JUNE 2021 WHAT’S NEXT? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic for every child WHAT’S NEXT? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic JUNE 2021 for every child Published in 2021 by: United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France UNESCO Institute for Statistics, 5255 Decelles Ave 7th floor, Montreal, Quebec H3T 2B1, Canada. United Nations Children’s Fund 3 United Nations Plaza, New York, NY 10017, USA UNICEF Office of Research – Innocenti Via degli Alfani, 58, 50121 Florence, Italy 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 2, rue André Pascal, 75016 Paris, France © UNESCO, UNICEF, The World Bank and OECD, 2021 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http:// creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en). The present license applies exclusively to the text content of the publication. 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Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic. Paris, New York, Washington D.C.: UNESCO, UNICEF, World Bank. Please cite the data as follows: UNESCO, UNICEF,the World Bank, OECD (2021). Survey on National Education Responses to COVID-19 School Closures, round 3. Paris, New York, Washington D.C.: UNESCO, UNICEF, World Bank, OECD. Translations—If you create a translation of this work, please add the following disclaimer along with the attribution: This translation was not created by UNESCO, UNICEF, The World Bank or OECD and should not be considered an official UNESCO, UNICEF, World Bank or OECD translation. UNESCO, UNICEF, the World Bank and OECD shall not be liable for any content or error in this translation. Adaptations—If you create an adaptation of this work, please add the following disclaimer along with the attribution: This is an adaptation of an original work by UNESCO, UNICEF, the World Bank and OECD. 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Cover photos (top to bottom, left to right): © UNICEF/UNI336269/Ma; © UNICEF/UNI386244/; © UNICEF/UNI344618/Nogi/AFP; © UNICEF/UNI336255/Ma; © UNICEF/UNI340540/; © UNICEF/UNI369643/Filippov; © UNICEF/UNI330836/Dejongh Designed by Big Yellow Taxi, Inc. 2 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC ACKNOWLEDGMENTS NOTES ON THE USE OF First and foremost, the United Nations Educational, DATA IN THIS REPORT Scientific and Cultural Organization (UNESCO), the United This report presents findings from the Survey of National Nations Children’s Fund (UNICEF), the World Bank and the Education Responses to COVID- 19, jointly conducted Organisation for Economic Co-operation and Development by UNESCO, UNICEF, the World Bank and OECD, and (OECD) would like to thank all the ministries of education administered by the UNESCO Institute of Statistics and that contributed to this data collection effort. These OECD. Three rounds of questionnaires have thus far been survey results enable the sharing of experiences and good administered.1 This report focuses on responses to the practices during the world’s largest global experiment in survey’s more recent third round.2 education. We would also like to thank the contributors to the UNICEF Education Thematic Fund for their support and All numbers presented and discussed in this report refer the Global Partnership for Education (GPE) for the support to the share of countries that responded to each relevant provided through their accelerated funding response to the question in the survey. The number of countries that COVID-19 Pandemic. provided valid responses to the question are noted in each figure. Where relevant, countries that responded with ‘Don’t This report was prepared by the following colleagues: know’ or ‘Not applicable’, or countries with no response to UNESCO Headquarters (Gwang-Chol Chang, Matthias Eck, any of the options or for a level of education, are excluded Elspeth McOmish, Justine Sass, Carlos Vargas Tamez, Peter from the analysis. Wallet), UNESCO Institute for Statistics (Adolfo Gustavo Imhof, Silvia Montoya, Yifan Li), UNESCO Global Monitoring Caution is advised in generalizing the results represented Report (Manos Antoninis, Yuki Murakami, Lema Zekrya), in some figures as the countries that responded to this UNICEF Headquarters (Pragya Dewan, Sakshi Mishra, question cover less than 50 per cent of the total four- to Suguru Mizunoya, Oscar Onam, Nicolas Reuge, Haogen 17-year-old population. These instances are noted under the Yao, Jean Luc Yameogo), UNICEF Office of Research – respective figures. Detailed information on the country and Innocenti (Matt Brossard, Thomas Dreesen, Andrea Dsouza, student coverage of each figure, including by income group, Youngkwang Jeon, Akito Kamei, Radhika Nagesh, Anindita is available in Annexes 1-3. Nugroho, Rafael Pontuschka), the World Bank (Maryam Akmal, João Pedro Azevedo, Kaliope Azzi-Huck, Cristobal In each country, the survey questionnaire was completed by Cobo, Alison Gilberto, Alaka Holla, Tigran Shmis, Nobuyuki the Ministry of Education officials responsible for education Tanaka, Yi Ning Wong) and OECD (António Carvalho, Eric planning at the central or decentralized levels. The Charbonnier, Marie-Hélène Doumet, Corinne Heckmann). survey instrument was designed to capture de jure policy Copyediting was done by Nancy Vega (UNICEF). responses and perceptions from government officials on their effectiveness, providing a systematic understanding of deployed policies, practices and intentions to date. 1 The survey data and questionnaire are available at: http://tcg.uis.unesco.org/survey-education-covid-school-closures/ 2 The third round of the survey captured responses from 143 countries between February and June 2021. In some instances where common questions were asked across several rounds of the survey, the analysis also included responses to the second round of the survey. These instances are noted in the relevant figure’s notes. 3 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI388521/DEJONGH EXECUTIVE SUMMARY U nited Nations Educational, Scientific and MONITORING AND MITIGATING LEARNING Cultural Organization (UNESCO), the United LOSSES FROM SCHOOL CLOSURES Nations Children’s Fund (UNICEF), the World The intensity of school closures has evolved over time but Bank and the Organisation for Economic has also differed considerably between countries. Key Co-operation and Development (OECD) have highlights on school closures and responses with respect to collaborated in the third round of the Survey understanding and mitigating the impact and these losses on National Education Responses to COVID-19 School include the following: Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. 1. School closures and calendars: In 2020, schools The questions covered four levels of education: pre- around the world were fully closed across all four primary, primary, lower secondary and upper secondary. education levels for 79 instruction days on average, While the first two rounds of the survey were implemented ranging from 53 days in high-income countries to during the periods May–June and July–October 2020, 115 days in lower-middle-income countries. As of 1 respectively, the third round was implemented during the February 2021, 21 per cent of respondent countries period February–June 2021. In total, 143 countries reported that schools were fully closed due to responded to the questionnaire. Thirty-one countries COVID-19, none of which were low-income countries. submitted responses to the OECD (“OECD survey”) and Countries have responded to school closures with a 112 countries responded to the UIS (“UIS survey”). Seven variety of learning modalities, including fully remote countries responded to both surveys. In these instances, learning or hybrid learning, as well as other measures the more complete set responses were used in analysis. to mitigate potential learning losses. For example, 41 per cent of countries reported extending the 4 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC academic year and 42 per cent reported prioritizing certain curriculum areas or skills. However, more than half of the countries reported that no adjustments Governments faced numerous challenges as they have been or will be made at all education levels. transitioned to distance learning, such as limited institutional capacity to support teachers, poor access 2. Learning assessments: Preliminary evidence suggests that students affected by school closures for vulnerable populations, and lack of coherent are experiencing an absolute reduction in learning policies and funds to support remote learning. levels or slower progress than expected in a typical year. Such impact can disproportionately affect the course content required of their grade. In these disadvantaged children, given the unequal distribution cases, remedial instruction will be required to get of opportunities to access remote learning. The survey children back on track. Globally, over two-thirds of results reveal that the extent of learning loss is often countries reported that remedial measures to address not measured: only a little over one-third of countries learning gaps were widely implemented for primary and reported having taken steps to measure learning levels secondary school students when schools reopened. in primary or lower secondary education through This represents an increase from the previous round standardized assessment in 2020 while 58 per cent of the survey: Nearly two-thirds of countries that were of countries reported having conducted formative not implementing a remedial programme previously, assessments at the classroom level. Measuring reported one in the current round. Most were high- or learning loss is a critical first step towards mitigating upper-middle-income countries, which earlier in the its consequences. It is vital that countries invest in pandemic were less likely to report implementing assessing the magnitude of such losses to implement remediation measures. Across all income levels, the appropriate remedial measures. remedial measures were considerably less likely to be implemented at the pre-primary level. The use of pre- 3. Examinations: Globally, the COVID-19 pandemic primary remediation was lowest among upper-middle- affected examinations at all levels significantly. Among income countries (only one in three reported this). low- and lower-middle-income countries, two in Most countries implementing remediation reported three at primary and three in four at lower secondary broad-based programmes for all children who need education rescheduled or postponed examinations, them, as well as for targeted groups. At the primary compared to four in ten upper-middle- and high- and lower secondary levels, targeted programmes were income countries. Globally, 28 per cent of countries in frequently focused on students who were unable to lower secondary and 18 per cent of countries in upper access distance learning, while at the upper secondary secondary education cancelled examinations. No low- level they were most often focused on students facing income country cancelled examinations at either level. national examinations. Seven in ten countries focused on improving health and safety standards at examination centres at the upper secondary level. One in four countries at the DEPLOYING EFFECTIVE AND EQUITABLE primary and lower secondary levels, and one in three DISTANCE LEARNING STRATEGIES at the upper secondary level adjusted the examination Governments faced numerous challenges as they content, changing the number of subjects examined transitioned to distance learning, such as limited or questions asked. Among high-income countries, 35 institutional capacity to support teachers, poor access per cent adjusted the mode of administration at lower for vulnerable populations, and lack of coherent policies and upper secondary education – but no low-income and funds to support remote learning. Key highlights on country did. Finally, graduation criteria were adjusted the deployment of distance learning and related support at 34 per cent of countries at the primary and 47 per include the following: cent of countries at the upper secondary level. 1. Remote learning modes and effectiveness: Responses 4. Remediation: As a result of lower levels of learning to the COVID-19 school closures included remote during school closures, many children are at risk of learning solutions ranging from paper-based take home returning to school without having properly assimilated materials to broadcast media (such as TV and radio) 5 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI326819/D EJ O NG H and digital platforms. Broadcast media such as radio to the UIS survey had a plan to offer either internet were more popular among low-income countries (92 access or devices at subsidized or zero cost in per cent) than high-income countries (25 per cent). 2021, only 25 per cent of low-income countries did. By contrast, 96 per cent of high-income countries Similarly, only 27 per cent of low- and lower-middle- provided remote learning through online platforms for income countries responding to the survey had a fully at least one education level compared to only 58 per operationalised policy on digital learning accompanied cent of low-income countries. Across income groups, with explicit guidance, compared to half of high- most countries used multiple modalities to provide income countries. remote learning, with over half providing more than five modalities of remote learning. However, provision 3. Teacher management or recruitment: Following school of remote learning solutions did not necessarily ensure closures in 2020, most countries required at least uptake: less than half of countries reported that more three-quarters of their teachers to teach remotely/ than three in four students followed remote education online, although this varied considerably by income during school closures at pre-primary level. Similarly, level: 69 per cent of high-income but only 25 per cent over a third of low- and lower-middle-income countries of low-income countries called on all their teachers to that provided lessons through TV or radio reported engage in remote/online teaching. Of those countries, that less than half of primary school students were half required teachers to do so from the school reached. Ensuring take-up and engagement would premises. Globally, about 7 in 10 countries encouraged require remote learning strategies suited to the context, teachers to use phone and video conferencing, while along with parental engagement and support from only 1 in 4 countries encouraged home visits. On and to teachers. Furthermore, the effectiveness of average, 3 in 10 countries in 2020 and 4 in 10 in 2021 remote learning is not always assessed: 73 per cent of recruited additional teachers to support teaching after countries reported having assessed the effectiveness reopening. Only 13 per cent of low-income countries of at least one distance learning strategy. There is a recruited non-teaching staff (including cleaners, health critical need to produce more and better evidence on workers, counsellors, security officers or ICT staff) remote learning effectiveness, particularly in the most compared to 43 per cent of upper-middle-income difficult contexts. countries and 53 per cent of high-income countries that responded to the UIS survey. 2. Access to online learning: To ensure equitable access to remote learning for marginalised communities of 4. Teacher support: Transitioning to remote learning can students and teachers, it is important for countries be a frustrating experience due to poor connectivity, to outline coherent policies and provide supporting lack of digital skills, or the need to adapt pedagogies resources. While 70 per cent of countries responding to remote learning. The majority of countries issued 6 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC instructions to teachers on remote learning (89 REOPENING SCHOOLS SAFELY FOR ALL per cent) and provided professional psychosocial Reopening schools presents myriad challenges including and emotional support (78 per cent). Apart from health, financing and the development of initiatives low-income countries, most countries also provided to ensure all students return. Key highlights on how teachers with teaching content adapted to remote education systems around the world tackled these include teaching; ICT tools and free connectivity; and the following: professional development activities on pedagogy and effective use of technologies with various pedagogies. 6. Health protocols: Minimizing disease transmission Most countries reported that teachers were or would in schools requires a range of measures. Schools be a priority target for vaccination against COVID-19, can implement some of these with existing means, either through a national immunization measure (59 others require a limited additional investment, and per cent) or through the COVAX initiative (7 per cent). still others entail more investment and coordination, Governments should continue to prioritize teachers for including with other sectors. Countries that responded vaccination to deliver on their commitment of safely to the UIS survey largely promoted practices related reopening schools for in-person learning. to physical distancing, and hand and respiratory hygiene. There was an increase in the use of health 5. Decision-making: Governments have had to make and hygiene measures, notably self-isolation and the multiple decisions on school closures, remote learning tracking of staff or students who had been exposed and reopening. Countries were asked to report at to or infected with COVID-19. Activities that require which administrative level they had made decisions on additional investment or coordination, such as contact eight strategic policy measures during the pandemic: tracing and testing in schools, exhibit lower rates of school closures and reopening; adjustments to the adoption. Low-income countries are lagging behind in school calendar; resources to continue learning during the implementation of even the most basic measures: school closures; additional support programs for for instance, less than 10 per cent reported having students after school reopening; working requirements sufficient soap, clean water, sanitation and hygiene for teachers; compensation for teachers; hygiene facilities, and masks to ensure the safety of all measures for school reopening; and changes in learners and staff, compared to 96 per cent of high- funding to schools. Across all eight measures, income countries. A lack of commitment or culture decisions were mostly made centrally or by involving of safety among the public was also a concern in the the central government together with some of the sub- majority of low- and middle-income countries. national entities. This trend is especially true in lower income countries, while in higher income countries 7. Financing: COVID-19 challenges the financing of some of the decisions were more devolved. By and education. Demand for funds is rising, in competition large, most countries made decisions either exclusively with other sectors, while governments’ revenues at the central level or through coordination across are falling. Nevertheless, 49 per cent of countries different layers of administration. This is especially true increased their education budget in 2020 relative for school closure/reopening decisions, which were to 2019, while 43 per cent maintained their existing made exclusively at the central level in 68 per cent budget. Funding is set to increase in 2021, as of countries and at multiple, including central, levels about 60 per cent of countries plan to increase their in an additional 21 per cent of countries. Decisions education budget compared to 2020 (see Figure were also generally made centrally for school calendar 6-1). Additional investment is critical to ensure adjustments (69 per cent), school funding changes blended learning, support vulnerable students, train (53 per cent) and school reopening hygiene measures teachers in digital learning and ensure safe school (48 per cent). Decisions involving various levels were reopening. Low- and lower-middle-income countries more common on teacher compensation (58 per cent) were more likely to provide financial support to than on other policy measures. Finally, decisions on students, while high-income countries were more additional support programmes for students and on likely to increase teacher compensation. Likewise, teacher working requirements were more likely to be only 25 per cent of low-income countries compared taken exclusively at the school level, in particular in to 96 per cent of high-income countries reported OECD countries. regular or extra (on top of regular) expenditures 7 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI329523 / on digital learning. An additional allocation from were also uncommon, especially for girls. This is a government was the most commonly cited source cause for concern, as adolescent girls are at highest of additional funding across countries, particularly risk of not returning to school in low- and lower- among high-income countries, as 86 per cent of middle-income countries. them reported. In contrast, 67 per cent of low- income countries reported receiving development PLANNING AHEAD AFTER assistance to support the education response SCHOOLS REOPEN to COVID-19. The majority of countries reported Reopening school doors should be a priority in all countries, considering the number of students or classes when but doing so alone is not enough. As schools reopen and allocating additional funds for education. begin a shift into the “new normal”, education cannot go back to “business as usual.” Following large periods of 8. Early school leaving prevention: Reopening school closure, students will return with uneven levels of knowledge doors alone is not enough. Even after schools reopen, and skills. Some may not return at all. This holds particularly some students, especially the most vulnerable, true for children from more disadvantaged backgrounds. may not return to school. Over 85 per cent of Mental health issues, gender-based violence and other countries could provide an estimate of primary and setbacks may have also arisen or escalated closures due to lower secondary school in-person attendance after the disruption in school-based services. Students will need reopening, though one in four could not do so for tailored and sustained support as they readjust and catch up. the pre-primary level. Less than a third of low- and middle-income countries reported that all students As education systems forge ahead, measuring learning had returned to in-person schooling. Most low- and levels will prove more important than ever. System leaders middle-income countries reported using at least one need to understand the extent of learning losses and ensure form of outreach measure to encourage all students that students, including the youngest learners, receive to return to school, most commonly modifications to adequate and targeted support. Building on the investments water, sanitation and hygiene facilities or community made in remote learning systems will create resilient engagement. Meanwhile, only one in four countries systems that can withstand the impact of future crises. Low- globally provided incentives (cash, food or transport) income countries, in particular, should receive the support and fee waivers. Reviewing or revising access policies they need to do the same. 8 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC CONTENTS CLICK ON ANY ITEM TO NAVIGATE PUBLICATION EXECUTIVE SUMMARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 PA R T 5 SCHOOL REOPENING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 PA R T 6 PA R T 1 EDUCATION FINANCING. . . . . . . . . . . . . . . . . . . . . . . . . . . 36 LEARNING LOSS AND SCHOOL CLOSURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 PA R T 7 LOCUS OF DECISION MAKING.. . . . . . . . . . . . . . . . . . 40 PA R T 2 LEARNING ASSESSMENT AND PA R T 8 EXAMINATIONS.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 CONCLUSION.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 PA R T 3 REFERENCES.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 REMOTE LEARNING DELIVERY SYSTEMS.. . 22 ANNEX PA R T 4 COUNTRY AND POPULATION TEACHERS AND EDUCATIONAL COVERAGE IN EACH FIGURE. . . . . . . . . . . . . . . . . . . . 48 PERSONNEL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 TABLES TABLE 1-1: Number of countries that participated in the TABLE 1-3: Number of countries with a valid answer for survey Country and population coverage in each figure . . . . . 48 figures by education level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 TABLE 1-2: Country, population and enrollment coverage in each figure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 9 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURES CLICK ON ANY ITEM TO NAVIGATE PUBLICATION FIGURE 1-1: Mean of instruction days lost by level of FIGURE 4-1: Work requirement, by income group.. . . . . . . . . . . . . . 27 education and income group in 2020 . . . . . . . . . . . . . . . . . . . . . . . . . 14 FIGURE 4-2: Recruitment of teachers and other FIGURE 1-2: Total instruction days lost and compared with educational personnel, by income group .. . . . . . . . . . . . . . . . . . . . . 27 harmonized learning outcomes, by income group. . . . . . . . . . . . . 14 FIGURE 4-3: Number of interactions encouraged between FIGURE 1-3A: Share of countries reporting full school teachers and parents and/or students during school closures as of February 2021, by income group. . . . . . . . . . . . . . . 15 closures, by income group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 FIGURE 1-3B: Share of countries reporting full school FIGURE 4-4: Support provided to teachers nationwide, by closures as of February 2021, by income group and type of support and income group . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 education level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 FIGURE 5-1: Complex measures included in Ministry FIGURE 1-4: Share of countries that conducted endorsed school health and hygiene guidelines for assessments to track impact of school closures, by schools, by income group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 income group.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 FIGURE 5-2: Estimated share of schools implementing FIGURE 1-5: Share of countries reporting adjustments to school health and hygiene guidelines, by income group. . . . . . 31 the school calendar dates and curriculum due to COVID- 19, by income group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 FIGURE 5-3: Bottlenecks for implementation of health and hygiene guidelines, by income group. . . . . . . . . . . . . . . . . . . . . . . . . . 32 FIGURE 2-1: Share of respondent countries that implemented new policies to national examinations due FIGURE 5-4: Estimated share of students who attended to the pandemic during the school year 2019/2020, by school in-person after the reopening of schools, by level income group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 of education and income group.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 FIGURE 2-2: Share of respondent countries who reported FIGURE 5-5: Outreach/support measures to encourage changes related to scheduling of exam due to the return to school for vulnerable populations, by income pandemic during the school year 2019/2020, by income group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 group and level of education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 FIGURE 5-6: Remedial measures to address learning FIGURE 2-3: Share of respondent countries who reported gaps implemented when schools reopened, by level of changes related to implementing national examinations education and income group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 due to the pandemic during the school year 2019/2020, FIGURE 6-1A/B: Changes to the fiscal year education by income group and level of education . . . . . . . . . . . . . . . . . . . . . . 20 budget to ensure the response to COVID-19 for lower FIGURE 2-4: Share of respondent countries that introduced secondary education: a) In 2020 compared to 2019; b) adjustment to graduation criteria in school re-opening In 2021 compared to 2020, by income group. . . . . . . . . . . . . . . . 37 plans at the national/sub-national level (end of school FIGURE 6-2: Sources of additional funding for education year 2019/2020), by level of education and income group .. . 21 during the COVID-19 pandemic, by income group.. . . . . . . . . . . 38 FIGURE 3-1: Share of respondent countries offering FIGURE 6-3: Criteria used to allocate additional public a remote learning modality across at least one funds/resources in primary and secondary education, by educationlevel, by income group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 income group.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 FIGURE 3-2: Share of respondent of countries with over FIGURE 7-1: Decision locus for eight educational policy 75 percent of students following remote education, by measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 income group and level of education.. . . . . . . . . . . . . . . . . . . . . . . . . . 23 FIGURE 7-2A/B: Mix of loci under the ‘multiple’ loci FIGURE 3-3: Share of respondent countries instituting category for two educational policy measures.. . . . . . . . . . . . . . . . . 41 supporting measures to facilitate online remote learning, by income group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 FIGURE 7-3A/B: Decision locus across income groups for two educational policy measures, by income group. . . . . . . . . . 42 10 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI336269/MA INTRODUCTION T BACKGROUND being affected by COVID-19 education disruption, countries he COVID-19 pandemic brought the loss of many need data more urgently than ever to plan and monitor lives and placed severe pressures on health emergency response efforts and prepare for medium- and systems. Since March 2020, most governments long-term mitigation and recovery strategies. worldwide have implemented policies to contain the disease’s spread. At the peak of national THE SURVEY school closures in early April, over 1.6 billion As part of the coordinated global education response to the learners and 100 million teachers and school personnel in COVID-19 pandemic, the UNESCO Institute for Statistics more than 190 countries were affected. School closures and (UIS), the United Nations Children’s Fund (UNICEF) and the subsequent transition to other learning methods risk World Bank have conducted a Survey on National Education hindering effective learning during the pandemic and Responses to COVID-19 School Closures. The survey endangering the progress towards achievement of instrument is designed for government officials responsible Sustainable Development Goal 4 (SDG 4), which was for education to capture de jure policy responses and already lagging before COVID-19. perceptions from government officials on their effectiveness, providing a systematic understanding of deployed policies, While the COVID-19 pandemic caused a global learning practices, and intentions to date. disruption of unprecedented scale and severity, it also revealed the enormous potential for innovation in education 118 countries completed the first round of the survey and reform of education systems. After more than a year of between May and June 2020 and 149 countries completed 11 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI388466/DEJO NG H the second round between July and October 2020. curricula. Section 2 investigates various policy adjustments UNESCO, UNICEF, and the World Bank produced a joint on learning assessment and examinations. Section 3 report – “What have we learnt? Overview of findings from a addresses distance learning modalities deployed and the survey of ministries of education on national responses to policies and strategies implemented to ensure equity and COVID-19”3 based on the first two rounds of data collection. boost access to and effectiveness of online learning. Section 4 addresses policy implementations to support teachers and The Organization for Economic Co-operation and Development (OECD) joined the consortium in the third round of the survey, which was answered by a total of 143 countries4 between February and May 2021. The respondent countries in this round cover 58% of the school-age After more than a year of being affected by COVID- population (SAP) and 53% of the enrollment in the world. 19 education disruption, countries need data more The survey results will help to better inform local and urgently than ever to plan and monitor emergency national responses and support the decisions and actions of response efforts and prepare for medium- and partners in support of governments. long-term mitigation and recovery strategies. ORGANIZATION OF THE REPORT This report presents key findings from the 3rd round of the education personnel. Section 5 addresses school reopening UNESCO-UNICEF-World Bank-OECD survey, although in management and health protocols for all students. Section some cases, data from the previous two rounds and some 6 addresses system-level responses in education financing. other sources were also used. The report has eight sections. Section 7 investigates the locus of decision-making of public Section 1 addresses the potential learning losses implied by institutions during the pandemic. Finally, section 8 provides school closures and policies related to school calendars and an overall conclusion. 3 https://data.unicef.org/resources/national-education-responses-to-covid19/ 4 31 countries submitted responses to the OECD and 112 countries responded to the UIS. Seven countries responded to both surveys; the more complete set of their responses were used in analysis. 12 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI357794/BUTA PA R T 1 LEARNING LOSS AND SCHOOL CLOSURES M INTRODUCTION SCHOOL CLOSURES HAVE LED TO ore than a year ago, COVID-19 abruptly A SIGNIFICANT REDUCTION IN IN- shut down schools across the world and PERSON INSTRUCTION TIME caused disruptions in students’ schooling. In 2020, on average, schools were fully closed for 79 Even though many governments deployed instruction days (across pre-primary, primary, lower secondary, distance education programs to ensure and upper secondary). This represents roughly 40% of total continuity in learning (UNESCO, UNICEF, instructional days averaged across OECD and G20 countries and World Bank, 2020), the reduction in in-person (OECD 2014 and OECD, 2020). However, there is variation in instruction time has signaled potential learning losses the number of in-person instruction time lost across income (World Bank, 2020). This chapter looks at the extent of levels. Schools were fully closed for 88 instruction days on school closures and reduction in in-school instruction time average in low-income countries, 115 days in lower-middle one year into the pandemic, and explores education income countries, and 53 days in high-income countries. The ministries’ responses to school closures, including reason school closures were protracted among lower-middle- measurement of student learning outcomes and policies and low-income countries is likely to be associated with lack of introduced to mitigate learning loss. infrastructure to ensure a safe return to school. 13 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 1-1: Mean of instruction days lost by level of education and income group in 2020 150 122 120 114 114 MEAN OF INSTRUCTION DAYS LOST 108 106 97 92 94 90 90 86 85 90 78 78 79 80 60 53 55 56 46 30 0 LOW INCOME (N=12) LOWER MIDDLE (N=22) UPPER MIDDLE (N=24) HIGH INCOME (N=48) GLOBAL (N=106) PRE PRIMARY PRIMARY LOWER SECONDARY UPPER SECONDARY Note: Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. Across levels of education, policies around closures are despite emerging evidence that showed younger children somewhat consistent. At the pre-primary and primary were not likely to contract or transmit the disease. This levels, countries reported that 78 in-school instruction days difference in the expediency of returning the youngest respectively were lost on average, compared to 79 and 80 learners to school may be an indication that research- days for lower secondary and upper secondary respectively. backed health recommendations for in-person education Averages, however, may mask large differences across (for example, physical distancing) were more feasible to income groups. For instance, among high-income countries, implement among high-income countries but significantly pre-primary schools were fully closed for an average of more challenging in lower-income settings. 46 days in 2020 compared with 90 days in low-income countries (figure 1-1). The high incidence of school closures Countries with relatively lower learning outcomes (as at pre-primary levels in low-income countries was seen proxied by the World Bank’s Harmonized Learning FIGURE 1-2: Total instruction days lost and compared with harmonized learning outcomes, by income group 250 NUMBER OF INSTRUCTION DAYS SCHOOLS WERE FULLY CLOSED R2 = 0.1778 200 150 100 50 0 300 350 400 450 500 550 600 HARMONIZED LEARNING OUTCOME (HLO) LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME Note: Harmonized Learning Outcomes for the year 2020 are based on World Bank data. More information on the coverage of each income group can be found in Annex 1. 14 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC Outcomes (HLO) (Patrinos, Angrist, 2018) indicator) were relatively small response sample (16 countries) does not more likely to experience a reduction in face-to-face allow for further analysis of this pattern. However, these instruction days (figure 1-2). The negative relationship low numbers are not surprising, as other sources (for between HLO and loss of in-person instruction time is example, the UNESCO School Closures Tracker and Global relatively stronger for high-income countries, as highlighted Education Recovery Tracker) paint a similar picture of in the recent OECD report comparing lost in-person school closures in low-income countries. While some low- instruction days in upper secondary to PISA scores (OECD, income countries focused on health risks and continued to 2021). However, the relationship is less clear for low-, keep schools closed, others reopened schools, prioritizing lower middle- and upper-middle-income countries. resumption of in-person learning. Looking back at 2020, ministries of education in low-income countries faced THE SCALE OF SCHOOL CLOSURES AS multiple pressures to reopen. Some low-income countries OF FEBRUARY 2021 VARIED BY COUNTRY prioritized opening the graduating grades. With longer INCOME STATUS AND EDUCATION LEVEL school closures and lack of effective remote learning Since the initial school closures in March/April 2020, many provision, there may have been significant political school systems have reopened and reclosed as the pandemic pressures in such countries to reopen schools. re-emerged in multiple waves. In February 2021, 21 per cent of respondent countries reported continued COVID-19 school TO UNDERSTAND THE FULL IMPACT OF THE closures at primary, lower secondary and upper secondary PANDEMIC ON HUMAN CAPITAL OUTCOMES, levels. But patterns across income groups varied. 28 per cent COUNTRIES NEED TO MEASURE LEARNING of lower-middle income countries, 15 per cent of upper-middle LOSSES, WHICH ARE LIKELY TO BE income countries, and 28 per cent of high-income countries EXACERBATED BY SCHOOL CLOSURES reported schools were fully closed across all education levels Over the past year, countries have responded with a variety of due to COVID-19, while low-income countries did not report learning modalities, including fully remote, hybrid and face-to- any full school closures at that time (figure 1-3a/b). face learning. The limited evidence available so far suggests that despite provision of remote learning modalities, students Among low-income countries that responded to the survey, are experiencing learning losses due to school closures and only one indicated that schools were closed either at the a reduction in in-school instruction time. Learning losses can pre-primary, primary, and lower secondary levels. The refer to both an absolute reduction in learning levels and less FIGURE 1-3a: Share of countries reporting full school FIGURE 1-3b: Share of countries reporting full school closures closures as of February 2021, by income group as of February 2021, by income group and education level. BY COUNTRY INCOME LEVEL BY INCOME LEVEL AND GRADE 30 35 33 28 28 31 31 31 31 25 30 28 27 21 24 21 24 PER CENT OF COUNTRIES 25 23 23 PER CENT OF COUNTRIES 20 20 20 15 15 15 15 10 10 6 6 5 5 0 0 0 0 0 LOW INCOME LOWER UPPER HIGH INCOME GLOBAL LOW INCOME LOWER UPPER HIGH GLOBAL (N=16) MIDDLE MIDDLE (N=58) (N=143) (N=16) MIDDLE MIDDLE INCOME (N=143) (N=29) (N=40) (N=29) (N=40) (N=58) PRIMARY LOWER SECONDARY UPPER SECONDARY Note: The y axis shows per cent of countries with fully-closed schools across primary, lower Note: The y axis shows per cent of countries with fully-closed schools across primary, lower secondary, and upper secondary. While the results represented in this Figure covers more than secondary, and upper secondary. Caution is advised in generalizing the results represented in the 50 per cent of the global student-aged population, this may not apply to specific income groups. figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 More information on the population coverage of each income group can be found in Annex 1. year old population. More information on the coverage of each income group can be found in Annex 1. 15 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNI CEF/UNI364473/ progress than what would be expected in a typical year. These Standardized student assessments can help measure, losses are likely to vary across countries and sub-groups. For track and compare learning losses. However, only a little example, a systematic review by Donnelly and Patrinos (2021) over one-third of countries report having taken steps to focusing on studies from high-income countries shows a assess students in a standardized way to measure learning pattern of learning losses among certain students as well as losses at the national or sub-national level at either primary increased inequality in learning among certain demographics. or lower secondary in 2020. The figure for formative While there is a dearth of evidence on learning losses in assessments is higher, with more than half (58 per cent) low-income settings, some emerging evidence suggests that of countries reporting conducting formative assessments children in rural Kenya lost, on average, in excess of 3.5 at the classroom level at either primary or lower secondary months of learning (Whizz Education, 2021), and children in in 2020. Forty-four per cent of low-income countries and Ethiopia only learnt 30-40 per cent as much as they would in 55 per cent of lower middle-income countries reported a normal year (Kim et al., 2021). conducting formative assessments at the classroom level. FIGURE 1-4: Share of countries that conducted assessments to track impact of school closures, by income group 80 69 70 58 60 55 50 PER CENT OF COUNTRIES 50 50 44 38 40 38 40 28 30 20 10 0 LOW INCOME (N=16) LOWER MIDDLE (N=29) UPPER MIDDLE (N=40) HIGH INCOME (N=58) GLOBAL (N=143) FORMATIVE ASSESSMENTS BY TEACHERS STANDARDIZED ASSESSMENTS AT THE NATIONAL OR SUB-NATIONAL LEVEL Note: The chart shows the per cent of countries in a specific income group that responded with the answer for at least one education level among primary and lower secondary, which are the only education levels available for this question. While the results represented in this Figure covers more than 50 per cent of the global student-aged 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. 16 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC However, 40 per cent of countries reported no plan to 2020/2021, with the remaining reporting no such plans or assess student learning in a standardized way at both responding “don’t know”. primary and lower secondary levels, most (53 per cent) of which are low-income countries. The first step towards While the majority of low-income countries focused on mitigating potential learning losses is to measure them extending the academic year, a relatively lower proportion of (Luna-Bazaldua, Levin, and Liberman, 2020) and it is vital low-income countries opted to prioritize specific areas of the that countries invest in assessing the magnitude of such curriculum. Curriculum prioritization to remediate learning losses through standardized or formative assessments losses is critical to help students catch up once they return (Luna-Bazaldua, Levin, and Liberman, 2021). to school, and to tackle the learning crisis that preceded COVID-19 school closures. Assessment of learning losses, COUNTRIES ARE RESPONDING TO SCHOOL along with targeted support aligned with the child’s learning CLOSURES AND POTENTIAL LEARNING level, can aid the recovery of lost learning and help LOSSES WITH A VARIETY OF MECHANISMS transform education systems for the better. Extensive school closures have required that governments take drastic actions to mitigate potential learning losses, CONCLUSION such as prioritization of certain areas of the curriculum Survey responses, in conjunction with emerging evidence, or adjustments to the school calendar. While 41 per cent point to increased learning losses as a result of the of countries report extending the academic year, 42 per reduction in in-person instruction time for millions of cent report prioritization of certain areas of the curriculum children around the world. They also highlight the various or certain skills, and 28 per cent report that schools/ approaches and policies applied by governments to curb districts could decide and implement adjustments at their the losses, the extent of which can only be accurately own discretion, for at least one education level. However, determined through student assessments. Government more than half (54 per cent) of the countries report no responses include mechanisms such as modifying the adjustments have been or will be made at all education calendar and curriculum, introducing targeted remedial levels. Analysis from the OECD suggests that when catch up, adjusting teacher professional support, countries prioritized certain curriculum areas or skills when modifying examination schedules and other measures. The schools reopened, they were most likely to choose reading, effectiveness of the mitigation tools applied often depends writing and literature as the priority subjects and, to a on the local context and baseline learning levels (i.e., the lesser extent, mathematics (OECD, 2021). Furthermore, level of learning poverty prior to COVID-19 disruptions). It is only one-third of countries report plans to revise regulation increasingly apparent that recovery will be challenging and (at the national level) on the duration of instruction opportunities are fleeting. time and content of curriculum after the school year FIGURE 1-5: Share of countries reporting adjustments to the school calendar dates and curriculum due to COVID-19, by income group 80 75 70 62 60 55 55 PER CENT OF COUNTRIES 50 48 50 44 41 42 41 40 33 28 30 24 20 14 16 10 0 LOW INCOME (N=16) LOWER MIDDLE (N=29) Upper middle (N=40) HIGH INCOME (N=58) GLOBAL (N=143) PRIORITIZE CERTAIN SKILLS OR SCHOOLS/DISTRICTS/THE MOST LOCAL LEVEL OF ACADEMIC YEAR EXTENDED AREAS OF THE CURRICULUM GOVERNANCE COULD DECIDE AT THEIR OWN DISCRETION Note: The chart shows the per cent of countries in a specific income group that responded with the answer for at least one education level among pre-primary, primary, lower secondary and upper secondary. More information on the coverage of each income group can be found in Annex 1. 17 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI388477/DEJONG H PA R T 2 LEARNING ASSESSMENT AND EXAMINATIONS L earning assessments and examinations serve second joint survey highlighted that, as of October 2020, few different but critical functions. Learning respondent countries were planning to assess their students assessments aim to gather information on what once schools re-opened (UNESCO, UNICEF and World students know, understand, and can do, whereas Bank, 2020). examinations are used to certify or select learners in a given grade or age for further schooling, Given that a year has passed since schools first closed, training or work. In particular, national examinations can it is important to monitor and understand how countries determine students’ ability to progress further in their assessed, evaluated, and certified their students. The third education and inform decisions on tracking students. Data round of the joint survey asked questions about: i) changes from previous rounds of the joint survey provided some to national examinations due to the pandemic during the critical insights on how countries adapted their learning school year 2019/2020 (or end of 2020); ii) steps taken to assessment and examination practices in response to school assess whether there have been learning losses as a result closures. For example, data from the first round of the joint of COVID-19-related school closures in 2020; iii) share of survey highlighted that, as of May 2020, more than half of students being evaluated to assess learning loss5 and iv) respondent countries postponed or rescheduled high-stakes adjustment to graduation criteria at the end of school year examinations (Nugroho et. Al., 2020). Similarly, data from the 2019/2020 (or end of 2020). 5 This question is part of UNESCO’s module. Therefore, countries that responded to the OECD surveys did not respond to this question. The question is part of Questionnaire section ‘planning 2021’. 18 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 2-1: Share of respondent countries that implemented new policies to national examinations due to the pandemic during the school year 2019/2020, by income group 100 80 75 70 63 59 PER CENT OF COUNTRIES 60 50 40 36 33 30 21 20 10 4 5 4 0 PRIMARY (N=91) LOWER SECONDARY (N=102) UPPER SECONDARY (N=119) NO POLICY CHANGES ONE POLICY CHANGE TWO OR MORE POLICY CHANGES Note: The chart shows the per cent of countries with valid responses. 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 that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. ALMOST ALL COUNTRIES of administration (e.g., computer-based or online-based); INTRODUCED CHANGES TO NATIONAL (d) Introduced additional health and safety measures (e.g., EXAMINATION DUE TO COVID-19 extra space between desks for distancing students); (e) Ministries of Education around the world tackled challenges Introduced alternative assessment/validation of learning to national examinations using a diverse array of policy (e.g., appraisal of student learning portfolios); (f) Canceled responses. The joint survey asked if they had implemented the examinations and used an alternative approach for high- any policy changes to national examinations during the stakes decision making (e.g., calculated grades); and (g) school year 2019/20 due to COVID-19. These policy Other (please specify). changes include (a) Postponed/rescheduled examinations; (b) Adjusted the content of the Examinations (e.g., subjects Almost all respondents (approximately 95 per cent) covered or number of questions); (c) Adjusted the mode reported implementing changes to national examinations FIGURE 2-2: Share of respondent countries who reported changes related to scheduling of exam due to the pandemic during the school year 2019/2020, by income group and level of education 100 80 80 75 73 69 70 67 68 60 PER CENT OF COUNTRIES 60 56 51 50 49 50 41 41 41 38 38 37 38 40 36 32 32 32 32 33 28 30 28 29 28 28 27 30 27 25 22 24 24 20 20 17 18 9 11 8 8 10 0 0 0 RESCHEDULED/ CANCELED INTRODUCED RESCHEDULED/ CANCELED INTRODUCED RESCHEDULED/ CANCELED INTRODUCED POSTPONED EXAM EXAM ALTERNATIVE POSTPONED EXAM EXAM ALTERNATIVE POSTPONED EXAM EXAM ALTERNATIVE ASSESSMENT ASSESSMENT ASSESSMENT PRIMARY LOWER SECONDARY UPPER SECONDARY LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL Note: The chart shows the per cent of countries with valid responses. 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 that responded to this question may not exceed 50 per cent of the total 4-17 year old population (depending on the education level). More information on the coverage of each income group can be found in Annex 1. 19 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC (figure 2-1). Most countries that implemented changes to Rescheduling/postponing examinations was the preferred national examinations (63 per cent respondent countries approach among all income groups, although it is more in primary, 59 per cent in lower secondary and 75 common among low- and lower-middle income countries. per cent in upper secondary) reported introducing a No low-income country reported canceling examinations in combination of policy changes. lower and upper secondary levels, but respondent countries from other income groups did report canceling national Among countries that implemented only one policy examinations for those levels. Compared with other income change for any education level, no country selected groups, a smaller share of low-income countries reported introducing ‘adjusting the content’ as a standalone policy. introducing alternative assessments. 6 This indicates that the policy change of ‘adjusting the content’ was implemented in conjunction with other Globally, 30 per cent of countries canceled examinations policy changes. at the primary level compared to 18 per cent at the upper secondary level (figure 2-2). Moreover, compared with Figure 2-2 suggests that the COVID-19 pandemic other levels of education at the upper secondary level, impacted the scheduling of national examinations, with fewer countries reported canceling examinations across many countries reporting adjustments. Some respondent all income groups. National examinations at the upper countries reported canceling examinations, others reported secondary level tend to be important in most countries, as rescheduling examinations or introducing alternative they typically certify the completion of upper secondary assessment to substitute for national examinations. It is level and can be used to progress to tertiary education. important to note that as countries were asked to report on changes to national examinations in the school year, and To a varying extent, countries also introduced policies they could choose multiple options, it could be that some to facilitate the implementation of examinations through countries first postponed the exam and later canceled it measures that included improving health and safety due to the pandemic. This is based on the fact that some standards at the examination center, changing the countries responded in the affirmative to both postponing examination contents or switching to an online model of examinations and canceling them. testing (figure 2-3). Among these options, the common 6 For the sake of the analysis, the responses to this question have been grouped as those related to scheduling national examinations and those related to implementing the national examination. Scheduling national examinations include responses to: Postponed/rescheduled the Examinations; Introduced alternative assessment/validation of learning (e.g. appraisal of student learning portfolio); Canceled the Examinations and used an alternative approach for high-stakes decision making (e.g., calculated grades). Implementing the national exam include responses to: Adjusted the content of the Examinations (e.g., subjects covered or number of questions); Adjusted the mode of administration (e.g., computer- based or online-based); Introduced additional health and safety measures (e.g., extra space between desks for distancing students); Other (please specify). FIGURE 2-3: Share of respondent countries who reported changes related to implementing national examinations due to the pandemic during the school year 2019/2020, by income group and level of education 100 80 72 72 69 70 70 64 64 64 58 PER CENT OF COUNTRIES 60 54 54 52 53 50 50 49 50 44 40 38 36 36 35 35 32 32 31 32 28 28 28 29 30 25 26 25 27 26 24 21 20 14 15 13 12 10 8 0 0 0 0 0 INTRODUCED ADJUSTED ADJUSTED INTRODUCED ADJUSTED ADJUSTED INTRODUCED ADJUSTED ADJUSTED ADDITIONAL THE CONTENT THE MODE ADDITIONAL THE CONTENT THE MODE ADDITIONAL THE CONTENT THE MODE HEALTH AND HEALTH AND HEALTH AND SAFETY MEASURES SAFETY MEASURES SAFETY MEASURES PRIMARY LOWER SECONDARY UPPER SECONDARY LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL Note: The chart shows the per cent of countries with valid responses. 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 that responded to this question may not exceed 50 per cent of the total 4-17 year old population (depending on the education level). More information on the coverage of each income group can be found in Annex 1. 20 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC approach across all respondent countries is the homes were transformed into classrooms and students introduction of health and safety measures. This is also the continued to access education using different remote preferred approach at the upper secondary level, where learning modalities (UNESCO, UNICEF and World Bank, administration of national examinations is critical. 2020). Similarly, course content and teaching had to be adapted to suit remote learning modalities (ibid). Adjusting the examination contents was a less common choice in low- and lower-middle-income countries In practical terms, this shift is expected to widen compared with their higher income counterparts. Another educational inequality (World Bank,2020; UNICEF, 2020). option popular among high-income countries but not among Some students continued learning and kept up with the low-income countries is adjusting the mode of examination. curriculum, whereas others couldn’t. These changes These decisions reflect the resource availability, different due to the COVID-19 pandemic also have implications realities and constraints that countries face when making for mechanisms that seek to assess and certify student choices about assessment and examination plans. learning, as well as those mechanisms that allow for key decisions on students’ progression. WHILE ALL THE COUNTRIES TRIED TO ADJUST EXAM DUE TO As schools re-open for in-person instruction, it will be COVID-19 PANDEMIC, COUNTRIES important to understand the differences in the levels ALSO INTRODUCED CHANGES of knowledge and skills their students have, against TO GRADUATION CRITERIA expected learning levels. To this end, measuring learning In addition to changes to national examinations, countries loss is a critical component of the provision of adequate also included adjustment to graduation criteria as part education, especially for those students who fell behind of their school re-opening plan. Globally, 34 per cent of during school closures. It is also important that education respondent countries reported including plans to adjust systems consider how best to adjust learning assessment graduation criteria for the school year 2019/2020 (end of and examination systems in the context of learning loss. 2020) for the primary level (figure 2-4). This share increases Many education systems rely on national examinations gradually with each level of education, with 47 per cent of to decide which students progress to the next level. As respondent countries doing so for upper secondary level. students reel from a difficult year, with the most serious Across all levels of education, this approach was most negative impacts on children from more disadvantaged common among lower-middle income countries. backgrounds, it will be important for education systems to rethink how best to assess and certify their students, CONCLUSION while ensuring that the most disadvantaged students do School closures placed students in unique situations as not bear the brunt of a lost year of learning. FIGURE 2-4: Share of respondent countries that introduced adjustment to graduation criteria in school re-opening plans at the national/sub-national level (end of school year 2019/2020), by level of education and income group 100 80 70 64 PER CENT OF COUNTRIES 60 55 50 47 50 45 45 40 41 38 38 40 34 33 30 30 30 24 20 10 0 LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL PRIMARY LOWER SECONDARY UPPER SECONDARY Note: The chart shows the per cent of countries with valid responses. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question may not exceed 50 per cent of the total 4-17 year old population (depending on the education level). More information on the coverage of each income group can be found in Annex 1. 21 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UN0371891/SOEUM PA R T 3 REMOTE LEARNING DELIVERY SYSTEMS C OVID-19-related school closures have AMONG LOW-INCOME COUNTRIES, prompted governments around the world to TELEVISION AND RADIO WERE THE mobilize remote learning solutions to ensure MOST POPULAR REMOTE LEARNING educational continuity. Many governments MODALITIES, WHEREAS AMONG HIGH- were swift in their response and provided INCOME COUNTRIES, ONLINE PLATFORMS multiple modalities of remote learning to WERE THE MOST POPULAR CHOICE reach children and young people while schools were closed. Across income groups, countries deployed various high- These remote learning modalities ranged from paper-based tech and low-tech modalities to facilitate remote learning take home materials, to broadcast media such as TV and throughout 2020 and 2021, including online, television, radio, to digital online platforms. This chapter explores the radio, mobile and take-home learning packages. Overall, education ministries’ perspectives on how governments 99 per cent of countries in our sample report provided supplied remote learning during COVID-19-related school at least one remote learning modality for one or more closures, the take-up and effectiveness of remote learning, education level (pre-primary, primary, lower-secondary and and the challenges facing students, especially vulnerable upper-secondary). populations, in using remote learning. These perspectives can help inform effective mitigation of the impacts of the Around 9 out of 10 high-income countries report providing current crisis and build resilience in education systems remote learning through online channels compared to against future crises. 64 per cent of low-income countries (figure 3-1). Online platforms were also among the most popular choices 22 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 3-1: Share of respondent countries offering a remote learning modality across at least one education level, by income group 100 96 96 95 96 90 91 85 87 85 86 83 84 83 85 82 80 73 71 70 PER CENT OF COUNTRIES 65 58 59 60 54 40 40 30 30 25 26 24 20 12 11 0 LOW INCOME (N=14) LOWER MIDDLE (N=27) UPPER MIDDLE (N=40) HIGH INCOME (N=57) GLOBAL (N=138) ONLINE PLATFORMS TELEVISION MOBILE PHONES RADIO TAKE HOME PACKAGES OTHER DISTANCE LEARNING Note: The chart shows the per cent of countries with valid responses. The y axis shows the per cent of countries in a particular income group that responded as using a particular modality for at least one of the education levels (pre-primary, primary, lower secondary, and upper secondary). While the results represented in this Figure covers more than 50 per cent of the global student-aged 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. in lower-middle and upper-middle income countries. In as radio or television, with interactive mobile-based modalities addition to online platforms, paper-based take-home using SMS or phone calls, can allow tailored feedback from packages were a popular remote learning modality among teachers to students and potentially improve the effectiveness lower-middle-, upper-middle- and high-income countries. of remote instruction (UNICEF, 2020). Furthermore, the use A majority of low-income countries report using broadcast of multiple modalities can help increase access for children media such as TV (82 per cent) and radio (92 per cent). from marginalized, rural or low-income households who lack the regular technological access needed to access remote ACROSS INCOME GROUPS, A MAJORITY OF learning (UNICEF, 2020 and Dreesen et al., 2020). COUNTRIES USED MULTIPLE MODALITIES TO FACILITATE REMOTE LEARNING PROVISION OF REMOTE LEARNING DOES The vast majority (94 per cent) of countries report using NOT AUTOMATICALLY ENSURE TAKE-UP multiple modalities to provide remote learning. In fact, more While most governments around the world provided a than half of the countries reported used five or more remote remote learning modality for at least one education level, learning modalities. Combining one-way technologies, such the provision of remote learning solutions by governments FIGURE 3-2: Share of respondent of countries with over 75 percent of students following remote education, by income group and level of education 100 87 81 81 81 81 80 77 71 65 PER CENT OF COUNTRIES 64 58 60 53 45 47 46 38 40 33 29 20 13 0 0 0 LOW INCOME (N=8) LOWER MIDDLE (N=21) UPPER MIDDLE (N=32) HIGH INCOME (N=26) GLOBAL (N=87) PRE PRIMARY: 75% OF PRIMARY: 75% OF LOWER SECONDARY: UPPER SECONDARY: STUDENTS OR MORE STUDENTS OR MORE 75% OF STUDENTS OR MORE 75% OF STUDENTS OR MORE Note: The chart shows the per cent of countries with valid responses. The y axis shows the per cent of countries in a particular income that responded about the percent of children accessing remote learning at each education level. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 23 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC does not in itself automatically ensure usage by learners. countries. There is a need to produce more and better Overall, less than half (46 per cent) of countries report that evidence on remote learning effectiveness in low-income more than three in four students followed remote education countries so that countries can understand the magnitude during school closures in 2020 at the pre-primary level of the learning loss and try to mitigate it. (figure 3-2). Investments in early childhood education have been shown to have large returns not just for a child’s future GOVERNMENTS ARE RESPONDING education outcomes but for society as a whole (Muroga TO THE KEY CHALLENGES FACING et al, 2020). Therefore, it is critical not to overlook the EFFECTIVE REMOTE LEARNING youngest children in remote learning responses and to Governments face numerous challenges as they strive to engage caregivers in facilitating children’s learning at home, design and implement effective remote learning solutions. especially for younger students at the pre-primary level Some key challenges arise from limited institutional capacity (Nugroho et al., 2020). to support teachers in the transition to remote learning, poor access for remote learning for vulnerable populations Over a third of low- and lower-middle-income countries (including girls), and the lack of coherent policies and funds whose national distance education strategy included supporting remote learning. broadcasting lessons on television or radio reported that less than half of primary school students were actually TEACHERS NEED TO BE SUPPORTED IN reached by TV and radio.7 It is important that countries THE TRANSITION TO REMOTE LEARNING avoid a “remote learning paradox” where despite provision For some teachers, the transition to remote learning can be of technology to facilitate remote learning solutions the a frustrating experience for a variety of reasons that include take-up by students is low. Several factors can increase poor connectivity, lack of digital skills or the need to adapt take-up and sustained use of remote learning, including pedagogies from an in-person context. Around one-tenth of ensuring that technology is suited to the context, teachers low- and lower-middle-income countries offered no support are well-supported and content is engaging (Aedo, Nahata at all at the national level to help teachers transition to and Sabarwal, 2020). remote learning in 2020, highlighting the need to embed better teacher support in remote learning interventions.8 BETTER EVIDENCE GENERATION Teachers are a critical pillar of effective education systems ON THE EFFECTIVENESS OF and need to be supported in transitioning to and using REMOTE LEARNING IS CRITICAL remote learning modalities. See Section 4 for more details The use of a particular remote learning technology does not on how teachers were supported during the pandemic. necessarily translate to learner engagement, and ultimately learning. To benefit from remote instruction, the learner FACILITATE ACCESS AND TAKE-UP requires a supportive environment that includes regular OF REMOTE LEARNING FOR THE teacher-student interaction, monitoring and feedback, MOST MARGINALIZED STUDENTS remote assistance, and parental guidance, among other It is important for countries to provide supportive factors (Ali, Uppal and Gulliver, 2017). resources to facilitate remote learning so that marginalized communities of students and teachers are not left out. The existing research on learning losses during school For example, 70 per cent of countries responding to the closures, although still limited and mostly restricted UIS survey (57 out of 82 countries in our sample) have to high-income settings, suggests that students are plans to offer either access to the internet or devices at experiencing learning losses as well as increased learning subsidized or zero cost in 2021 and beyond to ensure last- inequality among certain demographics (Donnelly and mile connectivity and access for students to online remote Patrinos, 2020). In our survey, 73 per cent of the countries learning (figure 3-3). However, significant gaps exist. Among report carrying out an assessment in 2020 to study the the low- and lower-middle-income countries who responded effectiveness of at least one remote learning strategy, less to the UIS survey that are offering remote online learning at than one-third of which are low or lower-middle income one or more education levels, one-third have no planned 7 The analysis uses survey question: “S10 Q1. If the country’s national distance strategy included broadcasting lessons on television or radio, what proportion of the population is reached by television and radio?” Countries that responded only to the OECD survey are not included in the sample due to differences in survey design in the OCED questionnaire. 8 The analysis uses survey questions: “S5 Q4. How and at what scale were teachers (in pre-primary to upper secondary levels combined) supported in the transition to remote learning in 2020? [Select all that apply]” 24 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC measures at the national level to facilitate connectivity for low-income countries compared to a large majority (96 per those students who have barriers to accessing it. This has cent) of high-income countries that responded to the UIS serious implications for worsening in-country and global survey report regular or extra (on top of regular) expenditure inequities in access to and use of online remote education. on digital remote learning, a trend that risks to further entrench the digital divide. Furthermore, it is critical that policymakers prioritize closing the gender digital divide and ensure that girls are not left CONCLUSION out of remote learning opportunities (Amaro et al. 2020). In Governments around the world mobilized a variety of high- our survey, less than half of countries (54 out of 116) report tech and low-tech modalities to facilitate distance learning taking one or more measures to specifically support the during school closures. Most countries deployed multiple education of girls during the pandemic, such as financial modalities, ranging from online, television, radio and mobile, support, improved access to infrastructure, provision of to take-home learning packages. While the evidence on the subsidized devices, tailored learning materials and flexible effectiveness of remote learning is still nascent, key lessons and self-paced platforms, among others.9 Forty-one per from efforts already implemented by countries can help cent of countries (32 out of 78) reportedly deployed no guide more effective remote learning in the future. One, it special measures at all to support girls’ education. is evident that the mere supply of remote learning is not sufficient to induce take-up and engagement. Two, effective ENSURE COHERENT POLICIES AND FUNDS remote learning requires design and implementation of SUPPORTING DIGITAL REMOTE LEARNING. high- and low-tech strategies that are relevant to the context, Investment in digital remote learning requires a multi- along with a supportive environment (for example, subsidized dimensional consideration of factors that affect access access to technology for students and support to teachers) to quality digital remote learning. For example, while to mitigate the risks of learning loss, disengagement, and governments need a sound policy and strategy for digital exclusion. Governments also need to develop clearly outlined remote learning, they also need adequate funding. Only and operationalized policy on integration of digital learning in 27 per cent of low- and lower-middle-income countries education, along with sufficient and regular funding. Building (from a sample of 39 countries) compared to half of high- on lessons from provision of remote learning is not only income countries (from a total sample of 27 countries) important to mitigate the educational impacts of the current have an explicit policy on digital remote learning that is fully pandemic but also to build resilience against future crises. operationalized.10 In addition, only a quarter (25 per cent) of 9 The analysis used survey questions: “S9 Q3. Which of the following measures have been taken to support the education (ISCED 0 to ISCED 3) of vulnerable groups during the pandemic?” 10 The analysis uses survey question: “S10 Q2A-D. For each of the below categories please select from 1-4 which statement best reflects the state of digital learning and ICT in your country.” Countries that responded to OECD are not included in the sample due to differences in survey design in OCED questionnaire. FIGURE 3-3: Share of respondent countries instituting supporting measures to facilitate online remote learning, by income group 80 70 67 68 68 58 57 60 54 52 49 PER CENT OF COUNTRIES 50 38 40 30 25 19 20 17 17 15 10 5 4 6 0 0 0 0 LOW INCOME (N=12) LOWER MIDDLE (N=21) UPPER MIDDLE (N=24) HIGH INCOME (N=25) GLOBAL (N=82) SUBSIDIZED/FREE INTERNET SUBSIDIZED/FREE DEVICES NO MEASURES OTHER Note: The chart shows the per cent of countries with valid responses. Countries that responded to OECD are not included in the sample due to differences in survey design in OECD questionnaire. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 25 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI330852/ DEJONGH PA R T 4 TEACHERS AND EDUCATIONAL PERSONNEL A s the COVID-19 pandemic disrupted economies countries report either all, or not less than three-quarters, and people’s way of life, including causing of their teachers were required to teach remotely/online worldwide school closures, teachers continued (Figure 4-1). The proportion of countries reporting to have to play an integral role in keeping millions of engaged in remote/online teaching varied significantly students globally learning. Their adaptability across income groups, with wealthier countries more likely has been a key component of the resilience to have called on all or most of their teachers to provide that educational systems have shown in response to the remote/online teaching during the closures. Over 60 per disruption. Through their innovation and resourcefulness, cent of high- and upper-middle-income countries report and with support from governments and parents, teachers requiring all their teachers to teach remotely, compared to are stepping up to the challenge. 41 per cent of lower-middle-income countries and 20 per cent of low-income countries. MOST COUNTRIES REQUIRED ALL TEACHERS TO CONTINUE TEACHING In half of countries that called on all teachers to continue DURING SCHOOL CLOSURES, THOUGH teaching, they were able to do so from the school premises. THIS VARIED BY INCOME LEVEL This was more frequently the case among high-income As countries transitioned to distance learning following the countries (57 per cent), while in most low-and-middle-income school closures in 2020, most teachers were called on countries teachers who were required to teach were not able to to shift to teaching remotely/online. About 80 per cent of do so from school premises. 26 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 4-1: Work requirement, by income group 100 20 41 59 59 69 80 80 PER CENT OF COUNTRIES 60 18 40 14 19 21 25 27 20 19 9 2 11 3 2 4 4 3 0 LOW INCOME (N=5) LOWER MIDDLE (N=22) UPPER MIDDLE (N=32) HIGH INCOME (N=55) GLOBAL (N=114) LESS THAN 25% MORE THAN 25% BUT LESS THAN 75% MORE THAN 75% BUT NOT ALL ALL OF THE TEACHERS Note: The chart shows the per cent of countries with valid responses. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. On average, across all income groups, 3 in 10 countries Countries also report recruiting non-teaching staff for school recruited additional teachers to support teaching after reopening. For example, 4 in 10 respondents to the UIS reopening in the 2019/20 school year, and the proportion survey report having recruited non-teaching staff for the increased to 4 in 10 in 2020/2021 (Figure 4-2). Notably, reopening of schools for the 2020/21 school year. The non- low-income countries (38 per cent) in 2019/20 were more teaching staff recruited included cleaners, health workers, likely to have recruited additional teachers than any other counselors, security officers and ICT staff, to mention but a income group, and the proportion almost doubled (63 per few. Most countries report the closure of schools in 2019/20 cent) in 2020/21. In both years, about 2 in 10 countries in did not affect their teachers’ pay and benefits. Only 10 per each income group, except for low-income countries that cent of responding countries report changes (three per cent had none, report the decision to recruit additional teachers report a decrease and seven per cent an increase). A few was left to the discretion of schools or districts. other cases (five per cent) report the decision was left to the discretion of schools or districts.  FIGURE 4-2: Recruitment of teachers and other educational personnel, by income group 100 63 56 49 58 55 38 54 31 49 44 88 75 57 47 63 80 PER CENT OF COUNTRIES 19 60 63 16 11 50 16 53 40 20 13 13 17 40 40 43 38 35 37 32 29 29 20 24 25 13 0 ) ) 3) (N ME =2 E (N ME =2 E =3 E =5 E (N ME =2 E =3 E =5 E =2 E =1 E 23 15 (N DDL (N DDL (N DDL (N DDL (N OM (N DDL (N DDL (N OM (N OM =7 ) 0) ) 5) 8) 5) 5) ) 4) 2) 1) 7) =1 =1 CO CO CO =8 =8 =8 (N C C C MI MI MI MI MI MI (N (N IN IN IN IN IN IN AL R R R R R R AL AL W W GH W GH GH OB WE WE PE PE WE PE LO LO LO OB OB HI HI HI UP UP UP GL LO LO LO GL GL RECRUITMENT OF TEACHERS 2020 RECRUITMENT OF TEACHERS 2021 RECRUITMENT OF NON TEACHER PERSONNEL 2021 YES AT ALL/SOME LEVELS DISCRETION OF SCHOOLS/DISTRICS AT ALL/SOME LEVEL NO Note: The chart shows the per cent of countries with valid responses. Countries that responded to OECD are not included in the sample for recruitment of non teacher personnel due to differences in survey design in OECD questionnaire.The response options for the question on non teacher personnel only included “Yes” and “No”. The option “Done at discretion of schools/districts” was not included. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 27 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI353142/MAWA WEALTHIER COUNTRIES UTILIZED A of schools or districts. On the other end, 30 per cent of BROADER RANGE OF INTERACTION countries encouraged seven or more different methods of METHODS BETWEEN TEACHERS, interactions between teachers and/or parents. PARENTS AND/OR STUDENTS DURING SCHOOL CLOSURES Phone calls, messaging apps and email were the most On average, across all income groups, governments common means that teachers were encouraged to use encouraged more than four different types of interaction to maintain communication with students and their methods between teachers and parents and/or students parents/guardians. Globally, three in every four countries during school closures (Figure 4-3). However, this encouraged teachers to use phone calls or video average disguises large differences between countries, conference, while only one in four countries encouraged ranging from 1.5 among low-income countries to 5 home visits. Upper-middle- and high-income countries among upper-middle- and high-income countries. encouraged a mix of methods such as phone calls and Overall, 18 per cent of countries reported that they videoconferences (75 per cent), text or messaging apps didn’t encourage any specific interactions between (73 per cent) and dedicated e-school platforms made teachers and parents/students, or left it at the discretion available for teachers, students and parents (72 per FIGURE 4-3: Number of interactions encouraged between teachers and parents and/or students during school closures, by income group 4 100 17 24 4 35 21 8 PER CENT OF COUNTRIES 80 25 42 13 10 60 11 26 46 30 24 40 42 24 17 16 20 17 17 18 14 0 LOW INCOME (N=12) LOWER MIDDLE (N=24) UPPER MIDDLE (N=37) HIGH INCOME (N=54) GLOBAL (N=127) NO INTERACTIONS BETWEEN 1-3 BETWEEN 4-6 BETWEEN 7-8 GREATER THAN 8 Note: The chart shows the per cent of countries with valid responses. The total number of interactions is based on countries that responded “Yes” to an interaction method. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 28 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC cent). However, only half of low-income countries report among low-income countries. For example, while about encouraging the use of phone calls or messaging apps, half of low-income countries report teachers were and dedicated e-school platforms and email (both 22 provided with instruction on distance learning at national per cent) are even less common. Given the need to and subnational levels, only one in five report the same ensure safety during the pandemic, home visits were support was offered on a school-by-school basis. Notably, unsurprisingly less common across all income groups. no low-income country reported providing ICT support (tools and free connectivity) or guidelines on preparing a IN CONTRAST TO OTHER INCOME virtual classroom at the school level, a stark reflection of the GROUPS, FEW LOW-INCOME COUNTRIES digital divide between high- and low-income countries. PROVIDED SUPPORT TO TEACHERS Most countries across all income groups report providing As of February 2021, about two-thirds of the responding teachers with various support to facilitate remote/online countries reported that teachers were or would be a priority learning and promote teachers’ wellbeing. Overall, target for vaccination against COVID-19, either through a instructions to teachers on how to deliver their lessons national immunization measure (57 per cent) or the COVAX through remote learning (89 per cent) and professional initiative (nine per cent). Unsurprisingly, only low- and psychosocial and emotional support (78 per cent) were the middle-income countries responded as prioritizing teacher most common support provided nationwide (figure 4-4). A vaccination under the COVAX initiative. majority of countries in all but the low-income category also report supporting teachers with teaching content adapted CONCLUSION to remote teaching, professional development activities on Teachers in most countries had to shift to remote/online pedagogy and effective use of technologies with various teaching and to interact with students and families using pedagogies, and ICT tools and free connectivity. a variety of methods to ensure learning continued safely during school closures in 2019/20. As they continued to Similarly, in all income groups except for low-income play a frontline role in the pandemic, teachers received countries, there seem to be no significant variations on various support as part of government efforts to facilitate the proportions of countries that report support for remote/online learning. As COVID-19 vaccine programs teachers across different levels of administration expand, many countries are prioritizing teachers in national (national, sub-national and school). Generally, a similar COVID-19 vaccine rollout plans, a necessary move to proportion of wealthy countries report to have supported making school reopening possible and safe. Governments teachers at the national, sub-national and school- should continue to prioritize teachers for vaccination to by-school basis. However, there is some variation in deliver on their commitment of reopening schools for support for teachers at different administration levels in-person learning safely. FIGURE 4-4: Support provided to teachers nationwide, by type of support and income group 100 96 94 94 91 89 89 87 91 87 82 80 78 80 79 78 78 80 76 73 75 71 69 71 67 PER CENT OF COUNTRIES 63 58 59 60 53 54 53 50 44 40 33 30 27 25 26 22 21 20 10 10 0 SPECIAL TRAINING INSTRUCTION PROFESSIONAL, GUIDELINES FOR PROFESSIONAL TEACHING CONTENT PROVISION OF OTHER SUPPORTS ON DISTANCE PSYCHOSOCIAL, AND EFFICIENCY IN DEVELOPMENT FOR REMOTE TEACHING ICT TOOLS AND INSTRUCTION EMOTIONAL SUPPORT REMOTE TEACHING ACTIVITIES CONNECTIVITY LOW INCOME (N=13) LOWER MIDDLE (N=25) UPPER MIDDLE (N=36) HIGH INCOME (N=54) GLOBAL (N=128) Note: The chart shows the per cent of countries with valid responses.While the results represented in this Figure covers more than 50 per cent of the global student-aged 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. 29 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI329510/ PA R T 5 SCHOOL REOPENING R ecognizing the adverse impact of school REOPENING SCHOOLS SAFELY REQUIRES closures on children’s learning and wellbeing, COORDINATION WITH OTHER SECTORS. international organizations have called on Minimizing disease transmission in schools requires countries to prioritize schools in their measures that schools can implement with their existing reopening plans (UNESCO, UNICEF, the infrastructure and limited additional investment (such as World Bank, WFP & UNHCR, 2021). This increases in hand hygiene or air ventilation), as well as section presents findings on the measures that countries measures that may require more investment, coordination put in place to ensure the safe reopening of schools, and to between the education sector and other sectors (such as monitor and support children’s return to school. Reopening health or transport) and public commitment. Globally, 98 school doors alone is not enough. Students, particularly the of 99 countries confirmed that their Ministries of Education disadvantaged, will need tailored and sustained support to have endorsed specific health and hygiene guidelines and help them readjust and catch-up on lost learning (Giannini, measures for schools. Countries have responded to the Jenkins & Saavedra, 2021). They may also require support pandemic nearly universally by promoting practices that to address mental health, gender-based violence and other mitigate transmission in schools, particularly those related issues that may arise or escalate during school closures. It to physical distancing and hand and respiratory hygiene also describes the use of recovery measures following (figure 5-1). The reported rate of the use of all measures was school reopening, particularly remediation, to address lost higher in the current wave of the survey compared with the learning opportunities. previous wave conducted in July-October 2020. The greatest 30 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 5-1: Complex measures included in Ministry endorsed school health and hygiene guidelines for schools, by income group 100 89 85 79 80 78 81 78 76 80 74 73 69 PER CENT OF COUNTRIES 65 63 60 57 58 60 55 50 41 43 39 39 40 37 33 32 30 30 27 23 21 20 15 15 7 0 0 0 TESTING FOR TRACKING STAFF/ SELF-SCREENING IMPLEMENTATION OF ENSURE PHYSICAL TREAT SCHOOL PROMOTE SAFETY COVID-19 IN SCHOOLS STUDENTS INFECTED OR FORM/ APP GUIDELINES IN DISTANCING DURING BUSES AS EXTENSIONS AND HYGIENE EXPOSED TO COVID-19 ALL OF THE SCHOOLS SCHOOL DROP-OFF OF THE CLASSROOM ON PUBLIC AND AND PICK-UP SHARED TRANSPORT LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL Note: The chart shows the per cent of countries with valid responses. Countries that responded to OECD are not included in the sample due to differences in survey design in OECD questionnaire. Selected measures are displayed based on the degree that they require coordination with other sectors or between governance levels in the education sector. The sample size for measures represented here are based on three different questions (Kq2, Kq2b, Kq4). Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. increases were found in the use of self-isolation and tracking measures are in place (figure 5-1). For example, 57 per of staff/students who are exposed to/infected by COVID- cent of low-income country respondents in the sample 19. However, activities that require additional investment reported that their country tracks students or staff exposed or coordination with other sectors, such as contact tracing, to/infected by COVID-19 compared with the global average COVID-19 testing in schools, waste management and of 73 per cent. Although the promotion of hand hygiene was transport safety still exhibit lower rates of adoption. nearly universal across countries, only one of 11 low-income countries reported that there were sufficient resources LOWER INCOME COUNTRIES (such as soap, clean water, WASH facilities and masks) REQUIRE ADDITIONAL SUPPORT IN to ensure the safety of all learners and staff, in contrast to IMPLEMENTING COMPLEX AND RESOURCE- 96 per cent of respondents from high-income countries. INTENSIVE SAFETY MEASURES. Finally, while 55 per cent of countries globally indicate that Low-income countries struggle the most with more health and safety guidelines were being implemented in expensive and coordination-intensive activities, as well as all schools, only one in four respondents from low-income with ensuring that even the most basic disease mitigation countries report universal implementation (figure 5-2). FIGURE 5-2: Estimated share of schools implementing school health and hygiene guidelines, by income group 100 27 37 58 55 79 80 PER CENT OF COUNTRIES 36 60 58 40 29 34 36 20 21 13 11 5 0 LOW INCOME (N=11) LOWER MIDDLE (N=19) UPPER MIDDLE (N=31) HIGH INCOME (N=24) GLOBAL (N=85) UNKNOWN/ NOT MONITORED NOT ALL SCHOOLS ALL OF THE SCHOOLS Note: The chart shows the per cent of countries with valid responses. Countries that responded to OECD are not included in the sample due to differences in survey design in OECD questionnaire. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 31 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 5-3: Bottlenecks for implementation of health and hygiene guidelines, by income group Low income (N=14) 50 64 50 64 43 Lower middle (N=20) 60 65 55 40 30 Upper middle (N=26) 54 27 31 15 19 High income (N=22) 18 14 18 14 9 Global (N=82) 45 39 37 29 23 LACK OF SAFETY LACK OF RESOURCES FOR POOR SAFETY LACK OF MEDICAL FACILITIES LACK OF DOOR TO DOOR COMMITMENT FROM PUBLIC IMPLEMENTING PUBLIC HEALTH CULTURE AT COMMUNITY LEVEL SERVICES DURING AND SOCIAL MEASURES QUARANTINE PERIOD Low income (N=14) 43 14 21 7 7 Lower middle (N=20) 25 25 15 15 5 Upper middle (N=26) 12 12 8 12 4 High income (N=22) 0 9 0 0 5 Global (N=82) 17 15 10 10 5 LACK OF STRICT PUBLIC LACK OF ADMINISTRATIVE LACK OF PROPER LACK OF PROPER ENFORCEMENT OF WHO STIGMATIZATION COMMITMENT & SUPPORT COMMUNICATION BETWEEN COMMUNICATION BETWEEN REGULATIONS AT COMMUNITY LEVEL HEALTH ADVISORS AND HEALTH ADVISORS AND PUBLIC PUBLIC Note: The chart shows the per cent of countries with valid responses. Countries that responded to OECD are not included in the sample due to differences in survey design in OECD questionnaire. Color scale is consistent across income groups, except global uses different color scale rule. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. When asked to identify bottlenecks that impede the EVEN AFTER SCHOOLS REOPENED, SOME implementation of safety measures, a lack of commitment STUDENTS MAY NOT RETURN TO SCHOOL. or culture of safety among the public dominates responses (figure 5-3). The lack of resources and medical facilities in Past experiences with extended and widespread school the community is also a central concern for lower-income closures indicate that this is a risk, particularly for the countries. These countries must also rely more heavily on most vulnerable students (e.g. Hallgarten, 2020; Wagner external donors to fund the purchase of resources required & Warren, 2020). A month following the global peak of for the safety of school staff and learners, with 80 per cent school closures, less than one-third of countries tracked of respondents from low-income countries citing external by UNICEF included considerations for the monitoring of donors as a source of funds, compared to 22 per cent in re-enrolment/attendance in their national plans to reopen high-income countries. schools (Nugroho et al, 2020). Progress has since been FIGURE 5-4: Estimated share of students who attended school in-person after the reopening of schools, by level of education and income group 100 43 18 30 29 19 23 27 19 30 36 36 36 22 45 48 48 27 37 37 36 80 18 33 38 23 41 29 27 23 15 21 60 27 29 29 41 19 22 25 43 40 27 16 11 14 25 29 35 23 40 29 31 25 30 26 26 25 25 25 27 21 21 24 27 25 25 20 19 14 14 14 15 14 14 16 13 13 15 14 9 12 12 11 0 Y Y RY RY Y Y RY RY Y Y RY RY Y Y RY RY Y Y Y Y AR AR AR AR AR AR AR AR AR AR AR AR A A A A A A A A IM IM ND ND IM IM ND ND IM IM ND ND IM IM ND ND IM IM ND ND PR PR PR PR PR PR PR PR PR PR CO CO CO CO CO CO CO CO CO CO E- E- E- E- E- SE SE SE SE SE SE SE SE SE SE PR PR PR PR PR R R R R R R R R R ER WE PE WE PE WE PE WE PE WE P UP UP UP UP UP LO LO LO LO LO LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL UNKNOWN/ NOT MONITORED LESS THAN 75% OF STUDENTS MORE THAN 75% BUT NOT ALL THE STUDENTS ALL OF THE STUDENTS Note: The chart shows the per cent of countries with valid responses. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question may not exceed 50 per cent of the total 4-17 year old population (depending on the education level). More information on the coverage of each income group can be found in Annex 1. 32 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC made in monitoring re-enrolment, as a year following the DESPITE SOME PROGRESS, MEASURES start of school closures, 85 per cent of countries were able TO PREVENT EARLY DROPOUT ARE to provide an estimate of the share of primary and lower NOT BEING WIDELY IMPLEMENTED secondary students who attended school in-person after the TO SUPPORT STUDENTS AT RISK. first wave of reopening (figure 5-4). One in four countries, Outreach to children who do not return to school was the least however, were not monitoring attendance levels of pre- frequently reported national response in preparing for school primary students. reopening as of May 2020 (Nugroho et al, 2020). One year on, however, most low- and middle-income countries were Close to half of high-income countries reported that all able to report using at least one form of outreach or support primary and secondary students attended school in-person measure to encourage vulnerable students to return to when schools reopened. Meanwhile, fewer than a third school. To support return to school, countries most frequently of low- and middle-income countries reported that all made modifications to water, sanitation and hygiene (WASH) students returned to in-person schooling following the first services or undertake community engagement (figure 5-5). wave of reopening. Globally, and across all except for the The high and consistent prevalence of these measure across low-income group, countries reported lower attendance for all populations at risk suggests that countries were reporting pre-primary students. on widespread measures assisting return to school, not targeted at specific vulnerable populations. FIGURE 5-5: Outreach/support measures to encourage return to school for vulnerable populations, by income group Disability 58 75 8 8 17 Ethnicity 63 63 13 25 25 Low income (N=12) Girls 50 75 8 17 17 Refugee 67 67 22 22 33 Other 63 63 25 25 25 Disability 59 50 36 32 41 Ethnicity 65 53 35 24 35 Lower middle (N=24) Girls 71 38 24 24 33 Refugee 67 56 33 33 44 Other 67 4 2 43 33 3 Disability 65 48 62 32 23 Ethnicity 70 47 70 26 15 Upper middle (N=30) Girls 47 44 53 11 11 Refugee 61 53 67 38 28 Other 77 44 65 32 19 Disability 38 23 49 16 29 Ethnicity 43 20 43 16 20 High income (N=41) Girls 39 13 30 9 16 Refugee 42 17 41 23 20 Other 47 26 50 2 18 5 Disability 53 43 44 23 28 Ethnicity 57 39 45 21 23 Global (N=107) Girls 51 35 30 14 19 Refugee 55 41 43 30 29 Other 62 39 47 31 23 MODIFICATIONS TO WASH COMMUNITY SCHOOL-BASED FINANCIAL REVIEW/REVISE SERVICES ENGAGEMENT TRACKING INCENTIVES/WAIVED FEES ACCESS POLICIES Note: The chart shows the per cent of countries with valid responses. Color scale is consistent across income groups, except global uses different color scale rule. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 33 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC Previous pandemic responses rarely prioritized education STUDENTS, PARTICULARLY THE in light of responding to health and economic challenges DISADVANTAGED, WILL NEED (Hallgarten, 2020). The current survey indicates this may still TAILORED AND SUSTAINED SUPPORT be the case. School-based mechanisms to track students TO HELP THEM READJUST AND not returning to school were only reported by approximately CATCH-UP ON LOST LEARNING. a third of countries, and only upper-middle-income countries They may also require support to address mental health, frequently reported the use of this measure. More costly gender-based violence and other issues that may arise measures, such as financial incentives (such as cash, food, or escalate during school closures. Reopening school or transport) or waived fees (such as tuition or uniform doors alone is not enough. Due to the loss of instructional fees) were generally less commonly reported. Extensive time, many children returning to school will not be ready literature supports the use of these types of measures and for curricula that were appropriate prior to the pandemic, the removal of other costs, such as for uniforms, to support necessitating remedial instruction to get back on track access to school (Carvalho et al, 2020). Reviewing and (Giannini, Jenkins & Saavedra, 2021). Simulations suggest revising school access policies for at-risk students also saw that even short-term remediation when children return limited use. Fewer than one in five countries globally are to school could reduce long-term learning losses by half reviewing access policies for girls, despite girls aged 12-17 (Kaffenberger, 2021). being projected to be at particular risk of drop-out in low- and lower-middle-income countries (Azevedo et al, 2021). Globally, over two-thirds of countries reported that Revising access policies was effective in preventing drop-out remedial measures to address learning gaps were widely amongst Ebola survivors in Sierra Leone, particularly among implemented for primary and secondary school students girls (Government of Sierra Leone, 2015, cited in Hallgarten, when schools reopened (figure 5-6). This represents an 2020), while the current pandemic has led to reports of increase from previous rounds of the survey (UNESCO, increased adolescent pregnancies (Smith, 2020) and early UNICEF & World Bank, 2020). Two-thirds of countries marriage (e.g. Grant, 2020; Kumar, Halim & Ha, 2020). that previously did not implement a remedial programme reported one in the current survey. Most of these were To minimize the impact of school closures on students’ high- and upper-middle-income countries, which earlier wellbeing, middle- and high-income countries are providing in the pandemic were less likely to report implementing psychosocial and mental health supports for learners. This remediation. Across all income levels, remedial measures type of support is much less frequently reported by low- were considerably less likely to be implemented at the pre- income countries, however. Similarly, fewer than one-fifth of primary level. Pre-primary remediation was particularly low low-income countries reported offering support to counter among upper-middle-income countries, with only one in interrupted school meal services, compared to around half three reporting its use. of middle- and high-income countries. FIGURE 5-6: Remedial measures to address learning gaps implemented when schools reopened, by level of education and income group 80 80 80 80 78 80 76 75 75 75 71 71 72 70 65 61 61 60 57 56 PER CENT OF COUNTRIES 49 50 43 40 35 30 20 10 0 LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL SOME MEASURE PRE-PRIMARY SOME MEASURE PRIMARY SOME MEASURE LOWER SECONDARY SOME MEASURE UPPER SECONDARY Note: The chart shows the per cent of countries with valid responses. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question may not exceed 50 per cent of the total 4-17 year old population (depending on the education level). More information on the coverage of each income group can be found in Annex 1. 34 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI333571/DEJONGH Remedial measures in response to COVID-19 were most substantial protection from children’s learning loss frequently targeted for specific groups (Johns Hopkins (e.g. Kim et al, 2021), efforts to address this gap will University, World Bank & UNICEF, 2021). In the current not only ameliorate the long-term impact of the current survey, most countries implementing remediation reported crisis on the youngest learners, but also contribute to broad-based programmes for all children who need them, resilience of education systems against future crises. as well as for targeted groups. At the primary and lower The lack of measures to support the return of girls to secondary levels, targeted programmes were frequently school, including in low-income countries, also warrants focused on students who were unable to access distance attention, as adolescent girls in this setting are at great learning, while at the upper secondary level they were most risk of dropping out following prolonged school closures. often focused on students facing national examinations. Finally, countries were less likely to utilize measures that require coordination across governance levels or with other CONCLUSION sectors. While this may be unsurprising, it is important to Progress is being made in supporting children’s return note that more complex, multi-sector measures often have to schools, compared to data collected earlier in the a stronger evidence of effectiveness. Coordination with the pandemic. However, salient gaps remain. Pre-primary health and nutrition sectors, for example, is essential to students were much less likely to be monitored and address the multi-dimensional effects of school closures. supported in their return to schools. Considering the Low-income countries in particular need extended support evidence that pre-primary education may serve as in this area. 35 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI3 68163/SENG PA R T 6 EDUCATION FINANCING T he ongoing pandemic has been a double EDUCATION BUDGETS HAVE EITHER challenge to global education financing. Demand INCREASED OR REMAINED STABLE AT for more funding has risen as education systems THE ONSET OF THE COVID-19 CRISIS and schools invest in distance learning IN 2020 ACROSS MOST COUNTRIES strategies, maintain safe hygiene and sanitary Across pre-primary, primary and secondary levels, 49% conditions, and compensate for potential teacher of countries increased their expenditure to education to shortages and learning loss, particularly among the most support schools during the COVID-19 pandemic, while vulnerable students. At the same time, governments are 43% reported a stable budget. In most countries, funding increasingly under financial pressure to mitigate the rippling was not targeted to a specific level of education. Across all effects of the crisis across all sectors from health to the income levels, countries that increased funding to primary economy. It is estimated that the financing gap to achieve education generally also increased funding to lower and the education SDGs by 2030 in low- and lower-middle- upper secondary education. income countries has now risen by about a third to almost US$200 billion as a result of COVID-19 (UNESCO, 2020[1]). Ensuring adequate funding to education is particularly Almost all countries responding to the first (May-June 2020) critical for low-, lower-middle- or even upper-middle-income and second (July-October 2020) waves of the joint survey countries, where learning outcomes and spending per on educational responses to COVID-19 reported needing student can be significantly lower than in high-income additional funding to support the educational response to countries. At lower secondary level, high-income countries the COVID-19 crisis. Inadequate funding to education, spend USD 10,30011 per student compared to USD 2,400 particularly in times of crisis, is likely to have longer-term in upper middle-income countries. In lower-middle and repercussions on learning and the development of human low-income countries, less than USD 1,000 per student is capital, and ultimately to economic growth and recovery. devoted to educational institutions at lower secondary level 11 All spending per student figures refer to median values across each country income group. Expenditure in national currencies is converted into equivalent USD by dividing the national currency figure by the purchasing power parity (PPP) index for GDP. 36 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI371419/POUG ET (UIS, 2021[2]). Governments in lower-income countries also Lower-middle-income countries were the most likely to tend to devote a lower share of national wealth to education. report a decline in funding to education following the In 2018–19, public education spending in low-income COVID-19 crisis (Figure 6-1). About 16% of lower-middle- countries was 3.5 per cent of GDP, compared to 4.7 per income countries reported a drop in budget across cent in high-income countries (UNESCO and World Bank pre-primary, primary and secondary levels of education Group, 2021[3]). In addition, low- and lower-middle-income in 2020 compared to less than 5% of upper-middle- and countries were more likely to suffer from prolonged school high-income countries. None of the low-income countries closures than high- or upper-middle-income countries. reported decreasing education expenditure. FIGURE 6-1a/b: Changes to the fiscal year education budget to ensure the response to COVID-19 for lower secondary education: a) In 2020 compared to 2019; b) In 2021 compared to 2020, by income group FIGURE 6.1a IN 2020 COMPARED TO 2019, BY INCOME GROUP FIGURE 6.1b IN 2021 COMPARED TO 2020, BY INCOME GROUP 100 22 4 13 4 3 4 3 4 4 14 11 19 8 12 14 17 13 3 22 PER CENT OF COUNTRIES 4 6 10 11 80 16 41 22 29 29 8 16 16 8 15 16 67 60 63 16 61 56 58 52 49 49 40 44 45 20 0 LOW INCOME LOWER UPPER HIGH INCOME GLOBAL LOW INCOME LOWER UPPER HIGH INCOME GLOBAL (N=10) MIDDLE MIDDLE (N=50) (N=118) (N=10) MIDDLE MIDDLE (N=50) (N=116) (N=25) (N=33) (N=24) (N=32) INCREASE NO CHANGE DECREASE NO CHANGE IN TOTAL AMOUNT, DISCRETION OF SCHOOLS/DISTRICTS BUT CHANGE IN DISTRIBUTION Note: The chart shows the per cent of countries with valid responses. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 37 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC AS THE PANDEMIC PROGRESSES INTO invest in financial support to students and in conditional cash 2021, MORE COUNTRIES EXPECT TO transfers, whereas high-income countries were more likely to INCREASE THEIR EDUCATION BUDGET increase teacher compensation. Across all education levels, more than 60% of countries in each income group expect to raise their education budgets in SHARE OF COUNTRIES IN EACH 2021 compared to 2020 levels, with the exception of upper- INCOME GROUP REPORTING THEY middle-income countries, where the share remained similar. RECEIVED ADDITIONAL FUNDING About one-third of countries that increased their budget in FROM EACH OF THE SOURCES 2021 had not increased it in 2020, while the remaining two- Additional funding to support the educational responses thirds increased their education budget for two consecutive to the pandemic came from a multitude of sources: years. While this data collection did not inquire about the value external donors, reprogramming of previously earmarked of the increase, other recent surveys suggest that, on average, or restricted funding, an additional allocation from the annual education budgets increased by 4 per cent post- government or a reallocation from within the education COVID compared to 1.1 per cent pre-COVID across all regions budget. An additional allocation from the government was (UNESCO and World Bank Group, 2021[3]). Despite this positive the most commonly cited source for additional funding, but pattern, the share of countries expecting their education budget the share of countries reporting this tended to decrease in to contract in 2021 is almost double that in 2020. This has lower-income groups (figure 6-2). While more than 85% increased the most among high- and upper-middle-income of high- income countries reported receiving an additional countries that had not adjusted their budget envelope in allocation of funds, just 50% of low-income countries did. response to the pandemic in 2020 (Figure 6-1). In contrast, aid to education from external donors was more The majority of countries that increased spending to common among low-income countries and may have helped education in response to the COVID-19 pandemic increased mitigate the risk of declining investment in education in the both current and capital expenditure. The additional early stages of the pandemic. Even before the pandemic investment was critical to ensure blended learning, support hit, official development assistance represented almost to the most vulnerable students and teacher training in digital 20 per cent of total education spending in these countries learning, and a safe return of students to school with the (UNESCO and World Bank Group, 2021[3]). In this survey, recommended sanitary and hygiene measures in place. In 67% of low-income countries reported receiving development contrast, the majority of countries that reported maintaining assistance from external donors to cover COVID-related costs a constant total education expenditure maintained a similar in education, more than twice the share among countries distribution of expenditure across cost items. This pattern from any other income group. However, education aid may was largely similar across countries of all income groups. contract in the aftermath of the pandemic as donor countries Lower-middle- and low-income countries were more likely to prioritise domestic support measures over global aid. FIGURE 6-2: Sources of additional funding for education during the COVID-19 pandemic, by income group 100 86 79 78 80 67 67 PER CENT OF COUNTRIES 61 60 50 50 50 51 40 33 26 26 29 25 22 21 21 20 17 8 0 LOW INCOME (N=6) LOWER MIDDLE (N=12) UPPER MIDDLE (N=20) HIGH INCOME (N=37) GLOBAL (N=75) ADDITIONAL ALLOCATION RE-PROGRAMMING OF PREVIOUSLY ADDITIONAL FUNDING REALLOCATION WITHIN FROM THE GOVERNMENT EARMARKED/RESTRICTED FUNDING FROM EXTERNAL DONORS THE EDUCATION BUDGET Note: The chart shows the per cent of countries with valid responses. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 38 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC COUNTRIES CONSIDERED DIFFERENT funding allocation mechanism that includes socio- CRITERIA IN ALLOCATING ADDITIONAL economic considerations. Geographical location and special RESOURCES TO SUPPORT THE education needs were the least commonly cited criteria COVID-19 RESPONSE IN SCHOOLS to allocate additional funding to education, particularly In general, high- and upper-middle-income countries among lower-middle-income countries. In contrast, high- are more likely to include equity considerations in their income countries were the most likely to provide additional education financing policies and programmes than low- and investment to support students with special education lower-middle-income countries. Disadvantaged groups are needs, in part due to developed assessment and tracking commonly targeted through policies that aim to expand the mechanisms in place (figure 6-3). coverage of the school-age population and ensure a larger share of education spending to vulnerable populations CONCLUSION (UNESCO, 2020b)12. However, the efficient and equitable Observations from earlier periods of economic slowdown use of resources is a key factor in enabling inclusive suggest that budget cuts tend to follow the emergence of opportunities for personal growth, particularly during the crises, as emergency funds injected into various sectors pandemic (Al-Samarrai, 2020). help keep economy and society afloat. For example, the first signs of any budget cuts to education in the Results from the third round of the survey show that over aftermath of the 2008 financial crisis in OECD countries 90 per cent of countries used at least one specific criterion started appearing only in 2010 (OECD, 2013[4]). While to allocate additional public funds or resources in primary the response to support education systems financially and secondary education13. The number of students or through the pandemic has been positive in many countries, classes was the most commonly reported selection criterion it will be critical to sustain this investment in education considered for the allocation of additional funds across all in the coming years, particularly to overcome learning income groups. At least half of the countries in each of the loss that may have accumulated during school closures. income groups considered this criterion, and more than This is particularly critical for vulnerable student groups. 75 per cent of lower-middle-income countries did. Among Allocating funding based on specific criteria and/or needs the four criteria evaluated, considerations on the socio- can help ensure learning continuity among those that economic characteristics of students were the most likely to face the greatest barriers to accessing remote schooling. differ by income group: Close to 70 per cent of low-income Equity considerations in financing education policies countries reported considering this criterion when allocating and programmes both in regular and emergency budget funds compared to nearly 25 per cent among lower-middle allocations can help ensure that essential funds reach income countries. The availability of poverty assessments disadvantaged groups and provide inclusive educational in low-income countries may encourage an equity-minded opportunities for all. 12 The UNESCO GEM Report team conducted survey for 78 low- and middle-income countries, focusing on financing policies in formal education at primary and secondary level. 13 This sub-section focuses on the allocation criteria for additional funding to respond COVID-19 and does not cover the criteria for regular budget allocation. FIGURE 6-3: Criteria used to allocate additional public funds/resources in primary and secondary education, by income group 80 76 70 67 65 60 60 56 53 PER CENT OF COUNTRIES 50 47 43 40 40 35 33 29 30 24 24 25 24 22 21 20 12 12 10 0 LOW INCOME (N=9) LOWER MIDDLE (N=17) UPPER MIDDLE (N=20) HIGH INCOME (N=45) GLOBAL (N=91) NUMBER OF STUDENTS / CLASSES SOCIO-ECONOMIC CHARACTERISTICS GEOGRAPHIC CRITERIA STUDENTS WITH SEN Note: The chart shows the per cent of countries with valid responses. Per cent of countries in this figure was calculated by the formula: “number of countries who responded “Yes” to specific allocation criteria (for instance, ‘Number of students/ classes’)”, divided by “number of countries excluding the countries whose responses to this question (section 7, question 3) were missing or who responded “unknown” for each income group and total (global). Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. 39 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI364608/TO HLALA/AFP PA R T 7 LOCUS OF DECISION MAKING T o investigate the patterns of decision-making, hygiene measures for school reopening; and changes in this survey asked countries to identify the funding to schools. administrative levels at which decisions were taken regarding eight strategic measures during CENTRAL GOVERNMENTS PLAYED the pandemic: school closures and reopening; A PROMINENT ROLE IN DECISION adjustments to the school calendar; resources to MAKING DURING THE PANDEMIC continue learning during school closures; additional support The overall findings (figure 7-1) indicate that by and large, programs for students after school reopening; working most countries made decisions either exclusively at the requirements for teachers; compensation for teachers; central level or through coordination across different FIGURE 7-1: Decision locus for eight educational policy measures 100 21 21 34 44 37 51 36 37 PER CENT OF COUNTRIES 80 1 1 2 2 8 6 1 69 69 11 4 2 60 16 2 6 2 2 18 8 6 1 4 53 48 1 1 48 40 2 7 4 3 38 40 33 20 0 SCHOOL CLOSURE ADJUSTMENTS TO RESOURCES TO ADDITIONAL WORKING COMPENSATION HYGIENE MEASURES CHANGES AND REOPENING SCHOOL CALENDAR CONTINUE SUPPORT PROGRAMS REQUIREMENTS OF TEACHERS FOR SCHOOL REOPENING IN FUNDING GLOBAL (N=143) GLOBAL (N=132) LEARNING DURING FOR STUDENTS AFTER FOR TEACHERS GLOBAL (N=121) GLOBAL (N=143) TO SCHOOLS SCHOOL CLOSURES SCHOOLS REOPENED GLOBAL (N=141) GLOBAL (N=131) GLOBAL (N=132) GLOBAL (N=131) CENTRAL ONLY PROVINCIAL/ SUB-REGIONAL/ LOCAL ONLY SCHOOL ONLY MULTIPLE REGIONAL/ STATE ONLY INTER-MUNICIPAL ONLY Note: The chart shows the per cent of countries with valid responses. Please refer to the annex for N. 40 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 7-2a/b: Mix of loci under the ‘multiple’ loci category for two educational policy measures FIGURE 7.2a SCHOOL CLOSURES AND REOPENING FIGURE 7.2b TEACHER'S WORKING REQUIREMENTS 2 2 2 4 20 6 4 2 43 10 57 20 3 3 3 3 2 3 10 CENTRAL & REGIONAL CENTRAL & REGIONAL CENTRAL & LOCAL CENTRAL & REGIONAL & SUB-REGIONAL & LOCAL & SCHOOL REGIONAL & LOCAL CENTRAL & LOCAL LOCAL & SCHOOL CENTRAL & SCHOOL CENTRAL & REGIONAL & SUB-REGIONAL REGIONAL & LOCAL CENTRAL & SUB-REGIONAL & SCHOOL CENTRAL & REGIONAL & SUB-REGIONAL CENTRAL & LOCAL & SCHOOL CENTRAL & REGIONAL & SCHOOL CENTRAL & REGIONAL & LOCAL & SCHOOL CENTRAL & LOCAL & SCHOOL CENTRAL & REGIONAL & SUB-REGIONAL & LOCAL & SCHOOL CENTRAL & REGIONAL & LOCAL & SCHOOL REGIONAL & SUB-REGIONAL & LOCAL & SCHOOL Note: The chart shows the per cent of countries with valid responses. The per cent of countries is based on countries with valid reponses and who responded multiple locus of decisions. Caution is advised in generalizing the results represented in the figure as the countries that responded to this question cover less than 50 per cent of the total 4-17 year old population. More information on the coverage of each income group can be found in Annex 1. layers of administration. Central government decision has measures but tended to exclusively delegate the decisions been most prevalent in measures relating to school closure/ on working requirements of teachers to regions, local level reopening and adjustment to the school calendar. and schools. The ‘multiple locus’ category usually includes the central The decision to close or open schools was exclusively taken government making decisions in conjunction with one or at the central level in 69 per cent of countries, and 21 more of the sub-national levels (figure 7-2). per cent of countries made that decision at multiple levels (figure 7-1). The decision followed the advice of expert OECD countries tended to have taken decisions pertaining groups such as the Coronavirus Scientific Board in Turkey to school closures at more central levels while teaching (Genç, 2021), the Ministries of Education in collaboration arrangements and pedagogical practices were mostly with various central entities including the Prime Minister’s decided at school levels14 (OECD 2021). This is in line with office, with the Chief Sanitary Inspectorate as in Poland15 findings from figure 7-3 for high-income countries that or the Ministries of Health and Home Affairs in Romania16. generally centralized decisions regarding school closure In Montenegro and Poland, central governments set 14 The OECD had a measure ‘adapting teaching practices’ that did not correspond to the Joint Survey’s eight measures questions, for more detailed results see Fig 7.1 and Table 7.1 in chapter 7 of the report. 15 Unless a reference is quoted, the country-specific information comes from the locus comments in the Joint Survey questionnaire. 16 https://transylvanianow.com/schools-reopen-in-romania/ 41 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC FIGURE 7-3a/b: Decision locus across income groups for two educational policy measures, by income group FIGURE 7.3a SCHOOL CLOSURES AND REOPENING FIGURE 7.3b TEACHER'S WORKING REQUIREMENTS 100 28 10 21 63 52 40 22 38 38 25 2 3 1 12 80 2 3 8 8 27 3 72 66 68 69 60 63 10 16 2 3 13 1 7 5 1 3 7 40 3 43 6 39 38 31 34 20 0 LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL LOW INCOME LOWER MIDDLE UPPER MIDDLE HIGH INCOME GLOBAL (N=16) (N=29) (N=40) (N=58) (N=143) (N=16) (N=29) (N=40) (N=56) (N=141) CENTRAL ONLY PROVINCIAL/ REGIONAL/ SUB-REGIONAL/ LOCAL ONLY SCHOOL ONLY MULTIPLE STATE ONLY INTER-MUNICIPAL ONLY Note: The per cent of countries is based on countries with valid reponses. Countries who responded ‘Do not know’, ‘Not applicable’ or countries who did not respond to the question for each level are not included in the analysis. While the results represented in this Figure covers more than 50 per cent of the global student-aged 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. up pandemic alert scales and local/school levels had schools, which were central. In Jordan, Mauritania, Pakistan discretion on school closures in consultation with school and Vietnam most decisions were made at the central level principals, sanitary inspectors and other relevant entities in with the active role of state entities and educational circuits. municipalities. In Liberia, the Ministry of Education led the education response plan (MoE Liberia 2020) while setting Depending on the measure, seven to eight per cent of up coordinating mechanisms across administrative levels countries gave regions the exclusive power to decide on and stakeholders, including with development partners. school closures/opening, teachers’ working requirements and hygiene measures for school reopening (figure 7-1). Beyond the school closure decision, the prevalence of Countries that delegated decisions exclusively to regions exclusively centrally made decision-making remained, for the majority of measures include Bosnia Herzegovina, especially for the three decisions regarding adjustments Germany, Canada, Italy, Hungary, Spain, Sao Tome and to the school calendar, changes in funding to school and Principe and the Russian Federation. school reopening hygiene measures, where 48 to 69 per cent of countries decided on those measures exclusively Only two per cent of countries allowed exclusive decision- centrally and 27 to 37 per cent at multiple levels that mostly making at the local level (figure 7.1), and for select involved the central government (figure 7-1). measures only. For instance, in Finland, local levels decided exclusively on resources to continue learning during DECISIONS AT OTHER LEVELS WERE school closures, teacher working requirements and school LARGELY FOCUSED ON STUDENT reopening hygiene measures. Across countries, funding AND TEACHER SUPPORT. decisions typically involved the central government, with The decisions taken mostly at multiple levels were about the exception of Mexico and Norway, who empowered local teacher compensation (51 per cent of countries) and authorities to decide on changes in funding to schools. additional support programs for students (44 per cent of countries) (figure 7-1). Across all eight measures, Brazil Decisions on additional support programs for students and used multiple decision levels and, depending on the teacher working requirements were taken exclusively at the measure, involved a combination of central government/ school level, for 18 and 16 per cent of countries respectively MoE, school officials, managers of state and municipal (figure 7-1). Some examples are Cameroon, the Czech networks. In Afghanistan, five out of eight measures Republic, England, Estonia, Mozambique, the Netherlands, were decided at multiple levels, with the exception of Thailand and Ukraine. The percentages are much higher compensation of teachers and changes in funding to when looking only at OECD countries, where almost 50 42 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI336256/MA per cent of countries let teacher working requirements countries some of the decisions were more devolved. be decided at the school level (OECD 2021). The working Centrally made decisions allowed policy makers to enact requirement decisions concerned a variety of elements such swift responses but were by design less responsive to local as the number of working hours or requirements for teachers needs and circumstances. The pandemic has demonstrated to be present at schools even without students. Cameroon the need for a strong and effective public sector but the is one of the educational systems that empowered schools evaluation of the net impact of central vs decentralized the most as it allowed them to exclusively decide on four pandemic response has yet to be established. measures, followed by England and the Slovak Republic with three measures. Cameroon’s empowerment of schools falls In terms of potential planning criteria for school closures, in line with the April 2020 announcement that the COVID- the data from the planning module shows that 63 of the 19 response would be decentralized to regions and local responding countries did define criteria for new school levels (Bang 2020). According to their technical capacities, closures. The predominant criteria (42 of those 63 schools and teachers were encouraged to implement parallel countries) is the ‘multiple’ criteria that combines national solutions to the centrally mandated educational television prevalence rates, local prevalence rates and in-school programs, leading to the proliferation of WhatsApp group outbreaks. Very few responding countries use local discussions, Google classroom accounts and online tutoring prevalence rates or in-school outbreaks, with the usage of applications (Beche 2020). national prevalence rates being the most customary criteria after ‘multiple’. Of the 22 countries that did not define a CONCLUSIONS criteria for deciding if schools should close again, almost 70 Across all eight measures, decisions were made mostly per cent are low-income (seven) or lower-middle-income centrally or involving the central government together with (eight) countries. 60 per cent of responding countries are some of the sub-national entities. This trend is especially in the upper-middle- and higher-income brackets and have true in lower- income countries, while in higher-income defined criteria on school closures. 43 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI350 830/D EJO NG H PA R T 8 CONCLUSION T his report highlighted key findings from the third systems take a closer look at how best to assess and certify round of the Survey on National Education students, so that the most disadvantaged students do not Responses to COVID-19 School Closures, bear the brunt. conducted jointly by UNESCO, UNICEF, the World Bank and OECD. This round of the survey Despite differences between low-income countries (relying allows a clear retrospective look at 2020, more on radio and television) and high-income countries including the evolution of responses over time and the latest (relying more on online platforms), most countries used situation, through data collected in the first half of 2021. multiple modalities to facilitate remote learning. As countries have followed a range of responses to replace School closures have been substantial, amounting to an lost in-person instruction time and stem learning losses, average of 79 instruction days in 2020. Low-income countries the lessons from these efforts need to be documented reporting the longest average duration of closures, placing to help guide countries that are experiencing later waves them at greatest risk of significant learning loss, in particular of the pandemic but also to build more effective remote for the most disadvantaged children. The extent of these learning systems for resilience in the future. Remote learning losses as well as the effectiveness of remote learning learning will likely continue to play an important role even approaches are difficult to define in many countries, in after schools reopen. Such systems require sound policy particular where student assessments are lacking. and adequate funding to facilitate a mix of approaches that cater to different contexts as well as provide a Many education systems rely on national examinations supportive environment to mitigate the risks of exclusion to decide which students progress to the next level. and disengagement. Governments in many counties have adjusted the tested subjects or reduced the number of questions. As in the Most countries – with electricity and internet connectivity – past academic year, it remains important that education reported most or all teachers were required to teach remotely/ 44 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC online. Teachers in most countries had to shift to remote, that they had implemented remedial measures to address especially online, teaching and to interact with students and learning gaps for primary and secondary school students families using a variety of modalities including phone calls, when schools reopened. messaging apps and email, to ensure learning continuity. Many received instructions, training, access to equipment or Additional investment was critical to ensure blended psychological support, but more should have been done to learning, support vulnerable students, train teachers, and facilitate this major change. As COVID-19 vaccine programs ensure safe school reopening. Despite the pressure on expand, many countries are prioritizing teachers in national government revenues and the multiple demands to which COVID-19 vaccine rollout plans, a necessary move to making treasuries had to respond, most countries reported that school reopening possible and safe. their first post-COVID education budgets were resilient or increased. Low- and lower-middle-income countries more Compared to earlier reports, countries have taken more commonly reported providing financial support to students, measures to prepare for safe school reopening, including while high-income countries more commonly reported health and hygiene interventions, monitoring of student increasing teacher compensation. There is also a dire need attendance, and remedial programmes. However, low-income for other interventions, such as psychosocial support to countries cannot afford even the most basic measures ensure better mental health. related to water and hygiene. Moreover, globally, countries were less likely to apply measures that require coordination Taken together, the findings from this survey demonstrate across levels of government or with other sectors. Fewer the diversity of experiences of and responses to the COVID- than a third of low-and-middle income countries reported 19 crisis. This further highlights the importance of ongoing that all students attended school in-person following the first monitoring and reporting on the impact of these different wave of reopening. However, school-based tracking. financial approaches. In particular, low income countries and measures and revisions to access policies were not frequently education systems that were already lower performing prior reported to reach out to groups of students at greatest risk of to the pandemic are at greatest risk for experiencing the not returning. 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LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC © UNICEF/UNI331 769/D IAR ASSO UB A ANNEX COUNTRY AND POPULATION COVERAGE IN EACH FIGURE T he table below provide information on the respondents that provided valid answers are included, as survey questions used to produce the analyses well as the coverage of these countries’ school-aged presented in each Figure in this document. population (4-to-17-year-olds) and student enrollment (in Additional notes on how the survey data were pre-primary, primary and secondary education) as a used can be found at the start of this report, proportion of respectively the total population of and the survey questionnaire (with the specific school-aged children and the total enrollment in questions asked) can be found along with the data at the (pre-primary, primary and secondary) education. Where following page: tcg.uis.unesco.org/survey-education-covid- the population coverage falls below 50 per cent, this is school-closures. For each Figure, the number of country noted under the relevant Figure in the text. TABLE 1-1: Number of countries that participated in the survey Country and population coverage in each figure NUMBER OF COUNTRIES POPULATION COVERAGE INCOME LEVEL ENROLLMENT COVERAGE THAT PARTICIPATED (POPULATION AGED 4-17) Low income 16 144,549,528 72,878,072 Lower middle income 29 331,605,569 232,379,596 Upper middle income 40 446,469,336 439,022,496 High income 58 113,906,805 127,557,339 Global 143 1,036,531,239 871,837,503 48 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC TABLE 1-2: Country, population and enrollment coverage in each figure POPULATION NUMBER OF ENROLLMENT FIGURE COVERAGE (PER CENT QUESTIONS INCOME LEVEL COUNTRIES WITH A COVERAGE (PER CENT NUMBER OF TOTAL POPULATION VALID ANSWER OF ENROLMENT) AGED 4-17) Figure 1-1 AQ6 Low income 12 45 42 Figure 1-1 AQ6 Lower middle income 22 30 27 Figure 1-1 AQ6 Upper middle income 24 17 17 Figure 1-1 AQ6 High income 48 45 47 Figure 1-1 AQ6 Global 106 30 28 Figure 1-3a AQ1 Low income 16 60 59 Figure 1-3a AQ1 Lower middle income 29 41 38 Figure 1-3a AQ1 Upper middle income 40 80 82 Figure 1-3a AQ1 High income 58 60 63 Figure 1-3a AQ1 Global 143 58 59 Figure 1-4 FQ2 Low income 16 60 59 Figure 1-4 FQ2 Lower middle income 29 41 38 Figure 1-4 FQ2 Upper middle income 40 80 82 Figure 1-4 FQ2 High income 58 60 63 Figure 1-4 FQ2 Global 143 58 59 Figure 2-1 FQ1 Global 119 50 51 Figure 3-1 DQ1 Low income 14 55 53 Figure 3-1 DQ1 Lower middle income 27 41 38 Figure 3-1 DQ1 Upper middle income 40 80 82 Figure 3-1 DQ1 High income 57 60 62 Figure 3-1 DQ1 Global 138 57 58 Figure 3-2 DQ2 Low income 8 34 38 Figure 3-2 DQ2 Lower middle income 21 35 31 Figure 3-2 DQ2 Upper middle income 32 69 70 Figure 3-2 DQ2 High income 26 5 4 Figure 3-2 DQ2 Global 87 42 42 Figure 3-3 LQ2 Low income 12 46 44 Figure 3-3 LQ2 Lower middle income 21 32 28 Figure 3-3 LQ2 Upper middle income 24 55 54 Figure 3-3 LQ2 High income 25 7 6 Figure 3-3 LQ2 Global 82 38 36 Figure 4-1 EQ1 Low income 5 21 24 Figure 4-1 EQ1 Lower middle income 22 34 30 Figure 4-1 EQ1 Upper middle income 32 34 34 Figure 4-1 EQ1 High income 55 59 61 Figure 4-1 EQ1 Global 114 35 35 49 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC POPULATION NUMBER OF ENROLLMENT FIGURE COVERAGE (PER CENT QUESTIONS INCOME LEVEL COUNTRIES WITH A COVERAGE (PER CENT NUMBER OF TOTAL POPULATION VALID ANSWER OF ENROLMENT) AGED 4-17) Figure 4-2 ALL_2020 Low income 8 27 29 Figure 4-2 ALL_2021 Low income 8 26 27 Figure 4-2 NONTEACHER_2021 Low income 8 32 35 Figure 4-2 ALL_2020 Lower middle income 25 41 37 Figure 4-2 ALL_2021 Lower middle income 24 40 37 Figure 4-2 NONTEACHER_2021 Lower middle income 20 21 23 Figure 4-2 ALL_2020 Upper middle income 35 76 78 Figure 4-2 ALL_2021 Upper middle income 32 76 77 Figure 4-2 NONTEACHER_2021 Upper middle income 28 14 13 Figure 4-2 ALL_2020 High income 55 60 62 Figure 4-2 ALL_2021 High income 51 56 59 Figure 4-2 NONTEACHER_2021 High income 17 2 1 Figure 4-2 ALL_2020 Global 123 52 55 Figure 4-2 ALL_2021 Global 115 51 54 Figure 4-2 NONTEACHER_2021 Global 73 18 17 Figure 4-3 EQ5 Low income 12 38 35 Figure 4-3 EQ5 Lower middle income 24 31 32 Figure 4-3 EQ5 Upper middle income 37 36 36 Figure 4-3 EQ5 High income 54 55 56 Figure 4-3 EQ5 Global 127 36 37 Figure 4-4 EQ4 Low income 13 42 38 Figure 4-4 EQ4 Lower middle income 25 41 37 Figure 4-4 EQ4 Upper middle income 36 77 79 Figure 4-4 EQ4 High income 54 57 60 Figure 4-4 EQ4 Global 128 54 56 Figure 5-1 KQ2 Low income 14 51 52 Figure 5-1 KQ2B Low income 11 43 42 Figure 5-1 KQ4 Low income 14 54 52 Figure 5-1 KQ2 Lower middle income 23 36 32 Figure 5-1 KQ2B Lower middle income 19 34 30 Figure 5-1 KQ4 Lower middle income 25 36 33 Figure 5-1 KQ2 Upper middle income 34 30 29 Figure 5-1 KQ2B Upper middle income 31 29 29 Figure 5-1 KQ4 Upper middle income 37 72 73 Figure 5-1 KQ2 High income 27 7 7 Figure 5-1 KQ2B High income 24 6 6 Figure 5-1 KQ4 High income 27 7 7 50 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC POPULATION NUMBER OF ENROLLMENT FIGURE COVERAGE (PER CENT QUESTIONS INCOME LEVEL COUNTRIES WITH A COVERAGE (PER CENT NUMBER OF TOTAL POPULATION VALID ANSWER OF ENROLMENT) AGED 4-17) Figure 5-1 KQ2 Global 98 33 29 Figure 5-1 KQ2B Global 85 31 27 Figure 5-1 KQ4 Global 103 47 45 Figure 5-2 KQ2B Low income 11 43 42 Figure 5-2 KQ2B Lower middle income 19 34 30 Figure 5-2 KQ2B Upper middle income 31 29 29 Figure 5-2 KQ2B High income 24 6 6 Figure 5-2 KQ2B Global 85 31 27 Figure 5-3 KQ2C Low income 14 51 52 Figure 5-3 KQ2C Lower middle income 20 32 28 Figure 5-3 KQ2C Upper middle income 26 23 22 Figure 5-3 KQ2C High income 22 7 7 Figure 5-3 KQ2C Global 82 29 25 Figure 5-5 IQ4 Low income 12 45 43 Figure 5-5 IQ4 Lower middle income 24 37 33 Figure 5-5 IQ4 Upper middle income 30 34 34 Figure 5-5 IQ4 High income 41 33 35 Figure 5-5 IQ4 Global 107 37 35 Figure 6-1a GQ1_2020 Low income 10 40 40 Figure 6-1a GQ1_2020 Lower middle income 25 31 29 Figure 6-1a GQ1_2020 Upper middle income 33 36 36 Figure 6-1a GQ1_2020 High income 50 59 61 Figure 6-1a GQ1_2020 Global 118 36 37 Figure 6-1b GQ1_2021 Low income 10 40 40 Figure 6-1b GQ1_2021 Lower middle income 24 30 28 Figure 6-1b GQ1_2021 Upper middle income 32 36 35 Figure 6-1b GQ1_2021 High income 50 57 60 Figure 6-1b GQ1_2021 Global 116 36 36 Figure 6-2 GQ2A Low income 6 31 25 Figure 6-2 GQ2A Lower middle income 12 19 16 Figure 6-2 GQ2A Upper middle income 20 26 27 Figure 6-2 GQ2A High income 37 45 47 Figure 6-2 GQ2A Global 75 26 25 Figure 6-3 GQ3 Low income 9 37 35 Figure 6-3 GQ3 Lower middle income 17 20 17 Figure 6-3 GQ3 Upper middle income 20 32 32 Figure 6-3 GQ3 High income 45 55 58 51 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC POPULATION NUMBER OF ENROLLMENT FIGURE COVERAGE (PER CENT QUESTIONS INCOME LEVEL COUNTRIES WITH A COVERAGE (PER CENT NUMBER OF TOTAL POPULATION VALID ANSWER OF ENROLMENT) AGED 4-17) Figure 6-3 GQ3 Global 91 30 30 Figure 7-1 HQ1_Additional support Global 131 58 59 programs for students after schools reopened Figure 7-1 HQ1_Adjustments to school Global 132 58 59 calendar Figure 7-1 HQ1_Changes in funding to Global 131 58 59 schools Figure 7-1 HQ1_Compensation of Global 121 58 59 teachers Figure 7-1 HQ1_Hygiene measures for Global 143 58 59 school reopening Figure 7-1 HQ1_Resources to continue Global 132 58 59 learning during school closures Figure 7-1 HQ1_School closure and Global 143 58 59 reopening Figure 7-1 HQ1_Working requirements Global 141 58 59 for teachers Figure 7-2 HQ1_School closure and Global 30 28 30 reopening Figure 7-2 HQ1_Working requirements Global 54 38 37 for teachers Figure 7-3 HQ1_School closure and Low income 16 60 59 reopening Figure 7-3 HQ1_Working requirements Low income 16 60 59 for teachers Figure 7-3 HQ1_School closure and Lower middle income 29 41 38 reopening Figure 7-3 HQ1_Working requirements Lower middle income 29 41 38 for teachers Figure 7-3 HQ1_School closure and Upper middle income 40 80 82 reopening Figure 7-3 HQ1_Working requirements Upper middle income 40 80 82 for teachers Figure 7-3 HQ1_School closure and High income 58 60 63 reopening Figure 7-3 HQ1_Working requirements High income 56 60 63 for teachers Figure 7-3 HQ1_School closure and Global 143 58 59 reopening Figure 7-3 HQ1_Working requirements Global 141 58 59 for teachers 52 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC TABLE 1-3: Number of countries with a valid answer for figures by education level NUMBER OF NUMBER OF NUMBER OF NUMBER OF COUNTRIES COUNTRIES COUNTRIES COUNTRIES WITH A VALID WITH A VALID FIGURE WITH A VALID WITH A VALID QUESTIONS INCOME LEVEL ANSWER ANSWER NUMBER ANSWER FOR ANSWER FOR FOR LOWER FOR UPPER PRE-PRIMARY PRIMARY SECONDARY SECONDARY EDUCATION EDUCATION EDUCATION EDUCATION Figure 2-2 FQ1 Low income N/A 12 11 13 Figure 2-2 FQ1 Lower middle income N/A 22 24 25 Figure 2-2 FQ1 Upper middle income N/A 32 32 36 Figure 2-2 FQ1 High income N/A 25 38 51 Figure 2-2 FQ1 Global N/A 91 105 125 Figure 2-3 FQ1 Low income N/A 12 11 13 Figure 2-3 FQ1 Lower middle income N/A 22 24 25 Figure 2-3 FQ1 Upper middle income N/A 32 32 36 Figure 2-3 FQ1 High income N/A 25 37 50 Figure 2-3 FQ1 Global N/A 91 104 124 Figure 2-4 FQ3 Low income N/A 10 10 10 Figure 2-4 FQ3 Lower middle income N/A 22 22 22 Figure 2-4 FQ3 Upper middle income N/A 24 24 31 Figure 2-4 FQ3 High income N/A 41 45 53 Figure 2-4 FQ3 Global N/A 97 101 116 Figure 5-4 CQ3 Low income 7 11 14 14 Figure 5-4 CQ3 Lower middle income 17 20 21 21 Figure 5-4 CQ3 Upper middle income 22 26 26 27 Figure 5-4 CQ3 High income 56 56 56 56 Figure 5-4 CQ3 Global 102 113 117 118 Figure 5-6 CQ1 Low income 7 10 10 10 Figure 5-6 CQ1 Lower middle income 14 21 21 20 Figure 5-6 CQ1 Upper middle income 23 33 33 34 Figure 5-6 CQ1 High income 43 52 53 54 Figure 5-6 CQ1 Global 87 116 117 118 53 WHAT’S NEXT? LESSONS ON EDUCATION RECOVERY: FINDINGS FROM A SURVEY OF MINISTRIES OF EDUCATION AMID THE COVID-19 PANDEMIC WHAT’S NEXT? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic JUNE 2021 for every child