Publication: What Have We Learnt?: Overview of Findings from a Survey of Ministries of Education on National Responses to COVID-19
Loading...
Files in English
3,827 downloads
Other Files
343 downloads
356 downloads
308 downloads
1,049 downloads
Published
2020-10
ISSN
Date
2020-10-29
Author(s)
Editor(s)
Abstract
As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, we analyze the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS). They cover government responses to school closures from pre-primary to secondary education. The first round of the survey was completed by Ministry of Education officials of 118 countries between May and June 2020, and the second round from 149 countries between July and October 2020. The survey instrument was designed to capture de jure policy responses and perceptions from government officials on their effectiveness, providing a systematic understanding of deployed policies, practices, and intentions to date.
Link to Data Set
Citation
“UNESCO; UNICEF; World Bank. 2020. What Have We Learnt?: Overview of Findings from a Survey of Ministries of Education on National Responses to COVID-19. © World Bank. http://hdl.handle.net/10986/34700 License: CC BY-SA 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Related items
Showing items related by metadata.
Publication What's Next? Lessons on Education Recovery(UNESCO, Paris, UNICEF, New York, World Bank, Washington, DC, and OECD, Paris, 2021-06)United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 (coronavirus) School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: pre-primary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May-June and July-October 2020, respectively, the third round was implemented during the period February-June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD ("OECD survey") and 112 countries responded to the UIS ("UIS survey"). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis.Publication COVID-19 Learning Losses(UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC, 2021-11-30)Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses to COVID-19, jointly supported by UNESCO, UNICEF and the World Bank. However, to date, no systematic evidence has been available on how students’ learning is being affected by the disruptions caused by the pandemic or on the impact of education response measures initiated by governments. This report contributes to filling this evidence gap and includes a series of simulations of potential learning losses due to COVID-19 and exploration of their longer-term implications. The analysis is based on the Enabling learning for all framework, which outlines access, engagement and enabling environment as the three crucial enablers for learning, while the simulation assumptions are informed by the evidence on school closures and governments’ education-related responses, collected through the joint survey.Publication The State of the Global Education Crisis(UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC, 2021-12-10)Even before Coronavirus disease 2019 (COVID-19) hit, the world was already experiencing a learning crisis. 258 million primary- and secondary-school age children and youth were out of school. Many children who were in school were learning very little: 53 percent of all ten-year-old children in low- and middle-income countries were experiencing learning poverty, meaning that they were unable to read and understand a simple age-appropriate text at age 10. This report spotlights how COVID-19 has deepened the education crisis and charts a course for creating more resilient education systems for the future. Section one gives introduction. Section two documents COVID-19’s impacts on learning levels by presenting updated simulations and bringing together the latest documented evidence on learning loss from over 28 countries. Section three explores how the crisis has widened inequality and had greater impacts on already disadvantaged children and youth. Section four reviews evidence on learning recovery from past crises and highlights current policy responses that appear most likely to have succeeded in stemming learning losses, while recognizing that the evidence is still in a nascent stage. The final section discusses how to build on the investments made and the lessons learned during the pandemic to accelerate learning recovery and emerge from the crisis with increased education quality, resilience, and equity in the longer term.Publication Remote Learning During the Global School Lockdown(World Bank, Washington, DC, 2021-08-05)This study includes three main sections that have been organized in a chronological order within this report: the first one, “What can we learn from education emergency responses in low- and middle-income countries?” analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May, 2020. The second section, “Is remote learning perceived as effective? An in-depth analysis across five countries” discusses the main national education responses deployed by Brazil, Kenya, Nigeria, Sierra Leone, and Peru, as well as the perceived effectiveness of these strategies conducted from May until August, 2020. The third section, “What works with remote and remedial strategies? an analysis across 13 countries” builds on key lessons learned during the analysis of the five multi-country experiences and presents global trends of remote learning implemented during school closures and the actions governments adopted to get ready for remedial learning, conducted from August until December 2020. The countries prioritized for the third section are IDA borrowing countries of which six are low-income countries.Publication The Struggle Against COVID-19 in Indonesian Education(World Bank, Washington, DC, 2021-09)This report reflects on the Indonesian school system's response to the COVID-19 (coronavirus) pandemic, assesses the influences of these policies on children in Indonesia, and discusses lessons learned. It further synthesizes these lessons into policy recommendations that might guide the Ministry of Education, Culture, Research and Technology (MoECRT) to recover and to strengthen the system. For over a year, the Government of Indonesia (GoI) has responded to the evolving situation promptly, with policy guidance and other support efforts, to keep 60 million children engaged in learning. While these efforts are lauded, the experiences of students, teachers, and parents shared here reflect the challenges that the pandemic, and consequent Learning from Home (LFH) have presented. By reviewing the experiences of students, teachers, and parents identified through research studies conducted during 2020, the report proposes four broad policy areas that need attention; i) Refocusing effort on learning, ii) Supporting learning recovery, iii) Providing training, support, and guidance to teachers, parents, and school principals, and iv) Strengthening relations between schools and their communities.
Users also downloaded
Showing related downloaded files
No results found.