COVID-19 Learning Losses
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UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC
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Since the beginning of the pandemic,
efforts have been made to monitor both school closures (and
re-opening) and the measures put in place to ensure
continuity of learning. These include the Survey of
Ministries of Education on National Responses to COVID-19,
jointly supported by UNESCO, UNICEF and the World Bank.
However, to date, no systematic evidence has been available
on how students’ learning is being affected by the
disruptions caused by the pandemic or on the impact of
education response measures initiated by governments. This
report contributes to filling this evidence gap and includes
a series of simulations of potential learning losses due to
COVID-19 and exploration of their longer-term implications.
The analysis is based on the Enabling learning for all
framework, which outlines access, engagement and enabling
environment as the three crucial enablers for learning,
while the simulation assumptions are informed by the
evidence on school closures and governments’
education-related responses, collected through the joint survey.
Palabras clave
LEARNING LOSS, CORONAVIRUS, COVID-19, SCHOOL CLOSURE, HYBRID LEARNING, REMOTE LEARNING, TEACHER SKILLS, LEARNING POVERTY, EDUCATION QUALITY, ACCESS TO EDUCATION