On what basis have some European policymakers decided that it’s wise to reopen schools? And how will those calculations differ in low- and middle-income countries?
CGD Policy Blogs
Alongside our tracker of education policy responses by national governments, we’ve started to track what international development partners are doing in education in response to the COVID-19 pandemic. Schools may be closed, but the costs of running education systems continue and may even increase
Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.
COVID-19 is likely to affect the education outcomes of girls and boys in adverse and differential ways. What has been less studied are the challenges and perceptions of the organizations delivering vital educational services to girls and boys in low-income countries. To better understand that, we are launching a new survey.
More from Our Database on School Closures: New Education Policies May Be Increasing Educational Inequality
With more than 1.5 billion students are out of school, COVID-19 school closures could exacerbate existing inequities. In this post we analyse what we know (so far) about some of the drivers of inequity—and measures taken to address them—in different countries, using our open-access database.
Hundreds of millions of kids get meals at school and, for many, this is the only hot, nutritious meal they have all day. We examine how many and which children will be most affected, and what the policy options are to ensure children do not go hungry during school closure.
The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.
As the global education world increasingly doubles down on efforts to address the global learning crisis, it is not clear that there are sufficient efforts going into keeping girls safe at school. We think it’s important to keep sounding the alarm: it is outrageous and unacceptable that millions of girls all over the world are unsafe at school.
As education officials weigh their response to coronavirus, we offer four lessons from past experiences with school closures during disease outbreaks.
Grade repetition is a familiar topic in Ministries of Education but is rarely discussed as a policy issue in global education. This is surprising in the context of global discussions about education financing, since the cost of many children repeating grades can be astoundingly high.