to (Before) Upper middle income 23 19 17 replace absent teachers Higher income 29 62 64 Global 71 43 43 Fig 4-6 C5 A pre-existing pool Primary Low or low middle income 19 53 56 of teachers was used to (Before) Upper middle income 22 17 16 replace absent teachers Higher income 32 64 67 Global 73 43 43 Fig 4-6 C5 A pre-existing pool Lower Low or low middle income 19 53 56 of teachers was used to Secondary Upper middle income 22 17 16 replace absent teachers (Before) Higher income 30 64 66 Global 71 43 43 Fig 4-6 C5 A pre-existing pool Pre-primary Low or low middle income 18 53 56 of teachers was used to (During) Upper middle income 20 15 13 replace absent teachers Higher income 30 62 64 Global 68 42 42 Fig 4-6 C5 A pre-existing pool Primary Low or low middle income 19 53 56 of teachers was used to (During) Upper middle income 23 19 17 replace absent teachers Higher income 32 64 67 Global 74 43 44 67 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 4-6 C5 A pre-existing pool Lower Low or low middle income 19 53 56 of teachers was used to Secondary Upper middle income 23 19 17 replace absent teachers (During) Higher income 30 64 66 Global 72 43 44 Fig 4-6 C5 A pre-existing pool Pre-primary Low or low middle income 19 53 56 of teachers was used to (After) Upper middle income 21 17 16 replace absent teachers Higher income 28 62 64 Global 68 43 43 Fig 4-6 C5 A pre-existing pool Primary (After) Low or low middle income 19 53 56 of teachers was used to Upper middle income 22 17 16 replace absent teachers Higher income 31 64 67 Global 72 43 43 Fig 4-6 C5 A pre-existing pool Lower Low or low middle income 19 53 56 of teachers was used to Secondary Upper middle income 22 17 16 replace absent teachers (After) Higher income 29 64 66 Global 70 43 43 Fig 4-6 C5 A pool of temporary Pre-primary Low or low middle income 0 . . teachers was created to (Before) Upper middle income 1 0 0 replace absent teachers Higher income 1 0 0 Global 2 0 0 Fig 4-6 C5 A pool of temporary Primary Low or low middle income 0 . . teachers was created to (Before) Upper middle income 1 0 0 replace absent teachers Higher income 1 0 0 Global 2 0 0 Fig 4-6 C5 A pool of temporary Lower Low or low middle income 0 . . teachers was created to Secondary Upper middle income 1 0 0 replace absent teachers (Before) Higher income 1 0 0 Global 2 0 0 Fig 4-6 C5 A pool of temporary Pre-primary Low or low middle income 17 51 55 teachers was created to (During) Upper middle income 21 22 21 replace absent teachers Higher income 30 62 64 Global 68 43 44 Fig 4-6 C5 A pool of temporary Primary Low or low middle income 16 51 55 teachers was created to (During) Upper middle income 23 23 22 replace absent teachers Higher income 31 63 65 Global 70 44 44 Fig 4-6 C5 A pool of temporary Lower Low or low middle income 16 51 55 teachers was created to Secondary Upper middle income 23 23 22 replace absent teachers (During) Higher income 30 63 65 Global 69 44 44 68 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 4-6 C5 A pool of temporary Pre-primary Low or low middle income 16 18 18 teachers was created to (After) Upper middle income 19 14 12 replace absent teachers Higher income 28 62 64 Global 63 21 22 Fig 4-6 C5 A pool of temporary Primary (After) Low or low middle income 15 18 18 teachers was created to Upper middle income 21 16 15 replace absent teachers Higher income 29 63 64 Global 65 22 23 Fig 4-6 C5 A pool of temporary Lower Low or low middle income 15 50 53 teachers was created to Secondary Upper middle income 21 16 15 replace absent teachers (After) Higher income 28 63 64 Global 64 41 41 Fig 4-6 C5 Students were assigned Pre-primary Low or low middle income 18 52 55 to other classes when a (Before) Upper middle income 21 16 15 teacher was absent Higher income 31 63 65 Global 70 42 42 Fig 4-6 C5 Students were assigned Primary Low or low middle income 18 52 55 to other classes when a (Before) Upper middle income 21 15 14 teacher was absent Higher income 32 64 66 Global 71 42 42 Fig 4-6 C5 Students were assigned Lower Low or low middle income 18 52 55 to other classes when a Secondary Upper middle income 21 15 14 teacher was absent (Before) Higher income 31 64 66 Global 70 42 42 Fig 4-6 C5 Students were assigned Pre-primary Low or low middle income 17 52 55 to other classes when a (During) Upper middle income 19 12 11 teacher was absent Higher income 32 63 65 Global 68 41 41 Fig 4-6 C5 Students were assigned Primary Low or low middle income 18 52 55 to other classes when a (During) Upper middle income 22 17 15 teacher was absent Higher income 33 64 67 Global 73 42 42 Fig 4-6 C5 Students were assigned Lower Low or low middle income 18 52 55 to other classes when a Secondary Upper middle income 22 17 15 teacher was absent (During) Higher income 32 64 67 Global 72 42 42 Fig 4-6 C5 Students were assigned Pre-primary Low or low middle income 18 52 55 to other classes when a (After) Upper middle income 19 12 11 teacher was absent Higher income 30 63 65 Global 67 41 41 69 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 4-6 C5 Students were assigned Primary (After) Low or low middle income 18 52 55 to other classes when a Upper middle income 21 15 14 teacher was absent Higher income 31 64 66 Global 70 42 42 Fig 4-6 C5 Students were assigned Lower Low or low middle income 17 50 54 to other classes when a Secondary Upper middle income 21 15 14 teacher was absent (After) Higher income 30 64 66 Global 68 41 41 Fig 4-6 C5 Students were Pre-primary Low or low middle income 17 49 52 supervised by non-teaching (Before) Upper middle income 21 16 15 staff at school Higher income 30 60 61 Global 68 40 40 Fig 4-6 C5 Students were Primary Low or low middle income 17 49 52 supervised by non-teaching (Before) Upper middle income 21 15 14 staff at school Higher income 31 61 63 Global 69 40 40 Fig 4-6 C5 Students were Lower Low or low middle income 17 49 52 supervised by non-teaching Secondary Upper middle income 21 15 14 staff at school (Before) Higher income 29 61 63 Global 67 40 40 Fig 4-6 C5 Students were Pre-primary Low or low middle income 16 49 52 supervised by non-teaching (During) Upper middle income 20 15 14 staff at school Higher income 30 60 61 Global 66 40 40 Fig 4-6 C5 Students were Primary Low or low middle income 17 49 52 supervised by non-teaching (During) Upper middle income 22 17 15 staff at school Higher income 31 61 63 Global 70 40 40 Fig 4-6 C5 Students were Lower Low or low middle income 17 49 52 supervised by non-teaching Secondary Upper middle income 22 17 15 staff at school (During) Higher income 30 61 63 Global 69 40 40 Fig 4-6 C5 Students were Pre-primary Low or low middle income 17 49 52 supervised by non-teaching (After) Upper middle income 20 15 14 staff at school Higher income 29 60 61 Global 66 40 40 Fig 4-6 C5 Students were Primary (After) Low or low middle income 17 49 52 supervised by non-teaching Upper middle income 21 15 14 staff at school Higher income 30 61 63 Global 68 40 40 70 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 4-6 C5 Students were Lower Low or low middle income 16 47 51 supervised by non-teaching Secondary Upper middle income 21 15 14 staff at school (After) Higher income 29 61 63 Global 66 39 39 Fig 4-6 C5 Classes with absent Pre-primary Low or low middle income 18 52 55 teachers were closed (i.e. (Before) Upper middle income 21 16 15 students stayed home) Higher income 30 62 64 Global 69 42 42 Fig 4-6 C5 Classes with absent Primary Low or low middle income 18 52 55 teachers were closed (i.e. (Before) Upper middle income 21 16 14 students stayed home) Higher income 31 64 66 Global 70 42 42 Fig 4-6 C5 Classes with absent Lower Low or low middle income 18 52 55 teachers were closed (i.e. Secondary Upper middle income 21 15 14 students stayed home) (Before) Higher income 29 64 66 Global 68 42 42 Fig 4-6 C5 Classes with absent Pre-primary Low or low middle income 17 52 55 teachers were closed (i.e. (During) Upper middle income 20 15 14 students stayed home) Higher income 31 63 64 Global 68 42 42 Fig 4-6 C5 Classes with absent Primary Low or low middle income 18 52 55 teachers were closed (i.e. (During) Upper middle income 20 14 13 students stayed home) Higher income 32 64 66 Global 70 42 42 Fig 4-6 C5 Classes with absent Lower Low or low middle income 18 52 55 teachers were closed (i.e. Secondary Upper middle income 22 17 15 students stayed home) (During) Higher income 31 64 66 Global 71 42 42 Fig 4-6 C5 Classes with absent Pre-primary Low or low middle income 18 52 55 teachers were closed (i.e. (After) Upper middle income 20 15 14 students stayed home) Higher income 29 62 64 Global 67 42 42 Fig 4-6 C5 Classes with absent Primary (After) Low or low middle income 18 52 55 teachers were closed (i.e. Upper middle income 20 14 13 students stayed home) Higher income 30 64 66 Global 68 42 42 Fig 4-6 C5 Classes with absent Lower Low or low middle income 17 50 54 teachers were closed (i.e. Secondary Upper middle income 21 15 14 students stayed home) (After) Higher income 29 64 66 Global 67 41 41 71 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) 5. DEVELOP PSYCHOSOCIAL HEALTH AND WELLBEING Fig 5-1 R3 Psychosocial and mental Pre-primary Low or low middle income 23 60 63 health support to students Upper middle income 21 27 26 (e.g. counseling) Higher income 27 70 72 Global 71 51 51 Fig 5-1 R3 Psychosocial and mental Primary Low or low middle income 24 61 64 health support to students to Upper Upper middle income 25 74 75 (e.g. counseling) Secondary Higher income 33 81 84 Global 82 67 70 Fig 5-1 R3 Referral systems Pre-primary Low or low middle income 22 27 26 for students in need of Upper middle income 22 68 69 specialized services Higher income 29 68 71 Global 73 44 48 Fig 5-1 R3 Referral systems Primary Low or low middle income 23 28 27 for students in need of to Upper Upper middle income 23 74 75 specialized services Secondary Higher income 31 78 81 Global 77 48 51 Fig 5-1 R3 Recruitment of specific Pre-primary Low or low middle income 20 26 26 personnel to support Upper middle income 22 20 19 students’ mental health and well Higher income 21 57 59 Global 63 28 28 Fig 5-1 R3 Recruitment of specific Primary Low or low middle income 21 27 26 personnel to support to Upper Upper middle income 24 66 67 students’ mental health and Secondary well Higher income 27 68 70 Global 72 44 47 Fig 5-1 R3 Teacher training in how Pre-primary Low or low middle income 23 59 62 to support students’ mental Upper middle income 22 68 68 health and wellbeing Higher income 30 75 78 Global 75 63 66 Fig 5-1 R3 Teacher training in how Primary Low or low middle income 24 60 63 to support students’ mental to Upper Upper middle income 23 72 73 health and wellbeing Secondary Higher income 33 77 80 Global 80 65 69 Fig 5-1 R3 Psychosocial support to Pre-primary Low or low middle income 23 28 27 teachers to support their Upper middle income 22 68 69 wellbeing (training, peer s Higher income 27 61 63 Global 72 44 47 Fig 5-1 R3 Psychosocial support to Primary Low or low middle income 24 28 27 teachers to support their to Upper Upper middle income 24 74 75 wellbeing (training, peer s Secondary Higher income 30 63 66 Global 78 46 49 72 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 5-2 R3 Psychosocial and mental Pre-primary Low or low middle income 20 59 62 health support to students Upper middle income 19 24 23 (e.g. counseling) Higher income 26 64 66 Global 65 49 48 Fig 5-2 R3 Psychosocial and mental Primary Low or low middle income 21 60 62 health support to students to Upper Upper middle income 22 67 67 (e.g. counseling) Secondary Higher income 27 63 65 Global 70 62 64 Fig 5-2 R3 Referral systems Pre-primary Low or low middle income 20 26 25 for students in need of Upper middle income 19 59 59 specialized services Higher income 25 57 58 Global 64 39 41 Fig 5-2 R3 Referral systems Primary Low or low middle income 21 27 25 for students in need of to Upper Upper middle income 20 59 59 specialized services Secondary Higher income 27 66 68 Global 68 41 43 Fig 5-2 R3 Recruitment of specific Pre-primary Low or low middle income 18 25 25 personnel to support Upper middle income 18 17 16 students’ mental health and well Higher income 21 53 54 Global 57 26 25 Fig 5-2 R3 Recruitment of specific Primary Low or low middle income 18 26 25 personnel to support to Upper Upper middle income 19 17 16 students’ mental health and Secondary well Higher income 23 54 56 Global 60 26 26 Fig 5-2 R3 Teacher training in how Pre-primary Low or low middle income 19 51 55 to support students’ mental Upper middle income 17 54 54 health and wellbeing Higher income 26 61 63 Global 62 53 55 Fig 5-2 R3 Teacher training in how Primary Low or low middle income 20 52 55 to support students’ mental to Upper Upper middle income 20 58 58 health and wellbeing Secondary Higher income 29 63 65 Global 69 55 57 Fig 5-2 R3 Psychosocial support to Pre-primary Low or low middle income 20 26 25 teachers to support their Upper middle income 18 59 59 wellbeing (training, peer s Higher income 24 51 52 Global 62 39 41 Fig 5-2 R3 Psychosocial support to Primary Low or low middle income 21 27 25 teachers to support their to Upper Upper middle income 19 59 59 wellbeing (training, peer s Secondary Higher income 27 53 54 Global 67 39 41 73 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 5-3 R3 (2022) Strengthened / Pre-primary Low or low middle income 22 21 21 provided additional WASH Upper middle income 23 68 68 services Higher income 31 65 66 Global 76 40 44 Fig 5-3 R3 (2023) Strengthened / Pre-primary Low or low middle income 20 20 19 provided additional WASH Upper middle income 19 65 65 services Higher income 22 49 49 Global 61 37 40 Fig 5-3 R3 (2022) Strengthened / Primary Low or low middle income 23 22 21 provided additional WASH to Upper Upper middle income 25 74 75 services Secondary Higher income 34 70 71 Global 82 43 47 Fig 5-3 R3 (2023) Strengthened / Primary Low or low middle income 21 20 20 provided additional WASH to Upper Upper middle income 21 66 66 services Secondary Higher income 24 51 51 Global 66 38 41 Fig 5-4 R3 (2022) Strengthened / Pre-primary Low or low middle income 22 60 63 provided additional school Upper middle income 22 66 67 nutrition services Higher income 24 54 55 Global 68 62 63 Fig 5-4 R3 (2023) Strengthened / Pre-primary Low or low middle income 18 52 55 provided additional school Upper middle income 19 63 64 nutrition services Higher income 22 52 53 Global 59 56 58 Fig 5-4 R3 (2022) Strengthened / Primary Low or low middle income 22 60 63 provided additional school to Upper Upper middle income 24 72 73 nutrition services Secondary Higher income 27 56 57 Global 73 64 66 Fig 5-4 R3 (2023) Strengthened / Primary Low or low middle income 19 53 56 provided additional school to Upper Upper middle income 21 65 65 nutrition services Secondary Higher income 24 54 55 Global 64 56 59 6. EDUCATION FINANCING Fig 6-1 F1 Pre-primary Low or low middle income 17 57 61 Upper middle income 22 63 64 Higher income 28 34 38 Global 67 57 59 Fig 6-1 F1 Primary Low or low middle income 18 58 61 to Upper Upper middle income 23 63 64 Secondary Higher income 34 70 73 Global 75 61 64 74 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 6-2 F2 2021 Pre-primary Low or low middle income 23 60 63 Upper middle income 22 24 23 Higher income 36 81 83 Global 81 51 52 Fig 6-2 F2 2022 Pre-primary Low or low middle income 23 60 63 Upper middle income 20 23 22 Higher income 36 81 83 Global 79 51 51 Fig 6-2 F2 2021 Primary Low or low middle income 23 60 63 to Upper Upper middle income 22 24 23 Secondary Higher income 36 81 83 Global 81 51 52 Fig 6-2 F2 2022 Primary Low or low middle income 23 60 63 to Upper Upper middle income 20 23 22 Secondary Higher income 36 81 83 Global 79 51 51 Fig 6-3 F3 2021 Additional Pre-primary Low or low middle income 23 60 62 professional development Upper middle income 21 58 58 activities for teachers Higher income 33 81 83 Global 77 61 63 Fig 6-3 F3 2022 Additional Pre-primary Low or low middle income 21 52 56 professional development Upper middle income 19 57 56 activities for teachers Higher income 32 75 77 Global 72 56 59 Fig 6-3 F3 2021 Additional Primary Low or low middle income 22 53 57 professional development to Upper Upper middle income 25 66 66 activities for teachers Secondary Higher income 34 81 83 Global 81 60 64 Fig 6-3 F3 2022 Additional Primary Low or low middle income 22 53 57 professional development to Upper Upper middle income 20 59 59 activities for teachers Secondary Higher income 34 81 83 Global 76 58 61 Fig 6-3 F3 2021 Purchasing new Pre-primary Low or low middle income 23 60 62 technologies for distance Upper middle income 19 16 14 learning of students Higher income 34 81 83 Global 76 48 48 Fig 6-3 F3 2022 Purchasing new Pre-primary Low or low middle income 21 52 56 technologies for distance Upper middle income 17 14 13 learning of students Higher income 33 75 77 Global 71 43 43 75 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 6-3 F3 2021 Purchasing new Primary Low or low middle income 23 60 62 technologies for distance to Upper Upper middle income 22 64 65 learning of students Secondary Higher income 36 81 83 Global 81 63 66 Fig 6-3 F3 2022 Purchasing new Primary Low or low middle income 22 59 62 technologies for distance to Upper Upper middle income 19 58 58 learning of students Secondary Higher income 36 81 83 Global 77 61 63 Fig 6-3 F3 2021 Purchasing new Pre-primary Low or low middle income 22 59 62 technologies for distance Upper middle income 20 16 14 learning of students Higher income 34 81 83 Global 76 48 48 Fig 6-3 F3 2022 Purchasing new Pre-primary Low or low middle income 20 52 55 technologies for distance Upper middle income 18 15 13 learning of students Higher income 33 75 77 Global 71 43 43 Fig 6-3 F3 2021 Purchasing new Primary Low or low middle income 22 59 62 technologies for distance to Upper Upper middle income 23 64 65 learning of students Secondary Higher income 36 81 83 Global 81 63 66 Fig 6-3 F3 2022 Purchasing new Primary Low or low middle income 21 58 61 technologies for distance to Upper Upper middle income 20 59 59 learning of students Secondary Higher income 36 81 83 Global 77 61 63 Fig 6-3 F3 2021 Deployment of new Pre-primary Low or low middle income 23 60 62 technological devices or Upper middle income 21 16 15 investment in infrastructure Higher income 34 81 83 Global 78 48 48 Fig 6-3 F3 2022 Deployment of new Pre-primary Low or low middle income 21 52 56 technological devices or Upper middle income 19 15 13 investment in infrastructure Higher income 33 75 77 Global 73 43 43 Fig 6-3 F3 2021 Deployment of new Primary Low or low middle income 23 60 62 technological devices or to Upper Upper middle income 24 65 65 investment in infrastructure Secondary Higher income 36 81 83 Global 83 63 66 Fig 6-3 F3 2022 Deployment of new Primary Low or low middle income 22 59 62 technological devices or to Upper Upper middle income 22 59 59 investment in infrastructure Secondary Higher income 36 81 83 Global 80 61 63 76 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION CONTENTS INTRODUCTION RE ACH ASSESS PRIORITIZE INCRE ASE DE VELOP SUPPORT CONCLUSION NUMBER OF POPULATION ENROLMENT COUNTRIES COVERAGE (PER CENT COVERAGE EDUCATION WITH VALID OF TOTAL POPULATION (PER CENT OF FIGURE QUESTION LEVEL INCOME LEVEL RESPONSES AGED 4–17) ENROLMENT) Fig 6-3 F3 2021 Other Pre-primary Low or low middle income 1 1 0 Upper middle income 2 2 2 Higher income 6 5 5 Global 9 2 1 Fig 6-3 F3 2022 Other Pre-primary Low or low middle income 1 1 0 Upper middle income 2 2 2 Higher income 6 5 5 Global 9 2 1 Fig 6-3 F3 2021 Other Primary Low or low middle income 1 1 0 to Upper Upper middle income 2 2 2 Secondary Higher income 6 5 5 Global 9 2 1 Fig 6-3 F3 2022 Other Primary Low or low middle income 1 1 0 to Upper Upper middle income 2 2 2 Secondary Higher income 6 5 5 Global 9 2 1 77 FROM LE ARNING RECOVERY TO EDUCATION TR ANSFORMATION FROM LEARNING RECOVERY TO EDUCATION TRANSFORMATION Insights and Reflections from the 4th Survey on National Education Responses to COVID-19 School Closures S EP T EMB ER 2 0 2 2 for every child