PARIS - The OECD has published a new report analysing the impact of the COVID-19 pandemic on school education.
Based on a survey produced in collaboration with UNICEF, UNESCO and the World Bank, it looks at the different approaches countries have taken to minimise learning losses from school closures. It notes that one year after the pandemic hit, primary and secondary schools are fully open in less than 40% of the 33 countries with comparable data (‘fully open’ meaning that schools are open for at least the vast majority of students).
It says that the crisis has exposed the many inadequacies and inequities in school systems - from the broadband and computers needed for online education, through the supportive environments needed to focus on learning, up to the failure to enable local initiative and align resources with needs.
But it also revealed the enormous potential for innovation that is dormant in many education systems, which often remain dominated by hierarchical structures geared towards rewarding compliance. It highlights the critical role teachers have played during the crisis and how the new demands made on teachers has already led some countries to change their staffing and recruitment practices.
For the full report, visit: