COVID-19: effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss

Author(s): Alban Conto, Carolina; Akseer, Spogmai; Dreesen, Thomas; Kamei, Akito; Mizunoya, Suguru; Rigole, Annika

Organisation(s): UNICEF Office of Research - Innocenti

Publisher(s): UNICEF Office of Research - Innocenti

Date: 2020

Pages: 30 p.

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While remote learning measures are essential for mitigating the short-term and long-term consequences of COVID-19 school closures, little is known about their impact on and effectiveness for learning. This working paper contributes to filling this gap by: 1. Exploring how disrupted schooling may affect foundational learning skills, using data from MICS6 (Multiple Indicator Cluster Surveys - round 6) in 2017–2019; 2. Examining how countries are delivering and monitoring remote learning based on data from the UNESCO-UNICEF-World Bank’s National Education Responses to COVID-19 School Closures survey; and 3. Presenting promising key practices for the effective delivery and monitoring of remote learning.

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