As Covid-19 has forced governments around the world to close schools, policy responses to ensuring educational continuity are rapidly changing. As countries formulate and implement their strategies for education provision, our report examines the key themes emerging in the worldwide policy landscape and assesses which approaches are – and which are not – working well.
In the face of Covid-19, governments worldwide have been faced with the challenge of rapid policy responses to ensure that children continue to receive an education in a period of school closures. While the status of national strategies and policies is rapidly changing, this report examines key themes emerging from the responses to date, and assesses which approaches are – and which are not – working well. Based on an analysis of eleven East Asian, South Asian and sub-Saharan African countries, the report offers a set of recommendations supported by the evidence as it currently stands.
This report was produced at great speed in response to the emerging Covid-19 crisis, commissioned by the Ed Tech Hub with the UK Department for Education and the Department for International Development, and is available to read in full here. Along with its sister report, which considers best practice for remote teaching pedagogy, it forms part of Ed Tech Hub’s coronavirus resources.
The fluidity and fast pace of change in Covid-19 policy responses, and the consequent nature of the evidence available at this stage, presents challenges to formulating firm conclusions. However, based on the evidence and literature as it currently stands, our team has drawn out several key themes and recommendations which may be valuable as policymakers and other system leaders continue to respond to these unprecedented circumstances.
To read the report, analysis and recommendations in full, please visit the EdTech Hub website, or click here.