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Covid 19 SG - Policy - Brief - Covid-19 - and - Education - August - 2020 PDF
Covid 19 SG - Policy - Brief - Covid-19 - and - Education - August - 2020 PDF
Education
during COVID-19
and beyond
AUGUST 2020
Executive summary
The COVID-19 pandemic has created the As fiscal pressures increase, and development
largest disruption of education systems in assistance comes under strain, the financing
history, affecting nearly 1.6 billion learners of education could also face major challenges,
in more than 190 countries and all conti- exacerbating massive pre-COVID-19 education
nents. Closures of schools and other learn- funding gaps. For low income countries and low-
ing spaces have impacted 94 per cent of the er-middle-income countries, for instance, that
world’s student population, up to 99 per cent gap had reached a staggering $148 billion annu-
in low and lower-middle income countries. ally and it could now increase by up to one-third.
1 Guidance is available from the United Nations and other education partners.
Before the pandemic, the world was already fac- The COVID-19 pandemic has caused the larg-
ing formidable challenges in fulfilling the promise est disruption of education in history, hav-
of education as a basic human right. Despite the ing already had a near universal impact on
near universal enrolment at early grades in most learners and teachers around the world, from
countries, an extraordinary number of children – pre-primary to secondary schools, technical
more than 250 million – were out of school, 2
and vocational education and training (TVET)
and nearly 800 million adults were illiterate.3 institutions, universities, adult learning, and
skills development establishments. By mid-
Moreover, even for those in school, learning April 2020, 94 per cent of learners worldwide
was far from guaranteed. Some 387 million or were affected by the pandemic, representing
56 per cent of primary school age children world- 1.58 billion children and youth, from pre-pri-
wide were estimated to lack basic reading skills.4 mary to higher education, in 200 countries.
From a financing point of view, the challenge The ability to respond to school closures
was already daunting before COVID-19. The changes dramatically with level of develop-
early 2020 estimate of the financing gap to ment: for instance, during the second quarter
reach Sustainable Development Goal 4 – quality 2020, 86 per cent of children in primary edu-
education – in low and lower-middle-income cation have been effectively out of school
countries was a staggering $148 billion annual- in countries with low human development –
ly.5 It is estimated that the COVID-19 crisis will compared with just 20 per cent in countries
increase this financing gap by up to one-third.6 with very high human development.7
2 258 million in 2018, UNESCO Institute for Statistics (UIS), “Out-of-School Children and Youth”, available at http://uis.unesco.org/en/
topic/out-school-children-and-youth.
3 773 million according to most recent UIS data: http://uis.unesco.org/en/topic/literacy.
4 UIS 2017 Fact Sheet, available at http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learn-
ing-en-2017.pdf.
5 UNESCO (forthcoming): “The impact of Covid-19 on the cost of achieving SDG 4”, GEM Report Policy Paper 42.
6 Ibid.
7 United Nations Development Programme (UNDP). COVID-19 and human development: Assessing the crisis, envisioning the recovery. 2020
Human Development Perspectives, 2020, New York: UNDP, available at http://hdr.undp.org/en/hdp-covid.
6000 +18%
5,039 3,559 • Slower progress than projected
5000
• More students than projected
• Higher unit cost of education
4000 • Greater data availability
3,400 3,010
• Less time to achieve targets
3000
2000 29%
1,480
1000 11%
390
0
Total Education Financing Total Education Financing
financing need budget gap financing need budget gap
2015 education costing projections 2020 education costing projections,
pre–COVID-19
Source: UNESCO Global Education Monitoring Report (2020). New realities for education affected by COVID Cost predictions.
1,750 100%
Number of learners affected (millions)
Reopened schools
1,575 90%
1,400 80% Percentage of learners affected
1,225 Localized closures 70%
1,050 60%
875 50%
700 40%
525 30%
350 National closures 20%
175 10%
0 0%
30-Jun
16-May
02-Mar
01-May
31-May
15-Jun
17-Mar
16-Feb
15-Jul
16-Apr
01-Apr
Date
15 UNESCO, Global Education Monitoring (GEM) Report, 2020: Inclusion and education: all means all, 2020, available at https://unesdoc.
unesco.org/ark:/48223/pf0000373718.
16 IIEP-UNESCO, “COVID-19 school closures: Why girls are more at risk”, available at http://www.iiep.unesco.org/en/
covid-19-school-closures-why-girls-are-more-risk-13406.
17 United Nations, “Policy Brief: The impact of COVID-19 on children”, available at https://unsdg.un.org/sites/default/files/2020-
04/160420_Covid_Children_Policy_Brief.pdf.
18 European Commission, “Educational inequalities in Europe and physical school closures during Covid-19”, available at https://ec.europa.
eu/jrc/sites/jrcsh/files/fairness_pb2020_wave04_covid_education_jrc_i1_19jun2020.pdf.
19 These include Côte d’Ivoire, the Gambia, Guinea-Bissau, Kiribati, Lesotho, Mauritania, and Sudan.
20 UNESCO, GEM Report, 2020.
21 UNICEF, “How involved are parents in their children’s learning? MICS6 data reveal critical insights”, available at https://blogs.unicef.org/
evidence-for-action/parental-involvement-childrens-learning.
22 Catherine Haeck and Pierre Lefebvre, Program for International Student Assessment (PISA), “Pandemic school closures may increase
inequality in test scores”, Working Paper No. 20-03,June 2020, available at https://grch.esg.uqam.ca/wp-content/uploads/sites/82/
Haeck_Lefebvre_GRCH_WP20-03-5.pdf.
Basic proficiency
Basic proficiency
Curve B Curve D
Curve C
Source: https://blogs.worldbank.org/education/we-should-avoid-flattening-curve-education-possible-scenarios-learn-
ing-loss-during-school.
23 World Bank, “We should avoid flattening the curve in education – Possible scenarios for learn-
ing loss during the school lockdowns”, 13 April 2020, available at https://blogs.worldbank.org/education/
we-should-avoid-flattening-curve-education-possible-scenarios-learning-loss-during-school.
24 World Bank, “Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes:
A set of Global Estimates”, 18 June 2020, available at https://www.worldbank.org/en/topic/education/publication/
simulating-potential-impacts-of-covid-19-school-closures-learning-outcomes-a-set-of-global-estimates.
25 Michelle Kaffenberger, “Modeling the long-run learning impact of the COVID-19 learning shock: Actions to (more than) mitigate loss”,
RISE Insight Series. 2020/017, 4 June 2020, available at https://doi.org/10.35489/BSG-RISE-RI_2020/017.
26 World Bank, “COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost
Earnings” , 18 June 2020, available at https://www.worldbank.org/en/news/press-release/2020/06/18/
covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings.
27 UNESCO, “COVID-19 Education Response: How many students are at risk of not returning to school?” advocacy paper, June 2020.
28 Global Partnership for Education (GPE), “Opinion: Don’t let girls’ education be another casualty of the coronavirus”, 1 May 2020, available
at https://www.globalpartnership.org/news/opinion-dont-let-girls-education-be-another-casualty-coronavirus.
29 The United Nations World Food Programme (WFP) estimates that by the end of 2020 the number of people experiencing hunger will
increase to 270 million, “Global Monitoring of School Meals During COVID-19 School Closures”, available at https://cdn.wfp.org/2020/
school-feeding-map.
30 Ibid.
31 Economic Commission for Latin America (ECLAC), “The social challenge in times of COVID-19”, available at https://repositorio.cepal.
org/bitstream/handle/11362/45544/1/S2000324_en.pdf.
32 United Nations, “Policy Brief: The Impact of COVID-19 on Women”, April 2020, available at https://www.un.org/sites/un2.un.org/files/
policy_brief_on_covid_impact_on_women_9_apr_2020_updated.pdf; UNESCO, “Addressing the gender dimensions of school closures”,
COVID-19 Education Response, Education Sector Issue Notes, Issue Note Nº 3.1, available at https://unesdoc.unesco.org/ark:/48223/
pf0000373379.
33 Matt Krents and others, “Easing the COVID-19 burden on working parents”, BCG, 21 May 2020, available at https://www.bcg.com/
publications/2020/helping-working-parents-ease-the-burden-of-covid-19.
As parents who lose income make difficult School closures will have not only immedi-
choices, enrolment and girl’s education rates ate economic consequences, but long-last-
may decline, while child labour, recruitment, and ing effects. It is estimated that for the
exploitation rise. With the number of people in first time since its conception, the Human
extreme poverty due to COVID-19 projected to Development Index, of which the educa-
increase between 71 and 100 million, attention tion dimension accounts for a third, will
show a striking decline (figure 4).
0.010
0.005
0.000
1991
1995
2000
2005
2015
2020
-0.005
-0.010
-0.015
-0.020
34 International Labour Organization (ILO), “ILO Monitor: COVID-19 and the world of work. Fifth edition”, 30 June 2020, available at https://
www.ilo.org/wcmsp5/groups/public/@dgreports/@dcomm/documents/briefingnote/wcms_749399.pdf.
35 World Bank, “Projected poverty impacts of COVID-19”, available at https://www.worldbank.org/en/topic/poverty/brief/
projected-poverty-impacts-of-COVID-19.
As the health crisis unfolded, causing massive traditional distance learning modalities, often a
socio-economic disruptions, education systems mix of educational television and radio program-
around the world were swift to react and adapt. ming, and the distribution of print materials.
Governments responded quickly to ensure edu-
Relatively few countries are monitoring the
cation continuity and protect the safety of learn-
effective reach and use of distance learning
ers and education actors by closing schools 36
modalities. However, estimates indicate varia-
and other learning spaces. However, the unequal
ble coverage: distance learning in high income
provision of learning modalities during closures
countries covers about 80–85 per cent, while
will likely create inequities in the longer term.
this drops to less than 50 per cent in low income
countries.37 This shortfall can largely be attrib-
uted to the digital divide, with the disadvantaged
A WIDE RANGE OF DISTANCE having limited access to basic household ser-
LEARNING TOOLS vices such as electricity; a lack of technology
infrastructure; 38 and low levels of digital liter-
Ensuring learning continuity during the time of acy among students, parents, and teachers.
school closures became a priority for govern-
ments the world over, many of which turned to School closures have necessitated changes in –
ICT, requiring teachers to move to online deliv- and in some cases caused serious disruptions
ery of lessons. As shown in figure 5, countries to – how students are evaluated.39 In most coun-
report that some modalities have been used tries, exams have been postponed; in a few, they
more than others, depending on education level, have been cancelled; and, in others, they have
with variability across regions. In areas with lim- been replaced by continuous assessments or
ited connectivity, governments have used more alternative modalities, such as online testing for
final exams. Innovative continuous assessment
36 This brief comments on the education and training sector as a whole, including TVET and adult education. For the comfort of the reader,
the remainder of the text refers to “education” to reflect the whole sector. Similarly, the term “school” is used to encompass ECE centres,
schools, training centres, universities, and the like.
37 Based on the UNESCO-UNICEF-World Bank joint survey, May–June 2020. Out of 116 countries that responded, few reported monitoring
the actual use of distance learning. Available at http://tcg.uis.unesco.org/survey-education-covid-school-closures.
38 According to a recent UNICEF study in 71 countries (out of 183 with data), less than half the population has access to the Internet,
with large within-countries inequities. Television and radio access are not universal assets, with an urban-rural divide. In 40 out of
the 88 countries for which data is available, television ownership rates among urban households were more than double that of rural
households. The largest disparities appeared in sub-Saharan Africa. Available at https://www.unicef-irc.org/publications/pdf/IRB%20
2020-10%20CL.pdf.
39 UNESCO, “Review of high-stakes exams and assessments during COVID-19”, available at https://en.unesco.org/sites/default/files/
unesco_review_of_high-stakes_exams_and_assessments_during_covid-19_en.pdf.
For certain sectors, distance learning came Sustainable solutions should build upon expe-
with distinct challenges. In the early-childhood riences with the widespread use of technology
sub-sector, some countries were able to put in to ensure learning continuity during the pan-
place virtual kindergarten for children 3−6 years demic, including for the most marginalized.
of age. Technical and vocational apprenticeship Several examples are described below.
Radio Television
100 100
75 75
50 50
25 25
0 0
Africa Asia Europe Latin Oceania Africa Asia Europe Latin Oceania
America America
and the Caribbean and the Caribbean
75 75
50 50
25 25
0 0
Africa Asia Europe Latin Oceania Africa Asia Europe Latin Oceania
America America
and the Caribbean and the Caribbean
40 UNICEF, “Putting the ‘learning’ back in remote learning”, June 2020, available at https://www.unicef.org/globalinsight/sites/unicef.org.
globalinsight/files/2020-06/UNICEF-Global-Insight-remote-learning-issue-brief-2020.pdf.
41 .g. Brazil, Costa Rica, Kenya, Philippines, South Sudan. ILO, “TVET and skills development in the time of COVID-19”, 28 April 2020, availa-
ble at https://gemreportunesco.wordpress.com/2020/04/28/tvet-and-skills-development-in-the-time-of-covid-19.
42 International Association of Universities, IAU Global Survey Report: The Impact of COVID-19 on higher education around the world, 2020,
available at https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf.
100
75
50
25
0
Pre-primary Primary Lower secondary Upper secondary
Teachers across the globe were largely unpre- Teachers’ physical health was put at risk when
pared to support continuity of learning and required to provide face-to-face education
adapt to new teaching methodologies. In for the children of essential workers and vul-
sub-Saharan Africa, only 64 per cent of primary nerable children. Adding to the fear of being
and 50 per cent of secondary teachers have exposed to the virus was a fear of losing salaries
received even minimum training, which often and benefits, all while coping with increased
does not include basic digital skills. Even in45
workloads and family responsibilities. This is
contexts with adequate infrastructure and con- especially true of female teachers who had
nectivity, many educators lack the most basic to continue teaching and bore a dispropor-
ICT skills, meaning they will likely struggle with tionate share of family responsibilities.
their own ongoing professional development,
let alone with facilitating quality distance learn- Some countries integrated psychological sup-
ing. The COVID-19 crisis has highlighted that
46 port into their contingency plans, manuals, and
both initial and in-service teacher education guides for teachers and local associations;
are in need of reform to better train teach- and NGOs mobilized to provide additional
ers in new methods of education delivery. support. Many more teachers will need psy-
chological support themselves if they are to
45 International Task Force on Teachers for Education 2030, “COVID-19: A global Crisis for Teaching and Learning”, available at https://
teachertaskforce.org/knowledge-hub/covid-19-global-crisis-teaching-and-learning.
46 UNESCO, “Education Sector Issue Note 2.2”, available at https://unesdoc.unesco.org/ark:/48223/pf0000373338/PDF/373338eng.pdf.
multi.
0 20 40 60
Source: Education International, “COVID-19 and Education: How Education Unions are Responding, Survey Report”, available at
https://issuu.com/educationinternational/docs/2020_covid19_survey_report_eng_final.
47 INEE, “Supporting teachers in crisis contexts during COVID-19”, April 2020, available at https://inee.org/system/files/resources/
COVID-19%20Webinar%20Series%20-%20Webinar%205.pdf.
48 UNESCO, “Supporting teachers and education personnel during times of crisis”, available at https://unesdoc.unesco.org/ark:/48223/
pf0000373338.
49 UNESCO/ILO, “Supporting teachers in back-to-school efforts: guidance for policy-makers”, available at https://unesdoc.unesco.org/
ark:/48223/pf0000373479.
50 Education International, “COVID-19 and Education: How Education Unions are Responding, Survey Report”, available at https://issuu.
com/educationinternational/docs/2020_covid19_survey_report_eng_final.
51 Ibid.
52 UNESCO, GEM Report, 2020, available at https://unesdoc.unesco.org/ark:/48223/pf0000373718. “Why non-state education requires
support in the current pandemic”, World Education Blog, available at https://gemreportunesco.wordpress.com/2020/05/13/
why-non-state-education-requires-support-in-the-current-pandemic.
The logistical challenges related to ensuring will increase class time; 64 per cent will intro-
distance educational continuity during pro- duce remedial programmes; 32 per cent will
closures threaten the implementation of the and 62 per cent plan to adjust the scope of
academic calendar and of examinations, and curriculum content that will be covered.55
100
75
50
25
0
Nationwide Partial/gradual Phasing students Do not know Schools not closed
59 Global growth is estimated at -4.9 per cent in 2020. International Monetary Fund (IMF), “World Economic Outlook Update, June
2020: A Crisis Like No Other, An Uncertain Recovery“, available at https://www.imf.org/en/Publications/WEO/Issues/2020/06/24/
WEOUpdateJune2020.
60 Education Commission, “Background Paper: The Learning Generation: Domestic Tax and Education”, available at https://report.educa-
tioncommission.org/wp-content/uploads/2016/11/Domestic-Tax-and-Eduction.pdf.
61 This includes addressing concerns such as high repetition rates, waste in procurement, ensuring better distribution and allocation of
teachers, making sure teachers are paid transparently and on time. Tackling inefficiencies also requires improving monitoring and financial
planning to better track (with real time data rather than the prevailing lags in education spending information) how resources are spent.
62 SDG 17.1: strengthen domestic resource mobilization, including through international support to developing countries to improve domes-
tic capacity for tax and other revenue collection.
63 Organization for Economic Cooperation and Development (OECD), “A ‘debt standstill’ for the poor-
est countries: How much is at stake?”, 27 May 2020, available at http://www.oecd.org/coronavirus/
policy-responses/a-debt-standstill-for-the-poorest-countries-how-much-is-at-stake-462eabd8/#endnotea0z2.
64 GEM Report, “Policy Paper 41”, available at https://unesdoc.unesco.org/ark:/48223/pf0000373844/PDF/373844eng.pdf.multi.
65 Karen Mundy and Kerrie Proulx, Making evaluation work for the achievement of SDG 4 Target 5: Equality and inclusion in educa-
tion, UNESCO, NORAD, World Bank Group, UNICEF, 2019, available at https://www.gcedclearinghouse.org/sites/default/files/
resources/190340eng_0.pdf.
66 UNESCO, International Commission on the Futures of Education, “Education in a post COVID-19 world: Nine ideas for action”, 2020, avail-
able at https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi.
67 United Nations, “Policy Brief: The World of Work and COVID-19”, June 2020, available at https://www.un.org/sites/un2.un.org/files/
the_world_of_work_and_covid-19.pdf.
68 UNESCO, International Commission on the Futures of Education, “Education in a post COVID-19 world: Nine ideas for action”, 2020, avail-
able at https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi.
69 World Bank, The COVID-19 Pandemic: Shocks to Education and Policy responses, Washington, DC: World Bank, 2020.
70 Karen Mundy and Susannah Hares, “Equity-Focused Approaches to Learning Loss during COVID-19”, Center for Global Development Blog,
16 April 2020, available at https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19.
71 Ibid.
The shock of the COVID-19 crisis on education we want: one of inclusive change in educa-
has been unprecedented. It has set the clock tion delivery, of unleashing the potential of
back on the attainment of international edu- individuals, and of collective fulfilment, in all
cation goals, and disproportionately affected areas of life, through education investment.
the poorer and most vulnerable. And yet,
the education community has proved resil- There is unlimited drive, and untapped resources,
ient, laying a groundwork for the rebound. we can count on for the restoration, not only of
education’s essential services, but of its fun-
There remains a risk of a downward spiral, in damental aspirations. It is the responsibility of
a negative feedback loop of learning loss and governments and the international community
exclusion. Yet every negative spiral of aggra- to stay true to principles and conduct reforms,
vating socio-economic circumstances sug- so that, not only will the children and youth
gests its reverse image of a positive spiral, one regain their promised future, but all education
which would lead to the future of education stakeholders find their role in making it happen.