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UNICEF’s lessons learned from the education response to the COVID-19 crisis and reflections on the implications for education policy

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  • Lennox, Janet
  • Reuge, Nicolas
  • Benavides, Francisco

Abstract

COVID-19 triggered mass innovation that grew flexible learning modalities and pathways that can be built upon in future sector plans to make education systems more resilient. These tools must be paired with investments in the people expected to use them and strengthened data systems. To ensure plans are rooted in ever-pressurised budgets, Education Ministers will increasingly need to turn to economic analysis. Expansion of partnerships will be necessary to secure greater and more innovative forms of finance but also affordable digital learning solutions. If these opportunities are seized alongside the disruption wrought by the pandemic, they can equalize opportunities and accelerate progress.

Suggested Citation

  • Lennox, Janet & Reuge, Nicolas & Benavides, Francisco, 2021. "UNICEF’s lessons learned from the education response to the COVID-19 crisis and reflections on the implications for education policy," International Journal of Educational Development, Elsevier, vol. 85(C).
    • Handle: RePEc:eee:injoed:v:85:y:2021:i:c:s0738059321000821
    DOI: 10.1016/j.ijedudev.2021.102429
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    References listed on IDEAS

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    1. World Bank, 2020. "Pivoting to Inclusion," World Bank Publications - Reports 34237, The World Bank Group.
    2. Noam Angrist & Peter Bergman & Caton Brewster & Moitshepi Matsheng, 2020. "Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana," CSAE Working Paper Series 2020-13, Centre for the Study of African Economies, University of Oxford.
    3. João Pedro & Amer Hasan & Diana Goldemberg & Koen Geven & Syedah Aroob Iqbal, 2021. "Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates [Tackling Inequity in Education during and after COVID-19]," The World Bank Research Observer, World Bank, vol. 36(1), pages 1-40.
    4. Noam Angrist & David K. Evans & Deon Filmer & Rachel Glennerster & F. Halsey Rogers & Shwetlena Sabarwal, 2020. "How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric," Working Papers 558, Center for Global Development.
    5. João Pedro Azevedo & Amer Hasan & Diana Goldemberg & Koen Geven & Syedah Aroob Iqbal, 0. "Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates," World Bank Research Observer, World Bank Group, vol. 36(1), pages 1-40.
    6. Nina Haug & Lukas Geyrhofer & Alessandro Londei & Elma Dervic & Amélie Desvars-Larrive & Vittorio Loreto & Beate Pinior & Stefan Thurner & Peter Klimek, 2020. "Ranking the effectiveness of worldwide COVID-19 government interventions," Nature Human Behaviour, Nature, vol. 4(12), pages 1303-1312, December.
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    1. repec:msn:gcaocc:16-02 is not listed on IDEAS
    2. Kidman, Rachel & Breton, Etienne & Behrman, Jere & Kohler, Hans-Peter, 2022. "Returning to school after COVID-19 closures: Who is missing in Malawi?," International Journal of Educational Development, Elsevier, vol. 93(C).

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    Keywords

    COVID-19; Policy; Education;
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