Authorized Authorized remote learning during Public Disclosure the global school lockdown: Public Disclosure multi-country lessons Public Disclosure Public Disclosure Authorized Authorized Authorized Public Public Discolsure Public Disclosure Disclosure Authorized Authorized Public Disclosure Authorized Global Education and Technology Team Education Global Practice, World Bank Group Maria Barron Rodriguez; Cristobal Cobo; Alberto Muñoz-Najar; Iñaki Sánchez Ciarrusta EXPLORING THE DEPLOYMENT, PERCEIVED EFFECTIVENESS, AND MONITORING OF REMOTE AND REMEDIAL LEARNING © 2020 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 USA Telephone: [+1] 202-473-1000; Internet: www.worldbank.org This work is a product of the staff of The World Bank with external contributions. 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Because The World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full attribution to this work is given. Please cite the work as follows: Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz- Najar, Alberto; & Sánchez Ciarrusta, Iñaki. 2021. Remote learning during the global school lockdown: multi-country lessons. Washington, D.C.: World Bank Group. License: Creative Commons Attribution CC BY 3.0 IGO Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org Cover picture: Minette Lontsie Cover and report design: Sarah Kleinmann Remote learning during the global school lockdown: multi-country lessons TABLE OF Contents Acknowledgements 6 Executive summary 9 1. Adopt delivery systems with an inclusive approach 10 2. Adjust the curriculum to ensure the effectiveness 11 3. Secure sustained teacher training and in-service support 12 4. Leverage institutional capacities while ensuring sustained monitoring and evaluation 13 5. Consolidate national strategies to remediate learning losses 14 I. What can we learn from education emergency responses in low- and middle-income countries? 16 Mitigating learning loss in the LMICs 18 • Coping policies in Africa and the Middle East 19 • Coping policies in Asia and Eastern Europe 21 • Coping policies in Latin America and the Caribbean 23 Looking ahead: managing continuity and building back better 25 • Organizing education systems for learning recovery 25 • Lessons to build back better 28 Initial policy takeaways: education emergency responses to COVID-19 in LMICs 29 II. Is remote learning perceived as effective? An in-depth analysis across 5 countries 32 Education systems and the response to COVID-19 33 Channels and content for an effective remote learning strategy 35 • Perceived effectiveness of coherent multichannel strategies 35 • Perceived effectiveness of curriculum and content prioritization 36 Creating an effective remote learning experience 37 • Perceived effectiveness of digital-interactive educational platforms 37 3 Remote learning during the global school lockdown: multi-country lessons • Learning experience with one-way educational methods 38 Providing an effective teacher support system 39 • Professional development for teachers during the COVID-19 pandemic 39 • Guidance for and role of teachers during the COVID-19 pandemic 40 Monitoring and Evaluation 42 Policy takeaways from an in-depth multicountry analysis 44 III. What works with remote and remedial strategies? An analysis across 13 countries 47 • Distance education delivery systems 48 • Curriculum adjustments 50 • Teacher training and support 51 • Monitoring and evaluation 54 • Preparing systems for remedial learning 56 IV. Conclusions and further research 60 V. Policy conclusions 65 VI. References 68 VII. Pictures credits 74 VIII. Glossary 75 IX. Exhibits 77 • Exhibit 1: Students Affected by School Closures in Selected Countries 77 • Exhibit 2: Channels Implemented for Learning Continuity 78 • Exhibit 3: Household Access to Devices and Connectivity for Remote Learning 79 • Exhibit 4: International Bandwidth in Selected Countries, in Mbit/s 80 • Exhibit 5: The Three Overlapping Phases of the Education Response 81 • Exhibit 6: National Education Responses in Africa and the Middle East 82 • Exhibit 7: Channels for Learning Continuity across Africa and Middle East 84 • Exhibit 8: Access to Devices/Connectivity and Remote Learning Tools across Africa and Middle East 86 • Exhibit 9: National Education Responses in Eastern, Pacific, and South Asia 88 • Exhibit 10: Channels Implemented for Learning Continuity across Eastern, Pacific, and 4 Remote learning during the global school lockdown: multi-country lessons South Asia 89 • Exhibit 11: Access to Devices/Connectivity and Remote Learning Tools across Asia and Eastern Europe 91 • Exhibit 12: National Education Responses in LAC 92 • Exhibit 13: Channels Implemented for Learning Continuity in LAC 93 • Exhibit 14: Access to Devices/Connectivity and Remote Learning Tools across LAC 94 • Exhibit 15: Status and Planning for School Reopening across Africa and Middle East 95 • Exhibit 16: Status and Planning for School Reopening across Asia and Eastern Europe 97 • Exhibit 17: Status and Planning for School Reopening across LAC 99 • Exhibit 18: Students Affected by School Closures in Five Selected Countries 100 • Exhibit 19: Characteristics of Education Systems in Five Selected Countries 101 • Exhibit 20: Channels Implemented for Learning Continuity 102 • Exhibit 21: Household Access to Devices and Connectivity for Remote Learning 103 • Exhibit 22: Checklist for Overcoming Digital Barriers to Inclusion in Online Learning 104 • Exhibit 23: Outcomes for Effective Remote Learning in Selected Countries 106 • Exhibit 24: Brazil Case Study 107 • Exhibit 25: Kenya Case Study 110 • Exhibit 26: Nigeria (Edo) Case Study 113 • Exhibit 27: Peru Case Study 116 • Exhibit 28: Sierra Leone Case Study 119 5 Remote learning during the global school lockdown: multi-country lessons ACKNOWLEDGEMENTS Our work was conducted under the overall guidance of Jaime Saavedra and Omar Arias. We are also thankful to the World Bank’s Education Global Practice Management Team for the kind support given to carry out this study. The team gratefully acknowledges the inputs from Cristian Aedo, Rita Almeida, Elizabeth Ninan, Venkatesh Sundararaman, the World Bank’s EdTech Team, the EdTech fellows, and other reviewers too numerous to mention. Gratitude to Alejandro Scaff for the design of the interactive report and to Sarah Kleinmann for designing this report. With apologies for any regrettable omissions and our sincerest thanks to everyone, named or anonymous, who graciously gave their time and expertise. Profound gratitude is extended to the following people in each of the countries included in the study for their invaluable support. In Afghanistan: Dr. Amin (Director of Academic Supervision, Ministry of Education), Tsuyoshi Fukao (World Bank), Matiullah Noori (Task Team Leader, World Bank), Mr. Qazizada (Head of Strategic Planning, Ministry of Education), Sadaat Sekandar (Senior EMIS Specialist, Ministry of Education), Mr. Sulimanzada (Head of Research, Ministry of Education), Dr. Abdul Wassay (Director General for Planning, Ministry of Education), and Tracy Wilichowski (World Bank). In Brazil: Elisa Adler (Head of Government Affairs, Ensina Brasil), Sabrina Araujo (Manager of Media and Digital Content, Centro de Mídias de Educação do Amazonas), Alexandre Barbosa (Manager, Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação), Marcelo Becerra (Senior Economist, World Bank), Vitor De Angelo (Secretary, State Education Secretary of Espirito Santo), Lucia Dellagnelo (President, Centro de Inovação para a Educação Brasileira), Ana Luiza Faria (Head of Communications, State Education Secretary of Minas Gerais), Vitor Knöbl Moneo (Advisor, State Education Secretary of Sao Paulo), Ildo Lautharte (Education Specialist, World Bank), Livia Leal Souza Pimentel (Chief of Cabinet, State Education Secretary of Espirito Santo), Andre Loureiro (Senior Economist, World Bank), Lucas Machado (Innovation Manager, Fundaçao Lemann), Ana Laura Martinez (Coordinator of Technical Cooperation, Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação), Paulo Melanias (Centro de Mídias de Educação do Amazonas), Wilmara Messa (Director, Centro de Mídias de Educação do Amazonas), Luis Fabian Pereira (Secretary, State Education Secretary of Amazonas), Renilda Peres de Lima (Chief of Cabinet, State Education Secretary of Sao Paulo), Paulo Rodrigues (Head of Information Technology, State Education Secretary of Mato Grosso do Sul), Lucia Saito (Communications Advisor, Secretary, State Education Secretary of Sao Paulo), Julia Sant’Anna (Secretary, State Education Secretary of Minas Gerais), Fabio Senne (Project Coordinator, Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação), Caetano Siqueira (Pedagogy Coordinator, State Education Secretary of Sao Paulo), and Rossieli Soares (Secretary, State Education Secretary of Sao Paulo). In Cambodia: Simeth Beng (Task Team Leader, World Bank), Lor Charvanna (Deputy General Director, Ministry of Education), Fata No (Education Specialist, World Bank), Mam Socheath (Head of LLL Department, Royal University of Phnom Penh), and Sok Soth (Dean of Faculty of Education, Royal University of Phnom Penh). In Cameroon: Samuel Billong IV (Researcher, Polytechnic Institute University of Yaounde II), Ki Jean Bosco (Senior Education Officer, UNESCO), Thomas Djotio (Lecturer, Polytechnic Institute University of Yaounde II), Elobo Lisette (Director of Project Planning and Cooperation, Ministry of Education), Vincent Perrot (Task Team Leader, World Bank), and Ernest Priso (Conseiller-Planificateur, Ministry of Education). 6 Remote learning during the global school lockdown: multi-country lessons In Estonia: Heli Aru-Chabilan (Director, HITSA), Tatjana Kiilo (Head of Analysis Department, Ministry of Education), Peep Küngas (Estonian Education and Youth Authority), Birgit Lao (CEO, Foundation Innove), Mart Laanpere (Senior Researcher, Tallinn University), Tobias Ley (Chair Professor for Learning Analytics, Tallinn University), Margus Püüa (Estonian Education and Youth Authority), Kristel Rillo (Head of Digital Education, Ministry of Education), Adolfo Ruiz (Researcher, Tallinn University), and Kairit Tammets (School of Digital Technologies, Tallinn University). In Haiti: Michel Ange Augustin (School support manager, PEQH), Yves Jantzem (Task Team Leader, World Bank), Claudia Muriel Lopez (World Bank), Roller Saint Pierre (Director, Haitian Institute for Training in Educational Sciences), and Jacksonn Joseph (General coordinator, Ministry of Education). In Kenya: Elyas Abdi (Director General, Ministry of Education), Idris Aden Ibrahim (Senior Executive Officer, Kenya National Union of Teachers), Ruth Charo (Senior Education Specialist, World Bank), Jennifer Cotter (Expert Pool Member, Edtech Hub), Indimuli Kahi (Chairman, Kenya Secondary School Heads Association), Tom Kaye (Country Engagement, Edtech Hub), John Kimotho (Director Educational Media Directorate, Kenya Institute of Curriculum Development), Emmanuel Manyasa (Executive Director, Usawa Agenda), Lydia Mucheru (Senior Deputy Director, Kenya Institute of Curriculum Development), Charles Ong’ondo (CEO, Kenya Institute of Curriculum Development), and Jedidah Rutere (Research Officer, Kenya National Union of Teachers). In Malawi: Salman Asim (Task Team Leader, World Bank), Gossam Mafuta (Director, Ministry of Education), Heinrich Mutsinzi (Education Specialist, UNICEF), Munamuzunga Sikaulu (Education Specialist, UNICEF), Ellena Simango (Statistics & Monitoring Officer, Ministry of Education), and Xinxin Yu (Deputy Director Basic Education, UNICEF). In Mozambique: Marina Bassi (Task Team Leader, World Bank), Jose Dinis (Ministry of Education), Katrin Eisenmann (Coordinator of the distance learning group, GIZ), Joao Jeque (Ministry of Education), Pieter Potter (National Education Coordinator, UNICEF), Tomoko Shibuya (Coordinator of COVID-19 education response, UNICEF), Samaria Tovela (National Director of Secondary Education, Ministry of Education), Andre Utui National Director of Planning and Cooperation, Ministry of Education), and Anastacia Wilson (Education Specialist, UNICEF). In Niger: Zara Bakingué (Directrice formation initiale et continue, Ministère de l’enseignement primaire), Pamela Mulet (Task Team Leader, World Bank), Ibrahim Zakari (Membre du département Mathématiques informatique, Université Abdoul Moumouni), and Mohamed Zeidane (Secrétaire Général, Ministère de l’enseignement secondaire). In Nigeria: Martin De Simone (Education Specialist, World Bank), Aisha Garba Mohammed (Education Specialist, World Bank), Stacey Nwokeyi (Managing Director of EdoBEST, Bridge International Academies), Imonkhuede Okhiran (Quality Assurance Officer, Edo State Universal Basic Education Board), Omonjiade Ogudo (Manager of Government Relations, Edo State Universal Basic Education Board), Joan Osa Oviawe (Executive Chairperson, Edo State Universal Basic Education Board), and Andrew Ragatz (Senior Education Specialist, World Bank). In Nepal: Baikuntha Aryal (Director General, Centre for Education and Human Resource Development), Ganesh Prasad Mishra (Section Officer Education, Kailari Rural Municipality), Laxmi Paudyal (Education Advisor, Save The Children), Karthika Radhakrishnan-Nair (Task Team Leader, World Bank), Meghanath Sharma (Under Secretary, Soludhudhkunda Municipality), and Ima Narayan Shrestha (Deputy Director General, Centre for Education and Human Resource Development). 7 Remote learning during the global school lockdown: multi-country lessons In Pakistan: Imdad Ali Baloch (Consultant, Edtech Hub), Koen Martijn Geven (Task Team Leader, World Bank), Amer Hasan (World Bank), Abdal Mufti (Head of Research & Policy Unit, PMIU Punjab), and Baela Raza (CEO, Idara-e-Taleem-o-Aagahi), In Peru: Alfonso Accinelli (Former Director of Education Technology, Ministry of Education), Jose Alarcon (Regional Director of Education, Region of Cajamarca), Ciro Avitabile (Senior Economist, World Bank), Nicolas Besich (Specialist of Monitoring & Evaluation of the M&E Unit, Ministry of Education), Vladimir Castro (Executive of Field Operations of the M&E Unit, Ministry of Education), Veronica Diaz (Consultant, World Bank), Victoria García-Blásquez (Coordinator of Information Systems of the M&E Unit, Ministry of Education), Cesar Ingaruca (Coordinator of Education Technology, Ministry of Education), Ghislaine Liendo (Senior Market Manager for Peru, Khan Academy), Franco Mosso (CEO, Enseña Peru), Cecilia Ramirez (Director of Basic Education, Ministry of Education), Claudia Rivas (Consultant, World Bank), Willy Torres (Coordinator Decentralized Education, Ministry of Education), Leon Trahtemberg (Leader of Aleph School), Luciana Velarde (Head of the Monitoring & Evaluation Unit, Ministry of Education), Jose Carlos Vera (Director of Decentralized Education, Ministry of Education), Clarisa Yerovi (Advisor to the Head of the M&E Unit, Ministry of Education), and Ricardo Zapata (Director of Education Technology, Ministry of Education). In Rwanda: Huma Kidwai (Task Team Leader, World Bank), Joan Murungi (Head of Curriculum development, Rwanda Education Board), Irenee Ndayambaje (Director General, Rwanda Education Board), Christine Niyizamwiyitira (Head of ICT, Rwanda Education Board), Alphonse Sebaganwa (Head of Exam and Assessments, Rwanda Education Board), and Michael Tusiime (Education Researcher, University of Rwanda), In Sierra Leone: Anthony Bamie (Radio Station Manager, Ministry of Basic and Senior Secondary Education), Himdat Bayusuf (Education Specialist, World Bank), Staneala Beckley (Chair, Teaching Service Commission), Marcela Gutierrez (Research Analyst, World Bank), Ezekiel Nonie (Teacher Performance Manager, Teaching Service Commission), Mari Shojo (Senior Education Specialist, World Bank), Brima Michael Turay (Deputy Director School Broadcasting, Ministry of Basic and Senior Secondary Education), and Sorie Turay (Secretary, Teaching Service Commission). In Uruguay: Cecilia Hughes (Head of Monitoring & Evaluation, Plan Ceibal), Helena Rovner (Task Team Leader, World Bank), Mariana Sotelo (Director of Planning, ANEP), Denise Vaillant (PhD. Program Director, Universidad ORT), Selva Perez (Technical Inspector, CEIP), and Patricia Kuzma (Director of Planning, CES). We would also like to thank the Global Partnership for Education (GPE) for the support provided through their accelerated funding response to the COVID-19 Pandemic. 8 Remote learning during the global school lockdown: multi-country lessons EXECUTIVE SUMMARY The COVID-19 pandemic is severely affecting third section are IDA borrowing countries of education systems across the world. While schools which six are low-income countries: Afghanistan, are closed (or partially closed), simulations across Haiti, Malawi, Mozambique, Niger, and Rwanda; different countries suggest that learning gains and five are lower-middle-income countries: previously achieved by students will be partly lost. Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Children from disadvantaged backgrounds have Additionally, two high-income countries, Estonia suffered these shocks even more and can be at a higher and Uruguay, have been included in the report (see risk of dropping out of school. To better understand Exhibits 1, 2, 3, and 4 for further information on the the effects of these shocks, as well as to analyze selected countries). the perceived effectiveness of remote learning solutions,1 the World Bank Group’s Technology and The overall study follows a qualitative research Innovation in Education (EdTech) team conducted a approach with the motivation to understand the qualitative exploratory study synthesizing the main perceptions of education experts regarding the national education actions deployed by a group of effectiveness of remote and remedial learning selected countries to mitigate learning losses. This programs implemented in their respective countries. report is guided by the principles developed by the When referencing the term effectiveness, this study World Bank in the report Reimagining Human follows a holistic approach by not only associating Connections, and the framework of the report The effectivity to learning outcomes, but also to the COVID-19 Pandemic: Shocks to Education and effect of remote education programs and policies Policy Responses. to increase student engagement, increase coverage and usage, and reduce implementation costs and This study includes three main sections that have time. As this study seeks to answer exploratory been organized in a chronological order within questions, a qualitative study is best suited for this this report: the first one, “What can we learn research context because it allows understanding of from education emergency responses in low- and the perceptions that participants (education experts middle-income countries?” analyzes the emergency in each of the selected countries) attach to different education responses to the COVID-19 pandemic of categories related to remote and remedial learning, over 120 governments from April until May, 2020. such as the effectiveness of delivery systems and The second section, “Is remote learning perceived the adjustment of the curriculum, among other as effective? An in-depth analysis across five categories detailed below. This research approach countries” discusses the main national education also provided an in-depth understanding of the responses deployed by Brazil, Kenya, Nigeria, context in which the research took place (see box Sierra Leone, and Peru, as well as the perceived 1.1).2 effectiveness of these strategies conducted from May until August, 2020. The third section, “What The main trends across this report are discussed works with remote and remedial strategies? an below and have been grouped in five themes: (1) analysis across 13 countries” builds on key lessons Adopt delivery systems with an inclusive approach; learned during the analysis of the five multi-country (2) Adjust the curriculum to ensure effectiveness; experiences and presents global trends of remote (3) Secure sustained teacher training and in-service learning implemented during school closures and support; (4) Leverage institutional capacities while the actions governments adopted to get ready for ensuring sustained monitoring and evaluation; remedial learning, conducted from August until and (5) Consolidate national strategies to remediate December 2020. The countries prioritized for the learning losses. 1 In the context of school closures, the most common remote learning solutions or delivery systems were based on video, audio/radio, computer technologies, and/or printed material. 2 Economies are currently divided into four income groupings: low, lower-middle, upper-middle, and high. Income is measured using gross national income (GNI) per capita, in U.S. dollars, converted from local currency using the World Bank Atlas method. 9 Remote learning during the global school lockdown: multi-country lessons 1. Adopt delivery systems with an inclusive approach Sierra Leone’s Teaching Service Commission (TSC) followed a similar approach by implementing a radio learning program as access to these devices were widely available. Moreover, the TSC had Multimodal delivery systems are effective to prior experience with radio learning programs increase coverage but need to be complemented that were implemented during the Ebola crisis back with a clear communication strategy and in 2015, and the Ministry Radio Broadcast House contextualized according to the local needs. For had invested in infrastructure required for this instance, in the state of São Paulo in Brazil, the program, such as a radio studio that was built multimodal remote learning program reached a high with support from the United Nations Children’s percentage of the student population, as the strategy Fund (UNICEF). was complemented with a proactive communication campaign that included (1) ads on TV and social Equally important was to implement delivery media to keep teachers and families informed about systems following a Universal Design for Learning learning activities, (2) a task force that contacted (UDL) approach to effectively reach a diverse families of students who were out of reach, and (3) student population. As students within a classroom daily conversations between have diverse needs, the UDL approach recognized the State Education Secretary and teachers. that delivery systems should follow a design that took into consideration students’ needs. In Peru, While a clear communication strategy is a critical TV learning sessions were supported with sign first step to let students and caregivers know the language, the web was adapted for students with program, equally important is adjusting the delivery special needs, and the radio content was delivered systems to the local needs to ensure an effective in nine native languages. Likewise, in Mozambique, use by the target population. Access to the devices TV programs were supported with sign language, needed for remote learning, internet connectivity, self-study materials were distributed to reach prior experience with the delivery system, teacher vulnerable children, and radio learning programs preparedness and capacity, and quality of contents had content both in Portuguese and other local are among the contextual factors that need to be languages (IPS News Agency, 2020). evaluated when designing and deploying remote education programs. Cambodia’s government understood the country’s infrastructure limitations and with support from the Global Partnership for Education (GPE) provided school block grants to procure basic equipment to support continuous learning, including paper-based learning materials for the most vulnerable students. This large- scale paper-based strategy was complemented with short message services (SMSs) and Telegram, a free instant messaging software, as the mobile penetration was high both in urban and rural areas. 10 Remote learning during the global school lockdown: multi-country lessons 2. Adjust the curriculum to ensure the effectiveness that takes time and costs money. Curriculum adjustments should not only focus on academic competencies that are examinable but Adjustments to the curriculum and content curation also on competencies that are relevant in the current are effective to reduce costs and use time more situation of the pandemic. Policy makers have to efficiently. Especially for countries that were consider prioritizing nonacademic competencies to experiencing distance education for the first time, support students coping with challenging situations lacked a repository of contents, or had limited TV they might be facing at home due to the COVID-19 or radio airtime, content curation and curriculum pandemic. For example, self-directed learning, adjustments were necessary. For example, in care for oneself and others, and social-emotional Nepal, education experts perceived that adjusting skills are among those noncognitive competencies the curriculum was a highly effective strategy to that are critical to ensure students’ socio-emotional reduce costs when implementing remote learning development and well-being. Countries that have programs; in fact, Nepal’s Ministry of Education considered these competencies have seen students worked in collaboration with the Curriculum gain autonomy and discover new ways of Development Center and nonprofit organizations to learning. For example, in Estonia, a study conducted adjust the curriculum to just focus on core subjects by the Independent Polling System of Society and foundational knowledge for preprimary and (IPSOS) and the World Childhood Foundation has primary schools (UNESCO, 2020a). In Afghanistan, shown that approximately 90 percent of students education experts perceived that selecting core were satisfied with remote learning, and they were subjects, such as mathematics and science and happier, healthier, and enjoying remote independent prioritizing foundational contents within those learning during the period of school closures due to subjects effectively reduced implementation time. higher levels of self-directed learning. Finally, while education experts in some countries perceived that curriculum adjustments and content curation were effective strategies to either reduce costs or use time more efficiently, other countries experienced both benefits. For example, Pakistan’s Ministry of Federal Education selected English, mathematics, and sciences as core subjects to be prioritized through the TeleSchool remote learning program, and according to education experts in the country, this strategy enabled the education departments to reduce costs, be more responsive, and ensure that the content was rolled out quicker. Thus, investing time in researching content that already existed and curating it around the curriculum’s learning objectives were perceived as more effective strategies than creating new content 11 Remote learning during the global school lockdown: multi-country lessons 3. Secure sustained teacher training and in-service support results of students’ progress; thus, well-intentioned teacher support systems resulted in generating emotional and physical exhaustion. For example, in Peru, according to a survey conducted by the Sustained professional development through Ministry of Education’s Monitoring & Evaluation preservice and in-service teacher training, as well Unit, 40 percent of teachers said that they were as remote coaching programs, are effective to equip performing a very hard job, as they had to submit teachers with the tools required for remote and daily reports of their remote work with students. remedial teaching–learning. The state of Edo in Estonia’s Ministry of Education officials raised the Nigeria trained all 11,000 primary school teachers concern that teachers’ time allocation has changed, who were part of the Edo-BEST program in the past and distance learning affected well-being and two years to effectively use digital technologies in burnout rates due to enormous pressures of dealing the classroom. Uruguay’s Institute for in-Service with COVID-19. In Brazil, according to a survey Teacher Training (IFS—Spanish acronym) conducted by Instituto Peninsula, 83 percent of took a coaching program online that provided teachers did not consider themselves being prepared pedagogical support to teachers prior to COVID-19. to teach remotely, 67 percent were anxious and 38 Moreover, Uruguayan teachers could access a percent felt tired, while less than 10 percent were comprehensive toolkit of teaching resources such happy or satisfied. A similar situation applied in other as discussion forums, virtual training, and guidelines countries, such as England, where headteacher job for remote teaching through CREA, a Learning satisfaction has fallen because they were worried Management System that teachers had been using about school budgets, keeping staff and students for several years. Over 90 percent of Uruguayans safe from COVID-19, and finding cover for sick were satisfied or very satisfied with the remote or self-isolating teachers. In Chile and other Latin training received during the pandemic. Thus, prior American countries, the quality of life perception training and coaching worked to pivot toward among female teachers was affected due to remote teaching–learning during COVID-19. the COVID-19 confinement, and several studies reported that female teachers in the region did more While preservice and in-service teacher training hours of housework than male teachers. Countries were relevant, during the pandemic, guidelines for took note of these problems and redesigned the remote education have helped to clarify the enhanced reporting system to reduce the “burnout” problem. role for teachers, but an excessive administrative Efforts to free teachers’ time from administrative workload may generate burnout and reduce tasks were critical in a time when students needed pedagogical effectiveness. In specific cases, this not only support to catch up but to deal with socio- study found that the pandemic evidenced the need to emotional issues. recalibrate how teachers divide their time between direct teaching and an administrative workload, because too much attention was given to the latter. For instance, in some of the selected countries of this study, teachers were asked to complete frequent administrative reports of their lesson plans and the 12 Remote learning during the global school lockdown: multi-country lessons 4. Leverage institutional capacities while ensuring sustained monitoring and evaluation countries for this study focused on the supply side by designing and implementing remote learning programs and monitoring processes, while fewer focused on monitoring the demand side, such as Prior experience with distance learning programs the usage of delivery systems for education, the has allowed education systems to rapidly implement engagement of students while studying remotely, their existing solutions as a response to COVID-19. and student learning. Since April 2020, Peru’s Some of the countries that were part of this study Ministry of Education started regularly supervising pivoted toward remote learning because their the adoption of the national remote learning governments had been building technical and program, students’ satisfaction with remote digital capacity for several years. For example, learning, and the proportion of teachers providing Sierra Leone leveraged an existing radio learning constant feedback to students, among other key program and launched it on April 6, 2020, within indicators. In a smaller set of countries, schools less than one week after schools were closed in and teachers started conducting formative and the country. Similarly, Uruguay’s Ceibal at-home summative assessments. For example, in Estonia, program was launched immediately after school as of June 2020, 71 percent of students used online closures were announced because it could draw formative assessments and 64 percent received on the pre-existing systematic deployment of Plan feedback from teachers. As countries innovated in Ceibal’s digital resources. Malawi leveraged an their monitoring and assessment solutions, it was existing Interactive Radio Instruction program, again critical to consolidate institutional capacities which was adapted to the COVID-19 context, and to process and use the data gathered for guiding the lessons were then more child-centered and decision-making and make adjustments. clearly structured (Gondwe, 2020). Policy makers from the countries analyzed in this study showed interest in leveraging the experience gained prior to and during the pandemic to ensure learning continuity as schools started to reopen under a blended approach. This work entailed being aware of the context, strengthening the content repository and infrastructure, understanding the costs, and securing funding for setup and maintenance. While leveraging institutional capacities gained prior to and during the pandemic was critical to ensure learning continuity, equally important were to continually monitoring and evaluating education processes and outcomes to understand if the whole remote education strategy is effective to reach all students, sustain learning engagement, and increase learning outcomes. Most of the selected 13 Remote learning during the global school lockdown: multi-country lessons 5. Consolidate national strategies to remediate learning losses subjects and selection of foundational competencies and contents. Second, governments adjusted the schedules to remediate learning losses by extending class time at the end of the day or during Several countries planned to or implemented extra weekends and extending the calendar year by support programs to remediate learning losses as introducing summer classes. Third, the learning schools started reopening. Some governments took format followed to remediate learning losses an “ex post” approach toward remedial learning varied by country. While some education systems by postponing these programs until after schools reopened schools fully to conduct such programs reopened and students were assessed to identify in classrooms with reduced class sizes, others the magnitude of the learning loss problem. implemented remedial programs through a blended For example, Rwanda’s government designed a learning approach. Fourth, countries implemented national diagnostic assessment for primary and targeted catch-up programs to support students. lower secondary schools to identify students with While some countries implemented remedial low scores for remedial learning. After assessments programs that targeted students with a poorer rate took place, a remedial learning program targeted of academic progress and were generally designed students with a poorer rate of academic progress to give them the individual attention needed, and those at risk of repetition or dropout. In others implemented accelerated learning programs contrast, other countries followed an “ex ante” designed to be completed quickly through short, approach in which first students were supported intensive, and rigorous phases of learning. to catchup and avoid dropping out by introducing remedial learning or accelerated learning programs, Therefore, the COVID-19 pandemic presents under the assumption that a large group of students unique opportunities to innovate the traditional were affected by school closures. For example, school model. Countries should seize these Mozambique’s government adjusted the school opportunities to build more inclusive, efficient, and calendar to first focus on catch-up strategies for resilient education systems, but avoid replicating students who were falling behind, especially for the failures of pre-COVID-19 education systems. grades 7, 10, and 12, as students in these grades had This crisis revealed that governments can rethink to sit for examinations. how to simplify the curriculum, adjust high-stakes examinations, and invest in building effective data The specific strategies used in the selected gathering systems to monitor processes and learning countries to support students in catching up varied outcomes considerably. This study identifies four main packages to remediate learning losses. First, a group of countries linked its curriculum adjustment efforts with the remedial programs implemented. That is, adjustments to the curriculum were not only considered for remote learning during school closures, but also for remedial learning as schools start reopening through the prioritization of core 14 Chapter 1 What can we learn from education emergency responses in low- and middle- income countries? Tamandani-Lungu Remote learning during the global school lockdown: multi-country lessons I. WHAT CAN WE LEARN FROM EDUCATION EMERGENCY RESPONSES IN LOW- AND MIDDLE- INCOME COUNTRIES? According to the United Nations Educational, were closed, learning gains that students previously Scientific, and Cultural Organization’s (UNESCO’s) achieved were partially lost. Children from Institute for Statistics data, as of June 2020, 123 disadvantaged backgrounds suffered these shocks countrywide closures were still affecting 1.1 billion even more, and were at a higher risk of dropping out students, which was approximately 62 percent of of school (World Bank 2020a). However, several total enrollment (UNESCO 2020c). Even though LMICs reacted quickly to mitigate these shocks to schools were closed, most governments around their respective education systems. The first section the world designed and implemented nationwide of this report analyzes governments’ education remote learning initiatives during the COVID-19 responses to the COVID-19 pandemic from April pandemic. This section of the report compiles until May 2020.3 As of this date, most countries were the main education emergency actions that were focused on coping with the emergency by designing deployed by different low- and middle-income and implementing remote learning programs aimed countries (LMICs) to enable learning during school at reaching all students and teachers, but less on closures (UNESCO Institute for Statistics, 2020). monitoring progress and designing programs for remedial learning (see further information in table School closures and the economic downturn 1.1). severely affected education systems. While schools Table 1.1: Education Emergency Responses in Five Main Themes Curriculum Monitoring and Delivery systems Teacher support Remedial programs adjustments evaluation Most countries It was not a priority Governments Few countries By assessing learning implemented to adjust the and third-sector demonstrated plans loss, systems should multimodal learning curriculum at the organizations to conduct diagnostic develop remedial solutions aimed at beginning of the implemented support evaluations or programs to prevent reaching all students, pandemic, but remote systems and training monitor progress an exacerbation of but the type of education programs programs for teachers the achievement gap systems used varied were aligned to the to help them adapt to across regions curriculum this new normal Zambia Note: At the time this Costa Rica Nagaland (India) Brazil Strengthened its radio section of the study Created a digital Developed an “Acelera” remedial learning program was conducted, no toolbox to support online evaluation program (pre- and distributed solar data on curriculum teachers with portal accessible COVID-19) radios, leveraging the adjustments were pedagogical through any device, identified students program “Learning at gathered resources, such as a even in 2G internet who were lagging Taonga Market” guide for autonomous connections and supported them work to gain the basic skills to pass Source: Own elaboration with data from secondary sources obtained from the following links Zambia, Costa Rica, India and Brazil. 3 This disclaimer informs readers that the opinions expressed in the text belong to the author, and not necessarily to the World Bank. The information contained in this first section of the study was collected between April and May, 2020, and given the space and time constraints, it does not guarantee completeness of country responses to COVID-19. 16 Remote learning during the global school lockdown: multi-country lessons This report follows a framework developed by requirements and long-term objectives. It also the World Bank (2020b) to help countries mitigate focused on efforts being made to diminish learning short- and long-run costs to education through losses4 in three regions: Africa and the Middle East, three overlapping phases: (1) coping, (2) managing Asia and Eastern Europe, and Latin America and the continuity, and (3) initial policy takeaways. This Caribbean. By studying remote learning initiatives report also draws on the World Bank’s guiding implemented in these regions, the first section of principles to design and implement remote learning this study aimed to answer the following questions: strategies through different channels: offline, (1) Were policy recommendations in LMICs broadcast, and online (World Bank 2020c). While effectively implemented during the emergency evaluating the design and delivery of distance phase of the pandemic? learning plans in different regions, this report has (2) Were remote learning strategies effective to been guided by a concern for equity and inclusion, cope with the COVID-19 pandemic? as well as by a need to tackle both immediate Box 1.1: Conceptual Approach This study starts with the section “What can we learn from education emergency responses in low- and middle-income countries?” that is based on a general review of secondary sources. Over 40 research studies, policy documents, articles, and datasets were reviewed to provide a general overview of the emergency education responses of over 120 governments from April until May 2020. Although this first section does not provide an in-depth understanding of the context of each of the countries analyzed, it was conducted early on to provide a broad overview of how countries in different regions (Africa and the Middle East, Asia and Eastern Europe, and Latin America and the Caribbean) responded to the emergency. The second section “Is remote learning perceived as effective? An in-depth analysis across five countries” provides a comprehensive understanding of education responses to COVID-19 through the voices and perceptions of key education experts in each of the selected countries. A diverse set of countries that were implementing innovative approaches to respond to the COVID-19 pandemic, from the three regions listed in the first section (Africa and the Middle East, Asia and Eastern Europe, and Latin America and the Caribbean), were purposively invited to participate in this first study. Brazil, Kenya, Nigeria, Peru, and Sierra Leone agreed to be part of this section of the study. For this report, over 60 semi-structured interviews were conducted between May and July 2020 with key informants, such as the Ministry of Education policy makers, teacher union officers, and leaders of nongovernmental organizations (NGOs), among other experts. As a complement, over 70 documents and online resources of the five selected countries were reviewed for this section of the report. For the third section, “What works with remote and remedial strategies? An analysis across 13 4 Learning loss: specific or general loss of knowledge and skills or a reversal in academic progress, most commonly due to extended gaps or discontinuities in a student’s education. 17 Remote learning during the global school lockdown: multi-country lessons countries,” the data collection process followed a multi-method approach that includes semi- structured surveys and interviews with at least three profiles of education experts: an EdTech policy maker, the head of a local education unit or an NGO, and a researcher or academic in the field of education. In total, over 70 surveys and interviews were conducted for this third section of the report between September and November 2020. The country selection criteria had an extensive focus on low-income and lower-middle-income countries from the three regions listed in the first section (Africa and the Middle East, Asia and Eastern Europe, and Latin America and the Caribbean). Additionally, as the focus of the study was also to learn from countries with vast remote learning experience, two high-income countries were included in the report. The countries prioritized (in this third section) are all part of the International Development Association (IDA), of which six were low-income countries, namely Afghanistan, Haiti, Malawi, Mozambique, Niger, and Rwanda; and five were lower-middle-income countries, namely Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Also, two high-income countries, Estonia and Uruguay, were included in the report because both governments have been building technical capacity for remote teaching–learning for several years. This educational research aims to provide rich descriptions of education experts in the selected countries in order to have a broader understanding of education responses to COVID-19 and the perceived effectiveness of remote and remedial programs implemented. The results of this study not only apply to the initial study context, but findings from the context in which this research are based can be “transferrable” to other contexts that are congruent with the context of the present case study. Mitigating learning loss in the LMICs The pandemic severely affected education systems school dropouts could also increase because of the across LMICs. While schools were closed, student opportunity costs of educating children: the poorest learning gains were partially lost. As studies on the households faced budget constraints, and parents impact of missing school can provide projections prioritized sending children to work rather than of learning loss, in April 2020 researchers in the letting them study to supplement household income Global North estimated that students were going to (O’Donell et al. 2020; World Bank 2020a). start the 2020 school year with 70 percent of learning gains in reading and less than 50 percent in math— Unfortunately, the most disadvantaged children are in comparison to a typical school year (Kuhfeld the ones who suffer these consequences even more and Tarasawa 2020; Kuhfeld et al. 2020); effects because they usually lack the educational support in the LMICs might have been even more dramatic. that wealthier families give to their children. As a Researchers warned that the interruption to the consequence, school closures due to the pandemic school year could increase dropouts, as the lack of further exacerbated the pre-existing inequities interaction between teachers and students reduced in learning outcomes prevalent in most systems, the attachment to schooling for those children who and the economic recession only aggravated these were already at a disadvantage. The number of shocks to education (DeStefano, Piper, and Stern 18 Remote learning during the global school lockdown: multi-country lessons 2020; World Bank 2020a). closures. For instance, by analyzing a dataset of 55 countries in Africa and the Middle East (UNICEF International organizations supported governments 2020d), almost all countries had a coordination to mitigate shocks to their respective education mechanism in place for their COVID-19 education systems. For instance, the World Bank (2020b) response, such as a working group or a dedicated developed a set of policies to mitigate shocks Ministry of Education crisis management unit to education through three overlapping phases: (see Exhibit 6). As of May 2020, 81 percent of (1) coping, (2) managing continuity, and (3) countries planned and delivered remote learning improvement and acceleration (see Exhibit 5). using a multimodal approach rather than just using Coping policies were designed to help education a unimodal delivery system (see figure 1.1).5 systems manage the immediate impacts of school closures, such as preventing learning loss through remote learning. Managing continuity policies Figure 1.1: Share of Countries Supplying Multimodal aimed to guarantee that schools reopened and vs. Unimodal Strategies in Africa and the Middle reintegrated students to start learning recovery. East Improvement and acceleration policies focused on recommendations to build stronger education systems, incorporating innovations developed during the crisis response (World Bank 2020b). Coping policies in Africa and the Middle East As of May 2020, school closures due to the COVID-19 pandemic affected more than 320 million children across Africa and the Middle East (UNICEF, 2020b). This scenario was particularly complicating for families who lacked access Source: Own elaboration, data from UNICEF Global Tracker to resources required for distance learning. For (May 2020). example, in Sub-Saharan Africa, nearly 90 percent of people did not have access to computers at home, more than 80 percent lacked internet access, and It is clear that most countries in Africa and the Middle approximately 56 million lived in areas that were East rapidly implemented remote learning solutions not served by mobile networks (UN, 2020b). Thus, through different channels. Equally important has when developing national remote learning plans, been to guarantee that these multimodal programs policy makers needed to give special consideration were targeted to the country context. By zooming in to the vast majority of the population that lacked on the different areas within the region, data showed access to proper technological infrastructure and that depending on the location, the preference of the connectivity. channel to deliver remote learning varied (UNICEF 2020d). For example, in the Middle East and North Even with those difficulties, several African Africa (MENA) all countries used TV programs countries moved fast and implemented coping to deliver educational content, while 65 percent policies to mitigate the negative effects of school of countries in Eastern and Southern Africa (ESA) 5 From UNICEF Global Tracker: National Education Responses to COVID-19 (May 2020). The share of countries that responded to school closures with different delivery systems (multimodal vs. unimodal). The figures illustrate the governments’ supply of channels for remote learning rather than the access and/or usage of those delivery systems. Data declared by the Minstry of Education (MOE) and statistical units collected from 123 countries across Africa and the Middle East, Asia and Eastern Europe, and Latin America and the Caribbean (LAC). 19 Remote learning during the global school lockdown: multi-country lessons and 81 percent of countries in Western and Central by country. As of May 2020, while Namibia and Africa (WCA) used TV programs to deliver content Nigeria were using six or more delivery systems, (see figure 1.2). Also, the variety of channels used other countries were using two or fewer channels to deliver remote learning varies considerably (see Exhibits 7 and 8). Figure 1.2: Education Delivery Systems in ESA, MENA, and WCA Source: Own elaboration with data from UNICEF Global Tracker (May 2020 report). Note: ESA = Eastern and Southern Africa; MENA = Middle East and North Africa; WCA = Western and Central Africa. Education systems have assessed their current an existing radio learning program and relaunched resources to implement remote learning solutions it on April 6, 2020, within less than one week after that can be scaled up rapidly to reach all students schools were closed due to COVID-19 (Mutseyekwa (World Bank 2020a). In April 2020, Zambia 2020). Kenya’s government also strengthened its developed a set of coping policies to mitigate existing multimodal remote education program by learning loss. Government officials understood the doubling the number of hours of its radio program, country’s infrastructure limitations (see Exhibit improving the interactivity of the TV sessions, 8): 74 percent of households possessed a mobile and increasing the content repository in its digital phone, 47 percent a radio, 37 percent a TV, and only site. These countries were able to leverage past 7 percent had access to the internet (MoGE 2020; experience and strengthen available content (see ADEA 2020a). As part of its multichannel strategy, further information in table 1.2) to rapidly scale Zambia committed to strengthening its radio these solutions (UNICEF 2020a; ADEA 2020b). learning program, distributing solar radios, and Thus, in several regions within Africa where over training teachers to engage with students through 80 percent of school-age children 3 to 17 years old distance learning (GPE 2020f). The good news were unconnected to the internet at home, countries was that Zambia had a history of radio instruction needed to assess their infrastructure resources, programs. In 2000, the government launched leverage past experience, and strengthen available “Learning at Taonga Market” to deliver distance content to rapidly scale these solutions (see further education to children who had never been to school information in table 1.2). (Heymann, Sherr, and Kidman 2012). Similarly, Sierra Leone’s government prioritized leveraging on 20 Remote learning during the global school lockdown: multi-country lessons Table 1.2: Plans to Strengthen Existing Remote Learning Programs Program Description Zambia’s Radio Plan Interactive radio program for early grades covering three local languages. Sierra Leone’s Radio Plan Plan to strengthen radio learning program for all educational levels. Kenya’s Multimodal Plan Plan to strengthen radio, TV, and digital remote education programs. Source: Own elaboration with data from secondary sources obtained from the following links Zambia, Sierra Leone and Kenya. According to UNICEF’s (2020d) Global Tracker of Coping policies in Asia and National Education Responses to COVID-19, 20 out Eastern Europe of 34 countries in Eastern, Pacific, and South Asia set up coordination mechanisms for their COVID-19 As of May 2020, more than 500 million children education responses by the end of April 2020 (see were affected by school closures in the East, Pacific, Exhibit 9). Also, as of May 2020, 70 percent of the and South regions of Asia and Eastern Europe countries in Asia and Eastern Europe planned and (UNICEF 2020b). Similar to Africa and the Middle delivered distance learning through a multimodal East, governments in Asia made efforts to ensure rather than a unimodal strategy (see figure 1.3), and children from marginalized communities, those most of them planned to monitor and evaluate these who relied on social services such as school feeding programs (see Exhibit 10). TV and online platforms or lacked access to devices needed to learn while were the most used channels to deliver remote schools were closed, were not left behind (Pasic education; however, radio learning programs were 2020). As in other regions, policy makers in Asia less prevalent in this region. This effect was partly needed to account for these factors when planning driven by Eastern Europe and Central Asia (ECA), and delivering remote education strategies. where 80 percent of countries were using online programs to deliver remote education (see figure Figure 1.3: Share of Countries Supplying Multimodal 1.4).6 vs. Unimodal Strategies in Asia and Eastern Europe Source: Own elaboration, data from UNICEF Global Tracker (May 2020). 5 From UNICEF Global Tracker: National Education Responses to COVID-19 (May 2020). The share of countries that responded to school closures with different delivery systems (multimodal vs. unimodal). The figures illustrate the governments’ supply of channels for remote learning rather than the access and/or usage of those delivery systems. Data declared by MOE and statistical units collected from 123 countries across Africa and the Middle East, Asia and Eastern Europe, and LAC. 21 Remote learning during the global school lockdown: multi-country lessons Figure 1.4: Education Delivery Systems in EAP, SA, and ECA Source: Own elaboration with data from UNICEF Global Tracker (May 2020 report). Note: EAP = East Asia and Pacific; ECA = Eastern Europe and Central Asia; SA = South Asia The variation of remote learning channels used they could support remote learning of their children by countries within Asia and Eastern Europe while at home, as well as to keep their family safe. reflected that countries within this area of the This guidance was critical as homeschooling has world had different resources and that multimodal been a new activity for most of them, one that solutions were targeted to the country’s specific takes time and effort (World Bank 2020a). Studies needs. On the one hand, South Asia (SA) has a found that parents were willing to support their higher percentage of countries that implemented a children with homeschooling activities (Cashman diversified multichannel strategy than Eastern Asia 2019). For example, in rural India, 85 percent of and Pacific (EAP). On the other hand, ECA had the guardians were willing to support their child’s highest percentage of countries that implemented studies at home and 77 percent had time to do so; remote learning through digital channels (see figure however, only 16 percent ended up helping children 1.4). Furthermore, similar to Africa, the variety of with their homework, as families did not have the channels used to deliver remote learning varied knowledge to recognize whether their children were among countries in the Asian continent (Patrinos learning or the resources to support them (Cashman, and Shmis, 2020). For example, as of May 2020, Bhattacharjea, and Sabates 2020). Moreover, the while Malaysia and Cambodia were using five or study showed that asset “poorer”7 parents were less more channels, other countries were using just one likely to support their children with homeschooling channel to deliver remote learning (see Exhibits 10 activities (Cashman, Bhattacharjea, and Sabates and 11). 2020). Thus, governments needed to provide The design and implementation of remote learning guidance to parents so that they could support through multimodal solutions was just one their child’s studies at home; special attention important part of the coping policies to mitigate needed to be given to those who lacked the devices learning loss during school closures. Equally needed for remote learning, such as radio, TV, or relevant was to help parents and caregivers so that 7 Asset index scale that considers the ownership, or lack of six assets, to assess the level of deprivation in a household (model adapted to Uttar Pradesh): connection to electricity, toilet facility inside the house, TV, chair, motorized vehicle, and the primary mode of cooking. 22 Remote learning during the global school lockdown: multi-country lessons mobile phones. Central Asian countries such as doubts about COVID-19. Some organizations Kazakhstan, Kyrgyzstan, Uzbekistan, and Tajikistan started directly targeting parents and offered them were supported by UNICEF (2020c) to develop an support (see examples in table 1.3). interactive chatbot that parents could use to solve Table 1.3: Apps to Support Parents in Asia Organization Focus ThinkZone India Scaled up a voice-based engagement program that used phone calls and SMS to support parents. Model switched from educator-to-children to parent-to-children (Hobson 2020). TopParent India Free mobile app developed by the Central Square Foundation to empower parents with knowledge and strategies around child development—age group of 3 to 8 years. HealthBuddy Central Asia Interactive chatbot that parents can use to solve doubts about COVID-19 to keep their children safe. Source: Own elaboration with data from secondary sources obtained from the following links ThinkZone India, TopParent India and HealthBuddy Central Asia. national strategy for distance learning. Considering Coping policies in Latin these limitations, the IDB suggested countries across America and the Caribbean the region consider the following coping policies: (1) sustain the teacher-student, family-school As of May 2020, school closures caused by the relationship, (2) deliver content that is aligned pandemic affected more than 140 million children with the curriculum, and (3) provide support and in Latin America and the Caribbean (UNICEF monitoring to the teaching and learning processes 2020b). As had occurred in other regions, the (Alvarez et al. 2020). prolonged closure of schools had negative repercussions, especially in countries that lacked Figure 1.5: Share of Countries Supplying effective mechanisms to deliver remote learning Multimodal vs. Unimodal Strategies in LAC according to the needs of households (Alvarez et al. 2020). According to a report developed by the Inter- American Development Bank (IADB), most countries in Latin America had already some digital educational resources for students and teachers, but few had learning management systems (LMSs), robust learning platforms, or digital content repositories (Alvarez et al. 2020). Even more critical, governments in the region had difficulties to plan and manage nation-wide education systems; thus, doing so remotely introduced complications, especially because most countries did not have a Source: Own elaboration, data from UNICEF Global Tracker (May 2020). 23 Remote learning during the global school lockdown: multi-country lessons With the considerations mentioned above, remote learning, but they should combine a governments across the LAC region were flexible variety of channels that are more aligned with and innovative to design and implement remote the local context. Teachers need to complement education systems (Cobo, Hawkins, and Rovner content provided through these channels with 2020). According to UNICEF’s (2020d) Global the right guidance for students. Thus, it is crucial Tracker of National Education Responses to to support teachers through training so that they COVID-19, almost all countries in Latin America adapt to this new environment and improve the put in place an intersectoral committee during the pedagogical skills needed to teach remotely. For pandemic. In regard to distance learning delivery, those who teach in areas with internet access and as of May 2020, 90 percent of countries surveyed whose students have been using digital platforms had implemented remote education programs using to learn, the government has to make sure they multimodal rather than unimodal strategies (see have the appropriate digital skills to guide students figure 1.5), and most countries planned to implement in this process (see examples in table 1.4). In the monitoring systems and considered a strategy for LAC region, the Varkey Foundation launched school reopening (see Exhibit 12).8 Comunidad Atenea, a free online collaborative learning community that allowed teachers to upload This report stresses the importance of assessing each educational activities to aid their peers in their country’s infrastructure and resources to implement professional development (Varkey Foundation, remote learning solutions contextualized to the 2020). Costa Rica’s Ministry of Education created a local needs (World Bank 2020b). Interestingly, digital toolbox to support teachers with pedagogical all countries in the LAC region developed or resources, such as a guide for autonomous work strengthened some type of learning platform to (Cobo, Hawkins, and Rovner 2020). The Minas provide remote education during the COVID-19 Gerais State Secretary of Education (2020) in pandemic (see Exhibit 13). However, on average, Brazil developed the mobile application “Conexao only 24 percent of households of the countries under Escola” to encourage teacher-student interaction analysis had access to the internet. At the same for a limited amount of time after each class, thus time, 81 percent of households of these countries avoiding a situation in which students contacted had access to a TV and 70 percent to a radio, but teachers through WhatsApp or text messaged at not all countries in the region implemented learning any time of the day. Also in Brazil, the organization programs that could be accessed through TV or Nova Escola partnered with Facebook and created radio (see Exhibits 13 and 14). Thus, it is relevant the project “Educação em Rede” to train over 2 to restate that, though digital technologies can offer million teachers in digital and pedagogical skills scalable and engaging solutions, they are not the during the COVID-19 pandemic (Facebook 2020). panacea. Countries also need to ensure that content Uruguay, the only country in the region that had can be used offline; for example, even though an LMS prior to COVID-19, was able to leverage Costa Rica has one of the highest internet rate its existing digital infrastructure to deliver remote penetrations in the region (World Bank 2020d), learning and support teachers during the pandemic. the MOE planned to deliver hard copy resources This system allows teachers to monitor student for parents with no access to the internet, which is learning remotely (Alvarez et al. 2020). approximately 35 percent of households (Cobo, Hawkins, and Rovner 2020). This report does not argue that countries should use specific channels and avoid others to deliver 8 From UNICEF Global Tracker: National Education Responses to COVID-19 (May 2020). The share of countries that have responded to school closures with different delivery systems (multimodal vs. unimodal). The figures illustrate the governments’ supply of channels for remote learning rather than the access and/or usage of those delivery systems. Data declared by MOE and statistical units collected from 123 countries across Africa and the Middle East, Asia and Eastern Europe, and LAC. 24 Remote learning during the global school lockdown: multi-country lessons Table 1.4: Teacher Support in LAC Program Description Comunidad Atenea Platform that allows teachers in LAC to share best practices. Caja de Herramientas Digital toolbox for teachers in Costa Rica. Repositorio Recursos Abiertos Open repository created by teachers for teachers in Uruguay. Conexao Escola Zero-rated mobile app for teacher-student interaction in Minas Gerais. Educação em Rede Practical remote training program for teachers across Brazil. Source: Own elaboration with data from secondary sources obtained from the following links Comunidad Atenea, Caja de Herramientas, Repositorio Recursos Abiertos, Conexao Escola, Educaçao em Rede. Looking ahead: managing continuity and building back better Coping policies to mitigate learning loss were had gone through difficult situations, such as having crucial, and most countries reacted quickly to an income-generation role to keep their family implement remote education strategies during the financially solvent. At the same time, improving emergency phase of the COVID-19 pandemic. and accelerating policies were needed to start However, even with strong coping strategies, remote thinking about how to build back better. Countries education cannot replace the learning environment also needed to seize the opportunity provided by that a teacher and the classroom provide (World the crisis response and innovations implemented Bank 2020a). Thus, managing continuity policies during the coping phase to build stronger education were needed to ensure schools reopened, dropouts systems (World Bank 2020a). were minimized and learning recovery started. The earlier the school reopening process occurred, the less Organizing education systems risk of long-term damage to the learning journeys of for learning recovery children (Giannini, Jenkins, and Saavedra 2020). As schools become safe to reopen, classrooms were As previously discussed, several LMICs equipped for learning, and teachers were continually implemented innovating coping policies to deliver supported, students needed to be reintegrated safely remote education at scale; however, even with strong to allow for learning recovery, giving special coping strategies, it is assumed that there were attention to those students who suffered the biggest learning loss and the achievement gap widened. learning losses. It was equally important to provide Even more complicated, coping policies hardly socio-emotional support to children who may have prevented school dropouts, and as poor families lost their caregivers to illness, as well as those who 25 Remote learning during the global school lockdown: multi-country lessons faced financial constraints, they prioritized sending campaigns and gave special focus to girls and children to work rather than to study—girls being students from marginalized communities (World more affected than boys (O’Donell et al. 2020). Bank 2020a). Thus, planning for safe school reopening was key to ensure students were back in the classroom and Some countries in the regions under analysis started learning again. either fully reopening school systems or doing pilot projects to reopen (see figure 1.6). As of June 2020, Figure 1.6: Share of Countries with School 12 countries in Africa and the Middle East reopened Reopening by Region schools, six did so in Asia and Eastern Europe, and three in Latin America and the Caribbean (UNESCO 2020b). For example, after a two-month shutdown, Côte d’Ivoire’s Ministry of Education started reopening schools in certain areas, following extra hygiene measures (Prentice 2020). In the LAC region, Uruguay was the first country to start school reopenings, even though every child had access to a computer, a situation that allowed more than 75 percent of students and 84 percent of teachers to connect to the learning platform during the pandemic (Perez 2020). In Asia, Lao Peoples Democratic Republic reopened schools for grades 9 to 12 in May and prepared a full school system reopening for June 2020 (Karki 2020). Source: Own elaboration, data from UNESCO However, reopening schools was not an easy (June 6, 2020). process. Some parents were fearful of sending their children to school if precautions to prevent the Between April and May 2020, UNICEF (2020b) transmission of COVID-19 were not taken carefully. gathered countries’ plans to reopen schools safely. Therefore, consultations with parents and members In Africa and the Middle East, out of 58 countries of the education community were necessary to better analyzed, 44 planned to provide WASH9 kits when understand their main concerns and address them schools reopened. However, only 31 countries in the best possible way (Giannini, Jenkins, and planned to monitor re-enrollment and outreach to Saavedra 2020). For example, Peru’s Ministry of children who did not return to school (see Exhibit Education Monitoring & Evaluation Unit surveyed 15). In Asia and Eastern Europe, out of 36 countries more than 10,000 families across the country during under analysis, 21 planned to provide WASH kits, 18 May 2020 and found that almost 70 percent would informed they were going to monitor re-enrollment, not be willing to send their children to schools if and 14 planned outreach to children who did not they reopened between July and August 2020 return to school (see Exhibit 16). In Latin America (see examples in table 1.5)—the main reason was and the Caribbean, among 22 countries analyzed, that children might be at risk of contracting the nine planned to provide WASH kits and six to COVID-19 virus (MINEDU 2020). Even though outreach to children who did not return to school countries that, as of May 2020, reopened schools (see Exhibit 17). Beyond ensuring schools reopen after passing the peak of the pandemic showed no safely, in LMICs, reopening needed to be preceded instant spike in new COVID-19 cases (Crawfurd et by campaigns that promoted re-enrollment; thus, al. 2020), parents concerns needed to be tackled. On countries focused their attention on reducing the risk the one hand, governments can provide guidance on of student dropouts through clear communication how to keep children safe when they return to school; 9 WASH is the term for water, sanitation, and hygiene. Due to their interdependence, these core issues are grouped. 26 Remote learning during the global school lockdown: multi-country lessons the framework for reopening schools elaborated by lived in home environments that were not appropriate UNESCO, UNICEF, the World Food Programme for remote learning. According to the COVID-19 and the World Bank (2020) can serve as a useful Outdoor Learning Initiative, in outdoor spaces, tool to provide such guidance. On the other hand, the risk of virus transmission was 20 times lower schools had to demonstrate their capacity to mitigate than indoor spaces. Moreover, outdoor learning risks of infection transmission and promote healthy was critical to students’ intellectual, physical, and behaviors through a clear communication strategy mental well-being (Cowe et al. 2021). (Giannini, Jenkins, and Saavedra 2020). Outdoor learning was an alternative for students who lacked access to devices and reliable broadband, and who Table 1.5: Consultation with Parents about School Reopenings Country Description Peru (national survey) Phone calls to parents to understand the willingness to send children to school. India (state consultation) Karnataka to consult parents on school reopening between June 10–12, 2020. Source: Own elaboration with data from secondary sources obtained from the following links Peru, India. As schools proved their spaces had all the assessing overall learning loss, education systems requirements needed to reduce the risk of COVID-19 could develop and execute remedial education transmission, and parents gained confidence that it programs in order to prevent an exacerbation of was safe to send their children to school, principals the achievement gap (World Bank 2020a). Brazil’s and teachers assessed students’ learning levels and “Acelera” is a remedial education program that plan for recovery. While some education systems identifies students from disadvantaged backgrounds were already implementing remote evaluation who have been lagging and supports them to gain systems, most had plans to conduct diagnostic the basic skills to pass the grade. Lessons from evaluations as schools started to reopen (see programs such as “Acelera” can be used to support examples in table 1.6). For example, Nagaland, students who have suffered the most as a result of a state in India, developed an online student school closures (Senna 2000). evaluation portal that could be accessed through any device and worked efficiently even in 2G internet connections (Gogoi 2020). In Egypt, high school students took computer-based formative tests from home using supplied tablets, as a rehearsal for the year-end exam (World Bank 2020e). In Indonesia, the ministry’s digital learning platform aligned practice assessment tools to the curriculum (World Bank 2020e). In Brazil, several state education secretaries with the support of a center evaluation of education (CAEd), planned to conduct diagnostic assessments to all students as schools reopen. By 27 Remote learning during the global school lockdown: multi-country lessons Table 1.6: Projects and Plans to Assess Learning Levels Country/State Description Nagaland, India Online student evaluation portal; results will be used for remedial programs. Indonesia Digital platform with practice assessment tools aligned to the curriculum. Maranhao, Brazil Diagnostic evaluation will be conducted once schools reopen in the state. Source: Own elaboration with data from secondary sources obtained from the following links India, Indonesia and Brazil. replicating mistakes of the past. For example, in Lessons to build back better Peru, the well-intentioned teacher support system designed by the Ministry of Education as part of the Coping and managing continuity policies are not COVID-19 education response ended up generating enough. Education systems have to develop policies burnout. When Peru started implementing for improvement and acceleration of learning. “Aprendo en Casa”, a multimodal remote Ministries, local authorities, principals, and learning strategy, teachers received guidelines teachers should seize the opportunity provided by that stressed the importance of observing learning COVID-19’s emergency response to build stronger sessions through the channel of their preference, educational systems (World Bank 2020a). communicating with students and their families, and subscribing to massive online learning A key priority is to improve and scale educational courses through the national website for teacher initiatives that proved to be effective and integrate training, among other activities (Peru21, 2020). In them into the regular education system to ensure addition to these guidelines, Regional Directions they are maintained over time (World Bank 2020a). of Education and Local Education Units designed Policy makers can use this time to analyze programs complementary guidelines to what the Ministry that were effective prior to or during COVID-19. of Education had already developed. For instance, For example, Kenya’s Tusome early grade reading in the region of Lambayeque, local education activity program has been operating since 2014 by units requested teachers complete daily reports of providing training and coaching to teachers, literacy the work they were doing with students (Diario textbooks to each student, and structured teacher Correo 2020). This support system generated guides to help execute lessons that were aligned to teacher burnout and discontent. After listening to students’ textbooks (Wilichowski et al. 2020). The teachers’ feedback, Peru’s Ministry of Education program proved to be successful to improve learning published a new resolution to align guidelines outcomes and was scaled to reach 7 million children by these three institutions and reduced teachers’ across Kenya (RTI International 2020). Thus, the administrative workload. Peru’s government was COVID-19 pandemic presented an opportunity for open to receiving feedback and adapted quickly by LMICs to learn from programs such as Tusome redesigning the support system that was provided when education policy makers redesigned their for teachers. strategies for learning recovery as schools reopened (Wilichowski et al. 2020). Care must be taken that administrative requirements of teachers, such as daily filling of reports, do not At the same time, it is crucial to learn from practices hinder their ability to be pedagogically effective. that did not work to either adapt them or avoid Equally important, education policy makers should 28 Remote learning during the global school lockdown: multi-country lessons consider how the COVID-19 pandemic can be used sustainable over time, as a complementary resource as an opportunity to improve teachers’ pedagogical for on-site classroom-based education; thus, and digital skills before they return to schools teachers’ ability to combine digital and pedagogical (Wilichowski and Cobo 2020). Teachers’ ability to skills will be useful to build back better educational instruct remotely requires a combination of digital systems (Ministère de l’Éducation Nationale et de and pedagogical skills, and, as return to schools la Jeunesse, 2020). School systems can learn from will occur gradually, teachers have to learn how to other countries that have developed teacher training combine multiple modes of delivery, such as online, programs and virtual support systems to follow offline, and blended modes, to effectively facilitate up with teachers in the process of improving their learning in these new scenarios (Wilichowski and digital pedagogical competencies (see examples in Cobo 2020). Furthermore, many countries have table 1.7). designed multimodal remote learning programs to be Table 1.7: Supporting Teachers in the COVID-19 Pandemic and Beyond Initiative Description Lebanon Teacher Training Virtual teacher coaching and training in Microsoft Teams. Education Development Center Interactive toolkit for radio instruction during an emergency crisis. Source: Own elaboration with data from secondary sources obtained from the following links Lebanon and Education Development Center. Initial policy takeaways: education emergency responses to COVID-19 in LMICs Several LMICs responded quickly to the COVID-19 percent of countries in Central Asia and Eastern pandemic with remote learning strategies to mitigate Europe implemented radio learning programs, learning losses. Generally, there was an alignment 70 percent of countries in Latin America and the between the guidelines for coping policies provided Caribbean did so. by ministries of education and the implementation of such policies within countries, but the ways in Governments and third-sector organizations which those policies were executed varied across implemented support systems and emergency countries. While most countries designed and training programs for teachers to help them adapt to implemented multimodal learning solutions as an this new normal. Costa Rica created a digital toolbox emergency response aimed at reaching all students, to support teachers with pedagogical resources, the types of systems used varied across regions. TV, such as a guide for autonomous work and a content online platforms, and mobile applications were the repository made especially for teachers. Uruguay most used channels in Asia and Eastern Europe, but leveraged a Learning Management System that the radio programs were less prevalent in Central Asia country had in place prior to COVID-19 to allow and Eastern Europe in comparison to Africa and the teachers to monitor students, as well as a content Middle East, and Latin America and the Caribbean. repository in which teachers could find high-quality More specifically, as of May 2020, while only 21 educational content for their lesson plans. Nova 29 Remote learning during the global school lockdown: multi-country lessons Escola, a nonprofit organization in Brazil, partnered and provide information for the national government with Facebook to train more than 2 million teachers decision-making process. Policy makers needed to in digital and pedagogical skills through short ensure that summative assessments were designed practical courses aligned to Brazil’s National considering students’ local culture, religions, and the Curriculum and provided certificates to teachers specific situations they faced during the pandemic who complete them. The Varkey Foundation (Gacicio et al. 2020). created “Comunidad Atenea,” an online community of practice that allowed teachers in Latin America To build back better education systems, it is key and the Caribbean to share educational resources. to learn from education initiatives implemented However, to ensure effectiveness, governments either prior or during the COVID-19 pandemic and needed to transition from emergency teacher training scale those that have proven to be effective. In fact, initiatives to sustained professional development beyond the emergency responses, countries have and remote coaching programs to equip teachers strengthened remote learning practices that worked with the tools needed for remote teaching (Instituto prior to COVID-19, as well as learned from those Peninsula, 2020). practices that did not work to avoid replicating mistakes of the past. Governments such as Zambia Less alignment was found between the guidance and and Sierra Leone responded to COVID-19 rapidly implementation of managing continuity policies to by leveraging existing remote learning solutions ensure schools reopen safely. Reopening schools was rather than developing new programs. Countries also not an easy process; it required thoughtful planning needed to take the opportunity to adapt in-person to ensure schools were safe for re-enrollment, learning that proved effective to this new remote assessing learning levels, and organizing learning learning scenario. Kenya’s Tusome early grade recovery. Across all three regions under analysis, the reading activity program was highly effective majority of countries started planning how to reopen at providing training and coaching to teachers and schools safely through communication campaigns literacy textbooks to improve student learning; such and the provision of WASH kits; however, as of programs need to be adapted to a distance learning May 2020, less than half of the countries planned setting instead of being stopped. Other countries to monitor re-enrollment and outreach to children that had less experience with the implementation of who did not return to school. Reopening needed remote learning programs were agile and responded to be complemented with clear communication to feedback in the process of planning and executing campaigns that promoted re-enrollment to reduce remote education during the pandemic. For example, the risk of student dropout and gave special focus to when Peru’s well-intentioned teacher support girls and students from marginalized communities. system ended up generating burnout; the system Moreover, while some countries such as Brazil and was quickly redesigned to solve the problem. Egypt demonstrated progress to conduct diagnostic evaluations as schools reopened, as of May 2020, Most of what was described in this compendium this report did not find similar plans across all addressed the emergency plans and actions countries under analysis. Focusing on formative implemented by different low- and middle-income assessments was critical to help teachers shape countries, as well as the channels deployed by lessons to address gaps in student knowledge, as education systems to support remote learning. well as to help students understand where they However, the current challenge is to understand were in relation to curriculum goals and what they the effectiveness of those actions in regard to needed to learn. To achieve these goals, teachers coverage, engagement, and learning outcomes. needed to adequately align formative assessments The following section of this report provides an with specific learning objectives in the curriculum in-depth multicountry analysis on the perceived and units of study. Equally important, large-scale effectiveness of distance learning programs in five summative assessments were critical to generate selected countries: Brazil, Kenya, Nigeria, Peru, data about student learning, understand learning and Sierra Leone. gains or losses during the remote learning period, 30 Chapter 2 Is remote learning perceived as effective? An in-depth analysis across 5 countries Annie Spratt Remote learning during the global school lockdown: multi-country lessons II. IS REMOTE LEARNING PERCEIVED AS EFFECTIVE? AN IN-DEPTH ANALYSIS ACROSS 5 COUNTRIES* According to UNESCO’s Institute for Statistics As did many countries around the world, data, as of June 2020, countrywide closures affected governments of Brazil, Kenya, Nigeria, Peru, and over 100 million students across Brazil, Kenya, Sierra Leone reacted quickly to mitigate shocks Nigeria, Peru, and Sierra Leone (see Exhibit 18). to their education systems; this report analyzes Even though schools were closed, governments in the perceived effectiveness of these governments’ these countries designed and implemented remote education responses considering the five main themes learning solutions during the COVID-19 pandemic. of this study: (1) delivery systems; (2) curriculum This study has synthesized the main education adjustments; (3) teacher support, (4) monitoring and emergency actions deployed by the selected evaluation; and (5) remedial programs (see table 2.1 countries and the perceived effectiveness of these for further information). strategies. Table 2.1: Perceived Effectiveness of Remote Learning in Five Main Themes Curriculum Monitoring and Delivery systems Teacher support Remedial programs adjustments evaluation Multimodal delivery Prioritization of Sustained Most countries have Note: At the time systems have curriculum and professional monitored coverage, this section of the been effective to content curation development but need to track study was conducted, increase coverage has made the courses or remote dimensions such no data on remedial if the program is development process coaching programs to as engagement, programs were complemented with of the remote strengthen teachers’ frequency of use, and gathered a communication learning strategy pedagogical and learning progress strategy, teacher- more effective digital skills student interaction, and inclusive content Brazil (São Paulo) Sierra Leone Nigeria (Edo) Peru Remote learning Prioritized subjects Trained all 11,000 The monitoring program by systematically primary school and evaluation unit complemented with analyzing those in teachers who were regularly supervised a media campaign which students were part of the Edo- the adoption and to keep teachers not performing: BEST program to effectiveness of the informed about English, mathematics, equip them with the remote learning learning activities, and science. Also, tools to use digital program with a task force that learning sessions technologies for principals, teachers, contacted families, were grouped by teaching. An existing and parents through and a mobile multigrades coaching program for phone calls once a application for teachers was adapted month teacher-student to be delivered interaction remotely Source: Own elaboration with data from interviews with policymakers and education experts from the selected countries. * This disclaimer informs readers that the opinions expressed in the text belong to the author, and not necessarily to the World Bank. The information contained in this document was collected between May and July, 2020, and given the space and time constraints, it does not guarantee completeness of the education systems of selected countries and their response to COVID-19. 32 Remote learning during the global school lockdown: multi-country lessons While evaluating the effectiveness of the design strategy more effective. and delivery of distance learning programs in the 3. Interactive educational platforms were more five selected countries, this report has focused on effective than traditional one-way education, efforts being made to diminish learning loss as low-tech methods, such as delivering printed well as to monitor and evaluate distance learning. material, or broadcast of radio or television. This approach was important because most 4. Replicating the face-to-face teaching–learning researchers analyzed how policy makers designed practices into a remote learning environment and implemented content, technology, channels to (e.g., traditional lecturing, boardwork) did not deliver learning, and pedagogical support; however, necessarily increase student engagement. less attention was given to monitor distance 5. Emergency training or “crash courses” for learning processes, track the access to courses and teachers to quickly understand how to use engagement, and assess the quality of the remote remote learning tools was not necessarily learning experience. By studying the perceived effective to improve the learning experience. effectiveness of remote learning initiatives 6. Guidelines for teachers during the remote implemented in Brazil, Kenya, Nigeria, Peru, and education process clarified their “enhanced Sierra Leone, this report addressed the following role.” Excessive administrative workload hypotheses: generated burnout and reduced pedagogical 1. Coherent multichannel strategies (where effectiveness. television, radio, the internet, and/or mobile 7. Monitoring and evaluation systems provided phones were used together) were more effective critical information to effectively adjust remote than just using a single technology for providing learning programs to students and teachers’ remote learning. specific needs, especially when countries had 2. Curriculum prioritization and selection of already developed and consolidated institutional contents (e.g., core subjects, multi-grade capacities in this field. content) helped to make the remote learning Education systems and the response to COVID-19 Specific characteristics of education systems in different ways. According to the Center of influenced the response of governments to Innovation for Education in Brazil (CIEB— COVID-19. Countries that leveraged those Portuguese acronym), by May 2020, while only characteristics were effective at planning and 60 percent of municipal education secretaries executing a remote learning program. This section had implemented remote learning programs, 85 discusses to what extent dimensions such as the percent of state education secretaries had done degree of decentralization of the education system, so. The five state education secretaries selected the role of the private sector, and the previous for this study (Amazonas, Espirito Santo, Mato experience with remote learning influenced the Grosso do Sul, Minas Gerais, and São Paulo) also education response to COVID-19 (see Exhibit 19). responded with different strategies. For example, Amazonas leveraged an existing media center that The degree of decentralization influenced delivered content through satellite TV to reach rural educational systems in different ways during the communities since 2007. During the COVID-19 COVID-19 pandemic. Taking into account the pandemic, this program was adapted in less than a decentralized nature of the education system, week and began delivering three hours of content local authorities had the autonomy to regulate and per education level through three different TV manage educational services within their region. channels. In contrast, São Paulo announced school During the pandemic, these authorities responded closures on March 13, 2020, and anticipated holidays 33 Remote learning during the global school lockdown: multi-country lessons for teachers and students for two weeks. The state suggestions for implementing remote learning education secretary took advantage of this time to strategies. Instituto Peninsula, an educational plan a remote learning strategy and built a media nonprofit, conducted national surveys to explore center from scratch.10 The decentralization and teachers’ perceptions, roles, and challenges during the emergency context also fostered collaboration the COVID-19 pandemic. Fundaçao Lemann, a among state education secretaries. For example, foundation with a focus on education, conducted a Espirito Santo partnered with Amazonas to access study to understand how students were accessing and curate its content repository of TV learning remote learning and what difficulties they were sessions. In Peru, while the education system was facing in the process. Governments such as the also decentralized, the Ministry of Education State Secretary of São Paulo also publicly requested still played an active role in the execution and support from private organizations to find partners management of major educational programs. During for content creation and delivery, as well as to the COVID-19 pandemic, Aprendo en Casa (AeC), zero-rate its mobile application. Thus, while the the country’s multimodal remote learning program, private sector proactively supported governments was planned and implemented by the Ministry of to leverage existing private resources, governments Education in less than two weeks. Thus, depending also proactively enlisted support from the private on the degree of decentralization, countries sector to strengthen national remote learning responded differently to the pandemic. strategies and equitably increase coverage. The private sector and third-sector organizations The previous experiences with remote education also shaped the responses of education systems to allowed countries and states to better adapt and scale COVID-19. In Nigeria, the state of Edo launched up their already existing distance learning programs Edo-BEST@Home, an extension of the Edo to all students. In Sierra Leone, the Teaching Service Basic Education Sector Transformation (Edo- Commission (TSC) had a critical role in the execution BEST) program, a public-private partnership of the remote learning programs during the Ebola (PPP) between the Edo’s State Universal Basic crisis, as well during the COVID-19 pandemic. As Education Board (SUBEB), the World Bank, and the country had a low penetration of internet and Bridge International Academies (2019). While TV, the government focused on radio and printed Edo’s government had the lead role in the initiative, material, and offered digital learning resources Bridge’s role was critical to adapt the technology as a complement. Reviews conducted after the needed for remote learning, and the World Bank Ebola crisis in West Africa showed no evidence provided technical assistance and results-based that online education supported at-home learning, financial resources. Edo’s education system as several EdTech initiatives implemented during quickly pivoted toward remote learning because emergency settings were designed without taking the government had been building its technical into consideration research evidence. In contrast, capacity with the support of private partners. In radio learning programs implemented in West Brazil, major educational foundations funded by Africa during Ebola reached 1 million students, business leaders collaborated with the government that is, 20 percent of children out of school. Thus, to monitor remote learning, train teachers, and Sierra Leone’s government officials prioritized curate content. For example, since March 2020, leveraging the existing radio learning program and CIEB conducted surveys to understand the reach relaunched it on April 6, 2020, within less than one and implementation of remote education initiatives week of school closures. In Kenya, the government of state and municipal secretaries. CIEB also also had previous experiences with remote learning curated a list of EdTech resources and provided programs through three main channels: radio, 10 São Paulo’s Secretary of Education, Mr. Rossieli Soares, is the former Secretary of Education of Amazonas, a founding member of Amazona’s Media Center, and former Minister of Education of Brazil. These experiences were critical to build a media center in São Paulo. 34 Remote learning during the global school lockdown: multi-country lessons TV, and online. Since 1963, the government and not have to pay to watch this channel. The Kenya Kenya’s Broadcasting Corporation had been Education Cloud (KEC), also functional since delivering radio learning programs. As part of the pre-COVID-19, is a user-friendly platform, that is COVID-19 education response, this partnership was device neutral, Web Light, and elastic so that it can strengthened, and the radio program was carried by support an unlimited number of users at the same 3 national stations and 42 community radio stations time. Thus, Sierra Leone’s and Kenya’s education to reach students in remote areas. The TV learning systems quickly adapted to remote education program existed since 2010 and during COVID-19, because the governments had been building their Kenya’s EDU TV Channel was carried for free by distance learning programs for several years. all signal providers so that families that had a TV did Channels and content for an effective remote learning strategy Most of the selected countries for this study by providing differentiated feedback to students designed and implemented multichannel strategies who accessed learning through different channels, (see Exhibit 20). This study hypothesized that as lesson contents delivered through printed multimodal strategies that coherently combined material, online mediums, and television were not different delivery systems for remote learning— necessarily aligned. Teachers in Peru faced a similar television, radio, the internet, and/or mobile challenge, and the Ministry of Education responded phones—were more effective than just using a by prioritizing the curriculum for remote learning single technology for providing remote learning. and planning all competencies and contents that However, there are additional nuances that need needed to be covered until the end of the school to be considered to determine the effectiveness year. Since May 2020, contents covered in learning of coherent multichannel strategies. Concerning sessions were aligned across channels as well as content, this study postulated that the prioritization to the competences of the prioritized curriculum. of the curriculum and the selection of contents to To achieve that, it was key to foster collaboration focus on foundational knowledge and multi-grade between the radio, TV, and web pedagogical teams content helped to make the remote learning strategy of AeC’s remote learning programs. In other more effective. Both hypotheses are discussed education systems, this concern was less prevalent. below. In Kenya, learning sessions and contents delivered through the different remote learning channels were Perceived effectiveness developed inhouse by the Kenya Institute for of coherent multichannel Curriculum Development (KICD), an institution that is responsible for developing the curriculum and strategies support materials for basic and tertiary education and ensuring alignment of content across channels. Multimodal strategies that coherently articulate the In Sierra Leone and Edo, as remote learning was different channels to deliver remote learning were delivered through a unimodal strategy, teachers did effective to facilitate teacher-student feedback and not face the challenge of providing differentiated formative assessments if contents were aligned to feedback based on each channel; instead, they the curriculum and learning sessions were taught used the content provided through the main public consistently across all channels. For example, the channels (radio in Sierra Leone and mobile phones State Education Secretary of Mato Grosso do Sul in Edo) to provide feedback to students. in Brazil identified that teachers were overwhelmed 35 Remote learning during the global school lockdown: multi-country lessons Multimodal strategies were also effective to increase Perceived effectiveness of reach both in urban and rural areas if the program was complemented with a clear communication curriculum and content strategy, teacher-student interaction, and content for prioritization students with special needs. While Kenya developed a coherent multimodal strategy, the government The prioritization of curriculum and content faced the challenge to increase usage across all curation made the development process of the channels and foster teacher-student interaction. remote learning strategy more effective; however, According to a survey conducted by Kenya’s further evaluation of the impact of an accelerated National Bureau of Statistics, as of May 2020, curriculum on student learning will be necessary. approximately 25 percent of households were not Especially for countries that experienced remote using any method to learn at home, and according learning at scale for the first time, lacked a vast to Uwezo’s report, only 22 percent of school-going repository of content to deliver remote learning, and/ children were accessing remote learning through or had limited airtime in TV or radio, prioritization radio, TV, and/or online. In the state of São Paulo was not only more effective, but necessary. In Peru, in Brazil, the multichannel remote learning program all learning sessions delivered through radio and was complemented with a communication television in preprimary and primary schools were strategy that included a proactive campaign on clustered by multigrades, grouping two consecutive TV and social media to keep teachers and families years; though, in secondary school, each grade informed about learning activities; a task force had its own learning session. Sierra Leone was that contacted families of students who were out experienced in establishing an accelerated of reach either through phone calls or home visits; curriculum that was developed with the support a mobile application that allowed teacher-student of the International Rescue Committee during interaction; and daily “live” conversations between the Ebola crisis. During COVID-19, the Teaching the State Education Secretary and teachers. In Peru, Service Commission prioritized the subjects to as access to devices needed for remote learning be aired by systematically analyzing those in varied across the country (see Exhibit 21), AeC’s which students were not performing: English, multimodal remote learning strategy considered mathematics, and science. Also, learning sessions delivering content through TV, radio, online, and were grouped by multigrades: grades 1–3, 4–6, printed materials to reach over 85 percent of the Junior Secondary Education, and Senior Secondary student population. This strategy was complemented Education. Equally important, for education systems with constant communication of weekly schedules experiencing remote learning at scale for the first for learning sessions. For example, for the week time during COVID-19, it was faster and less cost- of June 15–19, 2020, schedules were available in intensive to curate content instead of creating all of AeC’s main website, social media, newspapers, it from scratch. For example, Peru curated external TV and radio. Moreover, caregivers and students content that third-party organizations such as Plaza had received constant support from teachers, mainly Sesamo (Mexico) and Paka Paka (Argentina) through WhatsApp. Peru’s multimodal and inclusive agreed to share for free with AeC and already strategy had also been effective to target a diverse incorporated that content into learning sessions for student population: since May 2020, all TV learning preprimary and primary school. Peru’s Ministry of sessions were supported with sign language, but as Education also partnered with Mexico’s Secretary the access to TV airtime was limited, the website of Public Education (2020) to access its TV was also adapted for students with special needs learning content. and adult alternative education. Radio learning sessions included programs for students with special Education systems that had a vast portfolio of needs and adult alternative education, and content learning resources that had been built for several was available in nine native languages for students years did not face the same need to prioritize of remote communities. subjects, curriculums, or contents. For example, the state of Amazonas in Brazil already had an 36 Remote learning during the global school lockdown: multi-country lessons inventory of existing content, with more than were clustered by multigrades, self-study activity 20,000 videos, that had been produced since 2007 packets differentiated material for each grade to for all subjects and grades. The content can be support students studying at home to practice and accessed through three TV channels and was also learn core concepts from the Nigerian syllabus. available through its Media Center. Similarly, While these education systems did not make Kenya already had a vast repository of TV content profound adjustments to the curriculum or subjects, and radio learning sessions for most subjects and it remained a challenge to better understand whether grades, so KICD did not face the need to prioritize teachers, in this new scenario of remote education, the curriculum during COVID-19. The state of were able to cover all contents and competences in Edo in Nigeria developed a blended method for the same time frame they taught prior to COVID-19. content simplification: while audio learning guides Creating an effective remote learning experience Even though ensuring coherence across channels conducted in May 2020 by the Monitoring & and developing an accelerated curriculum (for Evaluation Unit of the Ministry of Education, countries that need to) are critical steps, additional students’ satisfaction with the learning experience factors are needed to create an effective remote of AeC’s website was 5 percentage points more than learning experience. This study initially assumed that of TV learning programs and 23 percentage that interactive educational platforms were more points more than the satisfaction with the learning effective than one-way education methods such experience of radio education programs. However, as delivering printed materials, broadcast on radio AeC’s TV learning sessions were used twice as or television. Nevertheless, digital interactive much as AeC’s website. Through a partnership with platforms in contexts with poor connectivity Peru’s Ministry of Education, Khan Academy’s faced the challenge of reaching a lesser number total learning time in the platform and monthly of students. Moreover, replicating face-to-face active users, key indicators for engagement with teaching–learning practices, such as traditional the learning experience, increased approximately lecturing and boardwork, into a one-way remote 50 percent, when compared with figures prior to learning environment did not increase student the pandemic. The number of users registered in the engagement; adjustments were needed to make one- platform more than doubled during the COVID-19 way remote education methods more interactive. pandemic, from 325,000 to 652,000; however, that These two dimensions are discussed below. is still only 8 percent of Peru’s student population. In Brazil, according to a survey conducted by Perceived effectiveness Fundaçao Lemman, students that accessed remote of digital-interactive education through TV or online were more engaged, as they dedicated more time doing learning activities educational platforms than students who just use printed material; but still reach was limited because, according to UNICEF’s In some of the selected countries for this study, Project Connect, only 40,000 schools in Brazil interactive platforms had been effective to increase reported being connected to the internet (out of engagement; but it was challenging to increase the 141,000 schools in the country). In the state of Edo reach when infrastructure and/or connectivity was in Nigeria, prior to COVID-19, all 270,000 primary poor, as well as when students lacked digital skills school students of the Edo-BEST system had or teacher support. In Peru, according to a survey 37 Remote learning during the global school lockdown: multi-country lessons already experienced a technology-based education through these channels. That said, governments model, showing high engagement with this model. made important efforts to make one-way education Yet, during COVID-19, the Edo-BEST@Home methods more interactive, instead of just replicating remote learning program had only reached 29 the traditional face-to-face instruction methods. percent of Edo’s primary school population through its interactive mobile-based program. Thus, as the Because in a remote education environment, one- selected countries for this study had relatively low way education methods and face-to-face practices internet penetration, and not every student could have not necessarily increased student engagement, access interactive learning platforms, it was also adjustments are needed to make one-way remote critical to analyze the learning experience with learning methods more interactive and engaging. alternative methods. In the execution phase of low-tech education methods, implementation teams should regularly Learning experience with check in with students and teachers and adjust one-way educational how learning materials, tasks, and technologies are used to ensure effectiveness. As Sierra Leone’s methods main remote education channel is the national radio learning program, Teaching Service Commission In most of the selected countries for this study, officials have been working to increase engagement one-way, low-tech education methods effectively and interaction of students with this one-way, low- increased reach in areas with low connectivity, tech educational program. At the end of each radio but it was a challenge to track engagement during learning segment, a “live” phone line is open to the learning experience. When policy decision allow children to call in with questions, and all calls makers and school leaders plan to implement low- to the radio program are toll-free. In Peru, instead of tech methods for education, they should focus just displaying a teacher lecturing content remotely, their efforts on reaching out to students and better every TV learning session has incorporated three understanding their needs to inform decisions key actors: first, a facilitator who is usually an about logistics, budgets, staffing, and outcomes actor or actress who has the role of introducing the (see Checklist for Overcoming Digital Barriers session and facilitating learning; second, an expert to Inclusion in Exhibit 22). In the state of Minas teacher who explains the main concepts; and third, a Gerais in Brazil, 97 percent of the student population student who is filmed performing learning activities. downloaded or received the guidelines for remote The learning facilitator, teacher, and student hold learning and printed material to complement the TV discussions throughout the session, making the learning programs. In Peru, according to a survey class more engaging. After the TV learning session, conducted in May 2020 by the Monitoring & students can contact teachers in case they have Evaluation Unit of the Ministry of Education, in questions or need explanations. The State of Minas rural areas, one-way education methods such as TV Gerais in Brazil developed “Conexao Escola”, a and radio were used by over 70 percent of students mobile application to encourage teacher-student who accessed remote learning, as compared to interaction for a limited amount of time after each 55 percent in urban areas. In Kenya, according to TV learning class. While some countries like Peru a survey conducted in early May 2020 by the have tried to make lessons more engaging and not National Bureau of Statistics, among students just teachers lecturing students, others have gone accessing remote learning, one-way education one step further and made it even more interactive methods were the most popular devices for studying by providing each student the opportunity to engage at home: 19 percent used TV educational programs, with the content they learned and interact with 15 percent the radio, and 12 percent printed teachers and peers. As in other contexts, the case material. Even though some governments made of Minas Gerais shows that either with one-way efforts to track satisfaction with one-way education educational methods or digital platforms, the role methods through surveys, it remained a challenge of the teacher is critical to support students in the to understand engagement and time spent learning learning process. 38 Remote learning during the global school lockdown: multi-country lessons Providing an effective teacher support system Although it is critical to ensure multichannel lesson plans from a digital repository. Moreover, in coherence, a prioritized curriculum, and interactive the state of São Paulo, the Secretary of Education remote education methods, the role of the teacher is developed emergency courses to train teachers in still important for an effective learning experience. the use of devices needed for remote learning. More Regarding professional development, this study than 150,000 teachers participated—that accounts hypothesized that emergency training or “crash for over 80 percent of teachers in the state.11 In courses” for teachers to quickly understand how Kenya, almost 3,000 teachers were trained during to use remote learning tools were not effective the pandemic to use Microsoft Teams for their to improve the learning experience for students. virtual classrooms, but it was still a challenge to Concerning teacher support, this study postulated reach a significant proportion of Kenya’s 300,000 that while guidelines for teachers during the teachers. In Peru, the Ministry of Education remote education process helped to clarify their launched an online course in early April 2020 “enhanced role;” excessive administrative requests through its digital platform PeruEduca to train may generate burnout and reduce pedagogical 200,000 teachers12 for their new role while teaching effectiveness. These hypotheses are discussed remotely. As the remote education process was new below. for the vast majority of teachers, governments and third-sector institutions made efforts to design and Professional development deliver emergency training courses for teachers. for teachers during the Nonetheless, as courses were in most cases optional, governments lacked information to understand their COVID-19 pandemic effectiveness. During the COVID-19 pandemic, several online Fewer governments in the selected countries for rapid courses targeted to teachers were offered this study developed and sustained professional by either ministries of education, third-sector development courses or remote coaching programs organizations, or private companies. Emergency to strengthen teachers’ pedagogical and digital skills. training courses reached a considerable number Since 2018, the state of Edo in Nigeria trained all of teachers; however, it remains unclear if these 11,000 primary school teachers who were part of courses were effective to improve teachers’ the Edo-BEST program to equip them with the right pedagogical and digital skills to impact student tools to use digital technologies in the classroom; learning. In Brazil, the organization Nova Escola this sustained professional development program partnered with Facebook and created “Educação allowed teachers to better understand how to use em Rede” to train over 2 million teachers in digital technology for education, which was critical during and pedagogical skills during the COVID-19 the implementation of the Edo-BEST@Home pandemic. These were all short practical courses remote learning program. Moreover, during the aligned with Brazil’s National Curriculum that COVID-19 pandemic, the already existing coaching provided certificates to teachers who completed program for teachers was adapted to be delivered them. As of June 2020, out of Brazil’s 2.4 million remotely. Learning and development supervisors teachers, 500,000 enrolled in Nova Escola’s rapid and quality assurance officers provided pedagogical courses and tools, and over 1 million downloaded and technical coaching to teachers to ensure 11 The State Secretary of São Paulo in Brazil manages one of the largest state education systems in the world, with over 3.7 million students and 190,000 teachers. 12 According to the National Institute for Statistics and Information, Peru has over 520,000 teachers; 67 percent of them work in public schools and 33 percent in private schools. 39 Remote learning during the global school lockdown: multi-country lessons proper learning facilitation of virtual classrooms. by Instituto Peninsula, 83 percent of teachers Therefore, sustained pedagogical and technical did not consider themselves prepared to teach support through virtual coaching to teachers were remotely, 67 percent were anxious, 38 percent good practices that could be adapted to help teachers felt tired, while less than 10 percent were happy during the remote teaching–learning process or satisfied. Guidance for and role of Both Peru and Brazil’s systems were open to receiving teachers during the COVID-19 feedback and adapted quickly by redesigning the support system that was provided for teachers. After pandemic listening to teachers’ feedback, Peru’s Ministry of Education published a new resolution that aligned This study considers that guidelines for remote guidelines and reduced teachers’ administrative education helped to clarify the “enhanced role” of workload. São Paulo and Mato Grosso do Sul teachers, but an excessive administrative workload responded by reducing teachers’ administrative generated burnout and reduced pedagogical workload and reporting. Also, Minas Gerais and effectiveness. The five selected countries for Sao Paulo developed mobile applications to this study developed and communicated general encourage teacher-student interaction for a limited guidelines for teachers on how to support students amount of time after each class, which streamlined during school closures, as well as how to report teacher-student contact via the mobile application and keep track of learning (see table 2.2). While to specific time periods and helped reduce teacher some countries such as Kenya and Sierra Leone burnout. The heads of São Paulo and Espirito chose to keep the implementation of those Santo’s secretaries also had informal conversations guidelines optional to teachers’ discretion, other with teachers through “lives” to solve doubts and education systems enforced and monitored those receive feedback: Mr. Rossieli Soares, Education requirements. In Peru, the Ministry of Education Secretary of São Paulo, lead frequent two-hour developed and communicated general guidelines for conversations with approximately 25,000 teachers teachers that stressed the importance of observing through the mobile application developed by the learning sessions through the channel of their state and Mr. Vitor De Angelo, Education Secretary preference, and communicating with students and of Espirito Santo, had conversations with teachers their families, among other activities. In addition through “lives” in social media platforms. These to these recommendations, local education units conversations allowed the secretaries to have an designed complementary guidelines. For instance, open and horizontal communication with teachers to in the region of Lambayeque in Peru, teachers were better understand their concerns and adjust remote required to complete daily reports of their work, learning programs (Dellagnelo and Reimers, 2020). with a detailed explanation of learning activities completed and progress achieved by each student. In Brazil, the state education secretaries of Minas Gerais, São Paulo, and Mato Grosso do Sul received reports that teachers were overwhelmed, not only by the amount of administrative reporting that they were required to complete but also because of the frequent communication and requests received from parents and students. Thus, Peru and Brazil’s well- intentioned support systems generated unintended consequences, such as teacher burnout. In fact, according to Peru’s Ministry of Education M&E unit survey, in April 2020, almost 40 percent of teachers said that they were performing a very hard job. In Brazil, according to a survey conducted 40 Remote learning during the global school lockdown: multi-country lessons Table 2.2: Supporting Teachers in the COVID-19 Pandemic Country Description Type of support States provided guidelines stressing the Brazil importance of keeping contact with students. (Minas Minas Gerais developed support tools such as a Gerais) mobile app for teacher-student interaction for a limited amount of time after each class. Guidelines provided but teachers were not required to follow up with students. Training Kenya on the use of tools for virtual classrooms only reached 3,000 teachers. A virtual helpdesk was set up to allow teachers Nigeria to ask questions or request support. An existing (Edo) coaching program for teachers was adapted to be delivered remotely. Teachers received guidelines that stressed the importance of observing learning sessions, Peru communicating with students and parents, and providing feedback. A radio teaching program targeted teachers who needed to improve practice in digital literacy. Sierra Leone When schools were reopened, teachers used the radio program to complement their lessons or adapt their methodology. Source: Own elaboration with data from interviews with policymakers and education experts from the selected countries. Guidelines Coaching Emergency training Sustained training Tools Legend: 41 Remote learning during the global school lockdown: multi-country lessons Monitoring and Evaluation Education systems that designed and implemented between two and three hours per day. In relation a coherent multimodal strategy, an inventory to assessment, several states coordinated with of content for remote learning, an accelerated CAEd, a center for public policy and evaluation of curriculum, interactive learning methods, and education, to conduct diagnostic evaluations once teacher support systems still had to understand if the schools reopen. whole remote education strategy was effective to reach all students, sustain learning engagement, and In Kenya (see Exhibit 25), while the Ministry increase learning outcomes. This study postulates of Education and KICD have conducted rapid that education systems that implemented monitoring online surveys to understand the perceptions of and evaluation processes to track the mentioned the education community on the remote education outcomes, as well as a feedback receptive culture, program, the data were only referential. Similar to were effective at adjusting remote learning programs what occurred in Brazil, third-sector organizations to students and teachers’ specific needs. Through an and other governmental institutions complemented analysis of inputs required for an effective remote the government monitoring role. According to learning program and outcomes achieved through Uwezo’s report conducted in May 2020, only 22 the implementation of those inputs (see Exhibit 23), percent of school-going children in Kenya were this study has explored the perceived effectiveness accessing digital resources for remote learning. Of of distance learning programs in the five selected these children, 42 percent accessed through a TV countries: Brazil, Kenya, Nigeria, Peru, and Sierra learning program, 27 percent through WhatsApp, Leone. 19 percent through a radio learning program, and 10 percent downloaded materials from the Kenya In Brazil (see Exhibit 24), while some state Education Cloud. As in most countries, access to education secretaries monitored the adoption of remote learning was unequal: students in private remote learning programs implemented during schools were twice as likely to access remote COVID-19, there was still much to be done in learning than students in public schools. According terms of evaluation to understand the effectiveness to a survey conducted by Kenya’s National and outcomes of these programs. Third-sector Bureau of Statistics, some of those students organizations complemented the government’s not accessing remote learning programs through monitoring role and gathered data for policy digital or broadcast resources were studying decision-making. According to a study conducted with printed material or using other resources for during May 2020 by the Fundaçao Lemann (FL), homeschooling. However, about 25 percent of remote learning programs in Brazil reached 74 households were not using any method to learn at percent of the student population, but access was home. Regarding engagement, while one of the main unequal. While in the southern region 94 percent of objectives of Kenya’s remote learning program was students accessed remote learning resources, only to make content more interactive to keep students 52 percent of students did so in the northwest region. engaged, the Ministry of Education still does Regarding engagement of those students who had not have enough information related to student access to remote education resources, on average 82 engagement, satisfaction rates, and frequency of percent engaged with the majority of the learning use of the remote education program. Concerning activities sent by schools, and 13 percent engaged assessments, as teaching will start from where it with part of them. Concerning the frequency of stopped once schools reopen, the government has use, results varied by education level. While most not yet planned to conduct evaluations (Kenya students in primary school dedicated between one Institute for Curriculum Development, 2020). and two hours per day to study remotely, most students in middle school and high school studied In the state of Edo in Nigeria (see Exhibit 26), 42 Remote learning during the global school lockdown: multi-country lessons Edo-BEST leveraged its already existing quality program, and 87 percent with the website. In relation assurance team to monitor and evaluate the remote to assessment, while summative assessments were learning experience. Regarding coverage, as of postponed, some teachers constantly provided mid-July 2020 the Edo’s remote learning program formative assessments. According to the Ministry reached 930 out of 1,000 primary schools in the of Education’s M&E unit survey, 80 percent of state, and over 7,000 virtual classrooms out of students and parents received support from teachers 9,000 actual classrooms were created to deliver at least once in the previous week. In May 2020, 96 remote education. However, during the COVID-19 percent of teachers who contacted parents requested pandemic, only 29 percent of Edo’s primary school their students complete and send homework at least population accessed the program’s interactive every other day. Students completed those activities mobile-based platform. Concerning engagement, and sent them back to teachers mainly through Edo’s quality assurance team tracked information WhatsApp. Of those teachers who contacted parents such as frequency of use, engagement rates, parent and requested students to complete the learning support, and perceived effectiveness of teaching activities, 90 percent graded students’ homework or and learning in the virtual classroom through a provided detailed feedback. comprehensive survey. In relation to assessments, the Edo-BEST@Home program developed mobile In Sierra Leone (see Exhibit 28), the Ministry of interactive quizzes that could be accessed at any Education’s remote learning program implemented time during the day. Quizzes usually had five during the Ebola pandemic provided lessons multiple-choice questions and once a student regarding what worked to reach a large number of answered them, they received automated feedback students, while keeping them engaged and learning. on the answer given. While the Edo-BEST team As of July 2020, although the government was yet developed tools to monitor and evaluate reach, to track progress regarding coverage, engagement, access, and engagement, as of July 2020 the and learning, the Ministry of Education’s government still did not have sufficient information COVID-19 education emergency response plan related to the effectiveness of its remote learning clearly included a plan for review, assessment, and program. evaluation of the remote teaching and learning processes. During the Ebola crisis, access to the In Peru (see Exhibit 27), the Ministry of Education’s radio learning program was limited by poor Monitoring & Evaluation Unit regularly supervised radio signal coverage in rural areas and a lack of the adoption and effectiveness of the remote radio devices in poor households. Thus, during the learning program with principals, teachers, and COVID-19 pandemic, Sierra Leone’s government parents through phone calls once a month. More partnered with local community radios and installed than 50,000 members of the education system radio transmitters in remote communities to increase were surveyed between March and June of 2020. coverage. According to a survey conducted by Regarding reach, over 85 percent of students Innovations for Poverty Action (IPA), while accessed AeC’s remote learning program. In April almost 80 percent of respondents reported that 2020, of those students who accessed AeC’s remote children in their households were spending time learning resources, 74 percent did so through TV, 17 on education, the majority were using schoolbooks percent by radio, and 19 percent used the website. and less than 20 percent were accessing through For students that could not access AeC’s resources, radio programs. Regarding engagement, anecdotal local education units, in coordination with evidence from studies conducted after the communities, developed different initiatives such Ebola outbreak showed that radio programming as retransmitting radio content through powerful helped students to maintain a link to education loudspeakers in community centers which children during the crisis because the program was taken could attend while social distancing. Concerning seriously by both the government and families. engagement, in a survey conducted in May 2020, During the COVID-19 pandemic, the Teaching 82 percent of students said they were satisfied with Service Commission constantly worked to increase the TV learning program, 64 percent with the radio engagement and interaction of students with the 43 Remote learning during the global school lockdown: multi-country lessons radio learning program. relevant data to inform policy. While it might be challenging to monitor reach, engagement, and In sum, most countries were able to assess the learning if countries have implemented remote percentage of the student population being reached learning solutions mainly based on one-way through remote education programs implemented education methods such as TV or radio, rigorous during the COVID-19 pandemic. Coverage was just surveys to teachers, parents, and students through the first step of the set of outcomes that needed to phone calls might be a way to monitor the data. be tracked to understand the effectiveness of remote At the same time, parents need to be guided on learning programs. Governments needed to track how to best support children to use the devices to other dimensions such as engagement, frequency learn remotely, and governments should focus on of use, usefulness of the pedagogies adopted, and understanding the perceived comfort of households learning progress. Of the five selected countries with technology and remote education. However, it for this study, those governments that set up still remains challenging to understand how policy strong monitoring and evaluation units prior to the decision-makers used data gathered by either the pandemic and built the technical capacity required government or third-sector organizations to adjust to monitor progress remotely for several years, the remote learning programs implemented during responded quickly and effectively by gathering COVID-19 to better serve students and teachers. Policy takeaways from an in-depth multicountry analysis Characteristics of education systems such as the number of students reached if the solutions were availability of resources, institutional development, complemented with a clear communication strategy. remote education experience, and decentralization In the state of São Paulo in Brazil, the multimodal influenced the response of governments to remote learning program reached approximately 85 COVID-19. Countries that leveraged those percent of the student population. The program was characteristics effectively executed remote learning complemented with (1) a proactive communication programs. In fact, prior experience with remote campaign on TV and social media to keep teachers education programs allowed education systems and families informed about learning activities, to effectively and rapidly implement their already (2) a task force that contacted families of students existing distance learning programs to all students. who were out of reach, (3) a mobile application that Kenya, Sierra Leone, and the Edo State in Nigeria allowed teacher-student interaction, and (4) daily quickly pivoted toward remote learning because “live” conversations between the State Education their governments had been building technical and Secretary and teachers. However, increasing digital capacity for several years. As these education reach was just the first step required to provide systems responded rapidly but not necessarily equitable access to remote learning. The challenge reached the majority of the student population, that remains is how to effectively increase and the question that emerges is how to transition monitor engagement at scale. from quickly pivoting to effectively scaling up a remote learning program that equitably reaches Similarly, inclusive multichannel remote learning all students in the education system. solutions were effective to reach a diverse student population. In Peru, TV learning sessions were Multichannel strategies are a strength to expand reach supported with sign language, the zero-rated Web and target a diverse student population. Multimodal Light platform was adapted for students with special remote learning solutions were effective to increase needs, and radio learning sessions delivered content 44 Remote learning during the global school lockdown: multi-country lessons in nine native languages. Seventy-five percent of learning during COVID-19. However, it is still caregivers with children studying in intercultural unknown how teachers’ digital and pedagogical rural schools knew about the government remote skills have impacted students’ engagement and learning program, and 91 percent were using it. For remote learning experience. those students who lived in remote communities and could not be reached with the traditional Guidelines for remote education helped to clarify multichannel strategy, the question that arises is the new role for teachers, but an excessive whether governments should keep focusing on administrative workload generated burnout and delivering top-down educational strategies, or reduced pedagogical effectiveness. Peru and consider identifying and promoting bottom-up Brazil’s well-intentioned teacher support systems community-based programs. ended up generating “burnout” (e.g., emotional, physical, and mental exhaustion), as teachers were At the same time, multimodal remote learning asked to complete frequent administrative reports of strategies present a challenge to align content their plans and results of students’ progress. Both across different platforms or channels. Coherent countries quickly redesigned the reporting system to articulation across channels used to deliver remote reduce the “burnout” problem, and Peru’s Ministry learning were challenging, especially for countries of Education published a resolution to reduce that do not have prior experience with remote teacher’s administrative workload. São Paulo and education at scale. In Peru and in some states of Minas Gerais developed mobile applications. These Brazil such as Mato Grosso do Sul, it was a challenge Apps enabled teacher-student communication but to align content across channels as ministries lacked only during specific time periods. This structured content repositories. Delivering content that was interaction helped to reduce teacher burnout. In not configurated in the same way across channels sum, in order to execute effective remote learning imposed additional pressure on teachers, as they programs, education systems needed to consider had to provide differentiated feedback to students (1) leveraging prior remote learning experience who accessed lessons through diverse channels. or collaborate with those that had experience, (2) focus on the strengths of multichannel strategies While the channels used to deliver remote learning and solve the alignment challenges across channels, were critical during school closures, even more and (3) support teacher interaction with students important were the roles of teachers. Education is a and prioritize their pedagogical role over the social experience and learning occurs when teachers administrative one. Transversely, the monitoring and interact with and provide effective feedback to evaluation was the compass required to understand students, either in face-to-face or remote education progress and make adjustments, as well as being environments. For this to occur, governments needed ready to incorporate adjustments and improvements, to support and provide guidance to teachers rather and troubleshoot during the implementation. than assigning an excessive focus on administrative work from them. Sustained professional development and remote coaching programs were effective to equip teachers with the tools to use digital technologies in virtual classrooms. The state of Edo in Nigeria trained all teachers who were part of the Edo-BEST program in the past two years to effectively use digital technologies in the classroom. An existing coaching program that provides pedagogical and technical tutoring to teachers has been adapted to be delivered remotely. Thus, prior training and coaching have been critical to pivot toward remote teaching– 45 Chapter 3 What works with remote and remedial strategies? An analysis across 13 countries STARS DIL Remote learning during the global school lockdown: multi-country lessons III. WHAT WORKS WITH REMOTE AND REMEDIAL STRATEGIES? AN ANALYSIS ACROSS 13 COUNTRIES This section of the report builds on key lessons high-income countries, Estonia and Uruguay, which learned during the in-depth analysis of the have been included in this report because both multicountry experiences explored in the prior governments have been building technical capacity section. It also aims to present global trends of for remote teaching–learning for several years. This remote learning implemented during school closures exploratory analysis has the following structure: (1) and the actions governments adopted to get ready for distance education delivery systems; (2) curriculum remedial learning. The countries prioritized for this adjustments; (3) teacher training and support; report are the low-income countries of Afghanistan, (4) monitoring and evaluation; and (5) preparing Haiti, Malawi, Mozambique, Niger, and Rwanda; systems for remedial learning (see examples in table the lower-middle-income countries of Cambodia, 3.1). Cameroon, Kenya, Nepal, and Pakistan; and two Table 3.1: What Works with Remote and Remedial Learning in Five Main Themes Curriculum Monitoring and Delivery systems Teacher support Remedial programs adjustments evaluation Pakistan Afghanistan (core Rwanda (emergency Malawi (monitoring Cameroon (remedial (interactivity) subjects) training) access) learning to catch TV learning program Selected science Remote teaching Monitoring coverage up) with animated and mathematics training programs in and quality of Extended calendar characters that were as core subjects to ICT for education to distance learning by and setup of a incorporated in the prepare students for over 5,000 teachers; conducting phone- six-week remedial videos as facilitators evaluations in such this group of teachers based surveys and program; teachers during lessons. subjects. then supported other U-reports. devoted 25% of the teachers to become time to contents more familiar with not covered in the the use of ICT for previous academic education. year. Cambodia Estonia (autonomy) Uruguay Estonia (formative Mozambique (alignment) Schools and teachers (sustained training) assessments) (remedial learning Task force-supervised autonomously Ceibal provided Seventy-one for examinations) content creation at deciding the subjects ad hoc training for percent of students Six-month remedial all education levels and contents to teachers through have been using program for grades to ensure alignment prioritize. its LMS; 92% of online formative 7, 10, and 12, across broadcast, teachers were assessments; 64% because students in online, and paper- satisfied or very have received these grades sit for based delivery satisfied with the feedback from examinations. systems. training activities teachers. provided. Source: Own elaboration with data from interviews with policymakers and education experts from the selected countries. 47 Remote learning during the global school lockdown: multi-country lessons For this section of the study, education leaders Distance education delivery interviewed in each country were asked to rate systems how effective multimodal delivery systems were to reach a wider student population (1 being The previous section of this study showed that less effective and 5 most effective). In almost all multimodal delivery systems were effective to countries, multimodal delivery systems were more increase coverage both in urban and rural areas, effective to increase coverage in urban areas than in especially when those delivery systems were rural areas (See figure 3.1). Regarding the perceived complemented with a clear communication effectiveness of specific delivery systems, while strategy, regular teacher-student interaction, and “low-tech solutions” 13 were perceived as being locally relevant educational content. In fact, the similarly effective both in urban and rural locations, multimodal delivery system implemented in Peru digital technologies such as online platforms, were reached over 85 percent of students and the one in perceived as more effective in urban areas than in Brazil reached almost 75 percent of students, as rural ones (See figure 3.2). Globally, youth ages 25 both countries were not only focused on the supply years or less from rural areas faced the challenge of of content through different delivery systems such having rates of internet access 16 percentage points as TV, radio, and online platforms, but also on lower than their urban peers. Similarly, in most the effective teacher-student interaction and the of the countries selected for this study, structural constant communication of weekly schedules for challenges and the lack of infrastructure were remote learning sessions. given as reasons for the low effectiveness ratings of multimodal delivery systems in rural areas. The Figure 3.1: Perceived Effectiveness of Multimodal main challenges highlighted were poor access to Delivery Systems electricity, lack of internet connectivity, scarcity of financial resources to buy devices needed for remote learning, and lack of pedagogical preparedness to effectively support students remotely, among other factors. Figure 3.2: Perceived Effectiveness of Specific Delivery Systems Source: Own elaboration, data from interviews with Source: Own elaboration, data from interviews with policymakers and education experts from the selected countries. policymakers and education experts from the selected countries. 13 Low-tech and no-tech solutions primarily refer to paper-based learning packs and physical resources that can be distributed to learners. Radio and television broadcasting might be considered mid- or low-tech as they require hardware which may be widely but not universally available and accessible. 48 Remote learning during the global school lockdown: multi-country lessons had responsibility for all curriculum-related matters Another key challenge highlighted in the previous and content development for schools in the state; in section of this study was the effort that governments this way, Punjab’s Education Department ensured made to secure consistency of learning sessions, content was aligned across delivery channels contents, and competencies across different (Pakistan Ministry of Federal Education and delivery systems. Multimodal strategies that Professional Training, 2020). coherently articulate the content and learning sessions across delivery systems were effective to While content alignment across delivery systems facilitate teacher-student feedback. This section was an important challenge to address to facilitate of the study confirms that most education systems teaching and learning, another key issue to consider faced challenges to align contents across delivery was adequately combining delivery systems that systems; however, a group of countries had worked effectively and complemented each other made important efforts to align contents to their (see table 3.2). This study found that there was no respective national curriculum and aligned learning single best combination; instead it depends on many sessions across delivery systems. For example, contextual factors such as access to the devices Cambodia’s Ministry of Education set up a task needed for remote learning and internet connectivity. force to supervise content creation at all education Education leaders in a group of countries perceived levels to ensure alignment across broadcast, online, that only low-tech solutions were the most effective and paper-based delivery systems; one single video delivery systems. For example, in Mozambique, the was produced for a specific learning session and this combination of national radio and community radios content was equally disseminated through social with printed material were considered effective, media and the national TV channel. Likewise, as the country had low mobile and internet Cameroon’s Ministry of Education, with support penetration and almost 20 local languages that from UNESCO, worked to align contents delivered were spoken in primary schools. In other countries, through TV, radio, and printed material through the combination of low-tech and high-tech solutions the program “Continuity of Education through a were perceived as more effective. For example, as Multidimensional Distance Learning Device”. In Cambodia had a high mobile phone penetration, the case of Nepal’s Ministry of Education, policy education leaders in the country perceived that the makers worked to ensure learning sessions and combination of SMS, Facebook, Messenger, and contents were coherent across channels by having printed handouts provided to students on a weekly a team of trainers and information technology (IT) basis were effective to ensure learning continuity. teachers who constantly reviewed the alignment Finally, countries that invested in technological of contents. However, the ministry officials also infrastructure for several years perceived that recognized that the strategies employed to deliver only high-tech solutions more effective to deliver content varied by delivery system—while radio learning. In Estonia digital delivery systems were learning sessions just followed a one-way approach, fully adopted for remote learning and assessments TV learning sessions were complemented with an because the country had high internet and mobile interactive format. In the state of Punjab in Pakistan, penetration and it was perceived as a cost-effective a recently created curriculum authority that was system to facilitate personalized learning and track affiliated to the School Education Department students’ progress. Table 3.2: Perceived Effectiveness of the Combination of Delivery Systems Combination Countries Low-tech only Afghanistan, Cameroon, Malawi, Mozambique, Nepal Low-tech and high-tech Cambodia, Niger, Pakistan, Rwanda High-tech only Estonia, Uruguay Source: Own elaboration with data from interviews with policymakers and education experts from the selected countries. 49 Remote learning during the global school lockdown: multi-country lessons COVID-19 context. This study identified three main Curriculum adjustments strategies that countries could follow for curricular adjustment: selection of core subjects and contents The previous section of this study showed that based on those that have examinations; selection adjusting the scope of the curriculum to be covered of subjects and contents after critically analyzing made the development process of remote learning the curriculum or after assessing students and more effective. Curriculum adjustments were not identifying areas where they need extra support to only more effective but necessary, especially for catch up; and schools and teachers autonomously countries that experienced remote learning at scale deciding the subjects and contents to prioritize as the for the first time, lacked a vast repository of content education system was decentralized and supported to deliver remote learning, or had limited airtime them for years to build the capacities to make those on TV or radio. This section of the study explores decisions. the efforts conducted by governments to prioritize the curriculum, such as the prioritization of Several education systems adjusted the scope of competencies, subjects, and contents, among other the curriculum to be covered by reducing subjects adaptations. These adjustments can be effective and contents based on those that will be evaluated. to increase coverage, implement remote learning For instance, Pakistan’s Ministry of Federal programs rapidly, and deliver distance learning Education prioritized english, mathematics, and programs at lower costs. Both the efforts conducted sciences as core subjects through the TeleSchool by ministries of education to adjust the scope of the national remote learning program, as these were curriculum and the perceived effectiveness of such the courses prioritized for examinations. Similarly, adjustments are discussed below. Afghanistan’s Ministry of Education selected science and mathematics as core subjects to According to the Survey on National Education prepare students for evaluations in such subjects. Responses to COVID-19 School Closures Mozambique’s Ministry of Education not only conducted by UNESCO, UNICEF, and the World selected core subjects, but also prioritized remote Bank, education systems have made efforts to learning programs for grades 5, 7, 10, and 12, as adjust the scope of the curriculum to be covered students in those grades have to sit for national by reducing subjects and contents or by giving examinations. Another group of countries took a more autonomy to schools to decide on curriculum different approach to reducing subjects and contents matters. In fact, 62 percent of countries analyzed after working with their respective curriculum teams planned to adjust the scope of the curriculum to select foundational knowledge that was critical content to be covered. On the one hand, most for students to learn. For example, in Nepal, the countries in Africa, Asia, and Latin America adjusted Ministry of Education took a collaborative approach the curriculum following a top-down approach in and worked with the National Curriculum which governments provided guidelines to reduce Development Center and nonprofit organizations the number of subjects and contents to be covered. to adjust the curriculum to focus on foundational On the other hand, several countries in Europe gave knowledge for preprimary and primary schools. more autonomy for schools to decide how to adjust However, while the previous section of this study the curriculum. According to a report developed showed the case of Sierra Leone in which the by the Economic Commission for Latin America Teaching Service Commission prioritized the and th Caribbean (ECLAC) and UNESCO subjects to be aired after systematically analyzing (2020), there are two main alternatives to adjust those in which students were not performing as the curriculum: (1) select curricular content that well as expected, this section of the study has not appears to be more relevant and can be prioritized found countries deciding to adjust the curriculum over others, (2) integrate contents and learning after having identified areas in which students need objectives into interdisciplinary clusters that allow additional support various subjects to be addressed at the same time through contents that are relevant for students in the 50 Remote learning during the global school lockdown: multi-country lessons Figure 3.3: Perceived Effectiveness of Curriculum while saving costs (See Figure 3.3). Although these Adjustments perceived benefits were relevant to consider, policy makers also ensured that contents were relevant for students in the current emergency situation. Such adjustments should not only focus on curricular competencies that were examinable, but also those that were relevant in the current situation of the pandemic: self-directed learning, care for oneself and others, and social-emotional skills, among others. Teacher training and support Education is a social experience and learning occurs when teachers interact with and provide feedback to students, either in face-to-face or remote environments. For this to occur, countries need to provide guidance to teachers to ensure that the elements of effective teaching are present so that explanations build clearly on students’ prior learning. The previous section of this study showed Source: Own elaboration, data from interviews with that sustained professional development and remote policymakers and education experts from the selected countries. coaching programs were perceived as effective to equip teachers with the tools to use digital Fewer countries in this sample gave autonomy to technologies in virtual classrooms. This section schools to decide how to adjust the curriculum. of the study displays (1) countries that provided In Estonia, the National Curriculum was just a limited teacher support during the pandemic, (2) guiding framework for teachers. The Ministry a group of countries that designed teacher support of Education did not provide recommendations plans but faced limitations to implement them at for curriculum prioritization as each school was scale, and (3) countries that trained teachers to use responsible for designing its own contextualized digital tools for education for several years. curriculum. As Estonia’s government announced school closures on March 16, 2020, it became a The first group of countries provided limited challenge for schools to formally adjust the scope support to teachers or relied on third-sector of the curriculum to be covered; thus, in most cases, organizations to conduct teacher training programs. teachers made adjustments in their lesson plans. Rwanda’s Ministry of Education implemented remote teaching training programs in information Most education leaders and experts that contributed and communication technology (ICT) for education to this study perceived that the main benefits of to over 5,000 teachers, who then supported other adjusting the scope of the curriculum were related teachers to become more familiar with the use of to cost savings and time efficiency, while fulfilling ICT for education. Nepal’s authorities relied on the learning objectives of the curriculum. Education the support of education cluster members, local leaders in countries such as Rwanda, Pakistan, governments, and teacher organizations to conduct Nepal, Cambodia, and Afghanistan perceived that remote teaching training programs on digital by reducing the number of competencies, subjects, skills. Niger’s Université Abdou Moumouni and contents, as well as by delivering lessons implemented remote teacher training programs through multigrade classrooms, governments could during school closures, but once schools reopened, implement remote learning programs more rapidly 51 Remote learning during the global school lockdown: multi-country lessons these programs were not continued. Other countries activities provided by Ceibal, although 70 percent included remote teacher training programs in their expressed the need for further training for more education response plans to COVID-19. Cambodia effective use of resources (Plan Ceibal, 2020). designed a plan to improve teachers’ pedagogical skills to ensure learning continuity; Cameroon Figure 3.4: Teacher Time Allocation planned to train teachers around preventing the spread of the virus; Haiti developed a strategy to train over 7,000 teachers to support remote learning; Malawi designed a plan to develop material with practical advice for teachers, as well as to provide orientation and training for education managers and teachers; and Pakistan planned to equip teachers with distance learning tools and train them to deliver remote education strategies and learning assessments to effectively support students. However, in most cases, education systems encountered challenges to implement these remote teacher support programs: most teachers were not familiar with the remote teaching platforms and tools, and some were not enthusiastic about the training due to lack of appropriate equipment and contents, and poor internet connectivity, among other difficulties. Source: Own elaboration, data from interviews with policymakers and education experts from the selected countries. Other countries supported teachers for several years to equip them with the tools needed to integrate digital technologies into their educational While remote coaching and teacher training practice. In the case of Estonia, teacher education programs are important to equip teachers with the programs focused on the use of digital technologies tools needed for remote learning, clear guidelines for education that were already present before are also relevant to clarify the enhanced role COVID-19 and effectively executed by ministry for teachers; such guidelines should prioritize partner organizations, such as HITSA (Information a pedagogical over administrative workload, as Technology Foundation for Education). Thus, documented during the previous section of the Estonia was in a better position than other countries study, emphasizing the latter may generate burnout to implement remote learning, as teachers had and reduce pedagogical effectiveness. Thus, it been using digital tools in their classrooms for is essential that ministries of education provide several years. During the pandemic, partner guidance on how to use specific platforms for organizations supported teachers by creating active remote teaching, and how to provide feedback to communities in social networks in which teachers students and support parents, particularly if new shared tutorials, best practices, and lesson forms of technology are being implemented. At plans, among other learning resources. In the the same time, governments should provide tools case of Uruguay, the government leveraged a pre- to schools to monitor well-being, as teachers will existing national digital education program— have to dedicate intensive time to support students’ Ceibal, created in 2007, not only to provide digital mental health while keeping themselves motivated. resources for students, but pedagogical support for Such support is critical in a time where youth in teachers. During the pandemic, Ceibal provided some countries, such as the United Kingdom, have ad hoc training for teachers through its Learning raised concern that the pandemic has worsened Management System; 92 percent of teachers pre-existing mental health conditions, mainly were satisfied or very satisfied with the training 52 Remote learning during the global school lockdown: multi-country lessons due to sustained school closures and limited social thus, education leaders in the country perceived connections (Weale, 2020). that 60 percent of teacher’s time was allocated to administrative duties and 40 percent to pedagogical Regarding the provision of guidelines to teachers, activities. In the case of Uruguay, teachers were most governments in this sample planned and also expected to fill administrative information, implemented guidelines for the enhanced role but instead of requesting new information from of teachers (see table 3.3). While a larger group them, the government decided to use GURI, a of countries prioritized pedagogical guidelines, digital platform that was used by Uruguayan some education leaders interviewed for this study teachers for over 10 years to report information, perceived that teachers were spending more time such as student attendance and grades. Moreover, in administrative activities than in pedagogical the contact information of parents was already in ones (see figure 3.4). For example, in the case of this platform, so teachers could easily reach out Cambodia, the Ministry of Education developed during school closures, instead of investing time in a set of guidelines that combined administrative building a contact database from scratch. and pedagogical activities for teachers by (1) establishing online learning groups with students Even if education leaders perceived that teachers and parents; (2) providing information on how to were dedicating more time to pedagogical activities, access learning programs; (3) ensuring students it was still important to monitor teachers’ socio- accessed paper-based learning materials; and (4) emotional well-being to avoid burnout and take conducting home visits to monitor distance learning actions when needed. However, countries in this activities. Teachers were also expected to provide sample indicated that socioemotional well-being weekly paper-based resources to students and meet was not being monitored, and some countries, such them weekly to provide their marked worksheets as Estonia, assumed that time allocation changed and issue new ones for the week ahead. As most and distance learning effected teachers’ well-being of these activities were new for teachers, it seemed and burnout rates. that they were doing more administrative work; Table 3.3: Governments Education Response Plans to COVID-19 Country Response Plan Afghanistan Alternate Education Service Delivery COVID-19 Emergency Response Plan Cambodia Education Response Plan to the COVID-19 Pandemic Cameroon Emergency Response Project against COVID-19 in Basic Education Haiti Education Sector Response Plan to COVID-19 Nepal Education Cluster Contingency Plan Pakistan National Education Response and Resilience Plan for COVID-19 Rwanda Ministry of Education Response Plan to COVID-19 Source: Own elaboration, selection of COVID-19 related portals gathered during interviews with policymakers and education experts from the selected countries. 53 Remote learning during the global school lockdown: multi-country lessons Monitoring and evaluation Education Board hired consultants to conduct a quick survey by calling caregivers to understand The monitoring and evaluation process is the how they were supporting children with distance compass required to understand progress and make education activities; according to the RECOVR adjustments, improvements, and troubleshooting survey conducted by Innovations for Poverty during the implementation. While this study does Action (IPA), 80 percent of children in Rwanda not provide a complete picture of learning losses were spending time on education at home during in the countries under analysis, researchers in the school closures. Other countries faced challenges Global North have projected that students could to constantly monitor processes but had plans to start the 2020 school year with less than 70 percent implement monitoring and evaluation systems. For of learning gains in reading and less than 50 percent example, Afghanistan’s Ministry of Education in mathematics. Recent studies also estimated that set up a team for the evaluation of the response if students were out of school for five months, we plan to COVID-19. Mozambique’s Ministry of could expect a global loss of 0.6 learning-adjusted Education implemented a real-time monitoring years of schooling, a situation that would lead system to track coverage, engagement, and learning to labor earning losses over the work-life of the through digital questionnaires and SMS. Even students currently in school. This study instead though such monitoring efforts were important, it focused on exploring how countries organized and was just the first step to understand the effectiveness implemented their monitoring systems and presents of remote learning. It was also critical to evaluate the perceptions of education leaders about the the effectiveness of distance learning programs remote learning programs implemented, student from the demand side, that is to track the level of engagement, and learning outcomes (Moss, 2020). student engagement and learning outcomes. Most countries in this sample have been able Regarding the monitoring of student learning, in to monitor processes, while few have started a group of countries, schools and teachers were monitoring outcomes. That is, the focus has been already conducting formative and summative on the supply side by monitoring how governments assessments, while in other cases governments implemented remote learning programs and tracking were planning to conduct diagnostic assessments the share of the student population covered by such once schools reopened (see table 3.4). Learning strategies. For example, Cambodia’s Ministry of assessments served as a feedback mechanism Education monitored student access to distance to allow teachers to understand what was being learning programs such as TV, social networks, learned and how to adapt teaching and learning in and Telegram biweekly. In Malawi, the Ministry the classroom. Teachers in Cambodia constantly of Education monitored coverage and quality conducted formative assessments by reviewing of distance learning by conducting phone-based students’ worksheets and providing feedback on the surveys and U-reports, a social messaging tool returned worksheets. Cambodia’s government also and data collection system developed by UNICEF conducted a diagnostic assessment when schools to improve citizen engagement and inform leaders reopened to understand learning loss. In Estonia, by sending short message services (SMS) polls and 71 percent of students used online formative collecting real-time responses.14 Thirty-six percent assessments; and 64 percent received feedback of respondents claimed that school age children from teachers and considered it one of the three accessed distance learning programs. Rwanda’s most important supporting activities. In Uruguay 14 U-Report has been designed to strengthen community-led development, citizen engagement, positive change, and social accountability by allowing citizens to speak out on what is happening in their communities However, it is important to consider its constraints and limitations and the technologies used to gather data (Better Evaluation 2017), such as the sample size, because response rates can be low if the monitoring strategy is not complemented with a communication campaign and a potential selection bias toward those who are actually reporting. 54 Remote learning during the global school lockdown: multi-country lessons while schools were closed, 96 percent of primary the academic year, taking into account health and school students voluntarily took formative online safety considerations. In contrast, Estonia canceled assessments through an evaluation platform that was examinations and the terms for graduation were implemented prior to the pandemic. In Cameroon, amended for the academic year. Upper secondary teachers were encouraged to conduct diagnostic school examinations were made optional and assessments at the start of the school year to plan for could also be completed at the beginning of the next remedial learning. Similarly, Malawi’s Ministry of academic year. Schools in the country were given Education conducted diagnostic assessments once a right to assess without marks. Similarly, Pakistan schools reopened to better understand learning loss also canceled annual examinations for grades and plan for remedial lessons to help students catch 9 to 12, but in that case, students were promoted up (Republique du Cameroon, 2020). to the next grade based on approved guidelines. Examinations were conducted for special cases, Other countries prioritized maintaining such as students who failed in more than 40 percent examinations or large-scale system-level of the subjects during the year, or if students assessments. Such examinations were used to select were not satisfied with their grade and wanted to or certify students as they moved from one level improve it. Even if some countries that postponed of the education system to the next. Prior to the or canceled examinations, the pandemic revealed COVID-19 pandemic, examinations were usually that not all countries were at the same position administered in person. In the current situation, at the beginning of the pandemic concerning the education systems had to evaluate whether in- assessment capacity and infrastructure: countries person exam administration was feasible. The that invested in innovation for evaluations were in a governments of Afghanistan, Haiti, Malawi, and better position to implement online evaluations and Mozambique postponed examinations, but still assess students at scale planned to implement them in person at the end of 55 Remote learning during the global school lockdown: multi-country lessons Table 3.4: Assessment Plans of Selected Countries Student Type of Country Assessment plan assesssments promotion15 Afghanistan At the end of the academic year, students will be assessed through summative examinations — S Cambodia Once schools reopen, grades 9 and 12 will have summative examinations — S Cameroon Government encouraged teachers to conduct diagnostic assessments as schools reopen — F Haiti National standardized tests maintained in the traditional format for grades 9 and 12 Automatic S Malawi Diagnostic assessments once schools reopen to support teachers to provide remedial lessons — F Mozambique Diagnostic assessments once schools reopen and national evaluations after remedial programs — F S Pakistan Annual exams cancelled. Planning to conduct sample-based assessments when schools reopen Automatic Rwanda Nationwide test will be given to students when schools reopen — S Estonia Examinations were made optional — F Uruguay Formative voluntary online evaluations — F Source: Own elaboration with data from interviews with policymakers and education experts from the selected countries. Note: — = Not available. Legend: S Summative F Formative Preparing systems for remedial learning While it was critical to monitor processes and the key ingredient to plan how to better support evaluate learning outcomes to understand how the those students who were in most need. Countries education system was progressing, the results were selected for this study were either planning or 15 Student promotion: while a few countries, such as China and Germany, decided to hold traditional exams, a majority of the countries opted to postpone or cancel their examinations. In Pakistan, the government cancelled all board examinations and announced that all students could be auto-promoted based on certain criteria. However, at the time this study was conducted, most of the selected countries did not provide information regarding student promotion. 56 Remote learning during the global school lockdown: multi-country lessons implementing a wide range of support programs of the ministry’s EdTech partners, developed a to help students catch up as schools reopened: (1) personalized learning path infrastructure and remedial learning programs that targeted students a program which used students’ digital footprints with a poorer rate of academic progress, generally to track learning progress digitally and provided designed to give students the individual attention additional information for teachers that could later needed to build skills and confidence; (2) accelerated support students that needed to catch up. programs designed to be completed quickly, through short, intensive, and rigorous phases of learning; Another difference in the design and implementation and (3) increased class time through extensions of a of programs to help students was the countries' school day or year for active learning. approach. While some countries took an ex post approach, other countries preferred an ex ante By analyzing government responses to help strategy for remedial learning. Governments that students catch up, this study identified that most took an ex post approach planned to implement countries designed top-down, centralized programs, remedial learning programs after they assessed while a few either gave autonomy to schools or students and identified the magnitude of the learning to local education units to design and implement loss problem. For example, Pakistan reopened remedial programs. Afghanistan’s Ministry of schools on September 15, 2020, by phases, and Education extended the academic year calendar the government assessed learning losses during to increase class time and planned to implement the first weeks of classes. Remedial learning in accelerated learning programs, given that a large schools began once local and central governments number of students were not able to access the had a clear understanding of learning loss. Rwanda remote learning contents while schools were had a mixed approach—the government designed closed. In fact, Afghanistan implemented several a national diagnostic assessment for primary and accelerated learning centers for girls with support lower secondary schools to identify students with from UNICEF and leveraged on that experience. low scores for remedial learning. While this approach Cameroon’s Ministry of Education also extended seemed to be an ex post strategy, the government the academic year calendar to increase class time had already designed a remedial learning program and set up a six-week remedial learning program in that would target students with a poorer rate of which teachers devoted 25 percent of the time to academic progress and would be focused on core the contents not covered in the previous academic subjects: literacy and numeracy for primary schools year. Malawi’s Ministry of Education developed and science, math and English for secondary manuals for remedial teaching, and all teachers were schools. These subjects were chosen because prior trained to implement remedial learning programs national examinations showed that learning gaps focusing on students with a poorer rate of academic were mainly present in those subjects. Niger had progress and on reviewing contents learned in the prior experience with remedial programs; still, previous academic year. In Cambodia and Rwanda, diagnostic assessments were carried out and a remedial learning programs planned by the central significant loss was noted among students. Thus, government, targeted students who had less support at the government implemented a 45-day accelerated home while schools were closed. Other governments learning program from October 15 to November 30, provided basic guidance, financing, and tools, but 2020, to help students catch up. local education units or schools had the autonomy to design and implement remediation programs. Countries that decided to follow an ex ante approach Estonia’s government equipped managers and to help students catch up and started remedial learning teachers for several years with the tools needed or accelerated learning programs, as governments to run schools. The government understood that understood that a group of students had been each student was unique and had different learning severely affected by school closures. Thus, to avoid needs; thus, school administrators and teachers dropout or continuous poor performance, schools were in a better position to plan and implement started to conduct such programs before assessing remedial learning. As a complement, HITSA, one students. For example, in Uruguay, as teachers 57 Remote learning during the global school lockdown: multi-country lessons reported that approximately 30 percent of the student population were not able to actively participate in remote learning programs, the government increased class time by planning summer classes for February 2021, as had been done in prior years to help students in vulnerable situations to catch up. In Mozambique, the government readjusted the school calendar starting from October 2020 up until May 2021 to first focus on catch-up strategies for grades 7, 10, and 12, because students in those grades had to sit for examinations. Thus, the question that remains is whether ex ante remedial strategies were in fact proactive, or if education systems decided to implement remedial or accelerated learning programs to prepare students for national examinations. 58 Chapter 4 conclusions and further research Beazy Remote learning during the global school lockdown: multi-country lessons IV. CONCLUSIONS AND FURTHER RESEARCH Not all countries were in the same position before monitoring systems to track progress, and deploy the pandemic. Those that had previously invested digital formative and summative evaluations at in technology and institutional capacities were in scale. A summary of the main conclusions of this a better position to implement comprehensive and study are discussed in table 4.1. effective delivery systems, rapidly transition to online teacher training or coaching programs, set up Table 4.1: Summary of Conclusions Category Further studies Conclusions Delivery COVID-19 Response Toolkit •The perceived effectiveness of multimodal delivery systems varies systems Remote learning strategy as according to the country’s income classification. a key element in ensuring •The perceived effectiveness of the combination of delivery systems continued learning depends on contextual factors; implementation can be affected by the “remote learning paradox.” Curriculum Education in the time of •While countries have similar objectives for curriculum adjustments, the adjustment COVID-19 strategies followed for such adjustments vary widely. Continuing education and the •Content curation following the learning objectives of the adjusted impact curriculum was more effective than creating new content. on the curriculum • Most countries have prioritized academic contents, while few have focused on competencies relevant in the current context such as socio-emotional skills. Teacher Strengthening online learning support when schools are closed •A perceived need to recalibrate how teachers divide their time The role of families and between effective teaching and administrative tasks, to focus on what is teachers in supporting students pedagogically effective during the COVID-19 crisis Monitoring & Presenting evaluations of •Countries focused on formative assessments as feedback mechanisms to evaluation the COVID-19 Emergency understand learning loss vs. others focused on large-scale system-level Window assessments. •Countries focused on monitoring the supply of delivery systems vs. others focused on monitoring the demand (usage, engagement, and learning). •Countries focused on implementing top-down centralized monitoring systems, others developing bottom-up monitoring processes, and others outsourcing monitoring processes. Remedial COVID-19 Response Toolkit •Governments took an ex post approach by implementing remedial learning Helping students catch up on learning programs after assessing students, others followed an ex ante lost learning, with a focus on approach by introducing remedial learning before assessing students. closing equity gaps •Governments have the opportunity to innovate and transform the traditional school model and how remedial learning is done. Source: Own elaboration. 60 Remote learning during the global school lockdown: multi-country lessons In general, multimodal delivery systems were the one hand, some countries implemented top- perceived as an effective strategy to increase down strategies by (1) selecting core subjects coverage, if education policy makers thoughtfully based on those that had examinations, (2) planned and implemented remote learning programs prioritizing subjects after carefully analyzing and considered contextual factors. curriculum, and (3) integrating contents and 1. While in upper-middle-income countries learning objectives into interdisciplinary multimodality was perceived to be equally clusters that allowed various subjects to be effective in both urban and rural areas, in low- addressed at the same time. On the other hand, income countries multimodal delivery systems fewer countries opted for giving autonomy to were perceived to be more effective in urban schools or teachers to do bottom-up adjustments. than in rural areas; thus, these perceptions 2. Especially for countries that experienced showed how education responses to COVID-19 remote learning at scale for the first time, lacked could widen inequities within and between a vast repository of content to deliver remote countries. learning, or had limited TV or radio airtime, 2. The survey results and interview responses content curation and curriculum adjustments illustrated that there was no single best were not only more effective, but necessary. combination of delivery systems. Education Investing time in analyzing content that already experts in most low-income countries existed and curating it around the curriculum’s perceived that combinations based on low-tech learning objectives was more effective than delivery systems (e.g., radio, TV, and printed creating new content that took time and was material) were perceived as more effective. cost-intensive. In other countries a combination of low- and 3. Adjustments should not only focus on curricular high-tech solutions were perceived as more competencies that are examinable and important effective (e.g., printed material combined with to fulfill short-term objectives, but also those mobile-based solutions). The effectiveness of that were relevant in the situation of the the multimodal combinations depended on a pandemic, such as self-directed learning, care variety of contextual factors, such as access to for oneself and others, social-emotional skills, devices needed for remote learning, internet and competencies that were critical for mid- connectivity, prior experience with the delivery and long-term learning objectives. Countries system, teacher preparedness and capacity, and that prioritized these competencies witnessed quality of contents that are interactive and locally that students’ well-being improved: they were relevant, among other factors. Even with very happier, healthier, and enjoyed independent well-articulated EdTech solutions, the learning learning—90 percent of students in Estonia experience can be poor if the intervention were satisfied with remote learning. In other does not address these contextual factors. contexts, students gained autonomy and discovered new ways of learning. The adjustment of the curriculum and content curation made the development process of the As education is a social experience, learning occurs remote learning strategy more effective, as it when teachers interact with and provide effective allowed for cost savings and time efficiency. Such feedback to students. adjustments were needed to fulfill the main learning 1. Most governments provided guidelines to clarify objectives of the curriculum, but also needed to the enhanced role for teachers by emphasizing consider that replicating the face-to-face teaching– the importance of the teacher-student interaction, learning practices and the curriculum would not but education leaders in some countries still necessarily work in a remote learning environment. perceived that there was an excessive focus on 1. This study has seen a tendency in most ministries the administrative workload which generated of educations to adjust the curriculum with burnout and reduced pedagogical effectiveness. a similar objective, but the strategies or paths The COVID-19 pandemic evidenced the followed to do so varied across countries. On urgent need to recalibrate how teachers divide 61 Remote learning during the global school lockdown: multi-country lessons their time between effective teaching and normal,” and students were assessed to identify administrative tasks. Efforts focused on freeing the magnitude of the learning loss problem. time from administrative tasks to be used for Others followed an ex ante approach to help direct teaching were highly welcomed by students catch up by introducing remedial teachers. Examples of such strategies were learning or accelerated learning programs; that remote tutoring to support students catch is, implementing catch-up programs without up, hiring additional teachers to support leading the actions by previous assessments, smaller class sizes, setting up mechanisms to under the assumption that a large group of have regular conversations with teachers to learners had been severely affected by school receive feedback, and adjusting administrative closures. workloads if needed. 2. The COVID-19 pandemic presented significant opportunities to innovate and, when possible, The COVID-19 pandemic revealed the different transform the traditional school model. This typologies and strategies that governments had crisis revealed that governments had to reassess around monitoring and evaluation processes. This how to monitor both processes and learning study has identified three different typologies that outcomes, how to conduct formative or large- define the approach taken by ministries of education scale assessments, and how teachers could to assess students. support students to catch up. 1. While some countries focused on formative and summative assessments as feedback In addition to this qualitative study, rigorous mechanisms for teachers to support students impact evaluation studies were required as a during the pandemic, others prioritized complementary effort to better understand the maintaining examinations or large-scale effectiveness of remote and remedial learning system-level assessments to select learners in a interventions. The questions that required further given grade for further schooling or to obtain qualitative and quantitative research are discussed data at a national level for decision-making. in table 4.2 and have been grouped in six sections. 2. Most countries focused their monitoring efforts on the supply of delivery systems and contents deployed, while fewer governments made efforts to understand the demand; that is, the coverage and use of the delivery systems for education, the engagement of students during remote education, and student learning. 3. Even though most governments implemented top-down centralized monitoring systems through phone or online surveys, others developed bottom-up monitoring processes by encouraging citizens to engage through U-Reports and finally, a smaller set of countries outsourced the monitoring processes to experts, consultants, or NGO’s. Most governments introduced remedial programs to support students to catch up, but the specific strategy chosen to help students varied across countries. 1. Some governments decided to take an ex post approach toward remedial learning by postponing these programs after schools reopened, when education would get “back to 62 Remote learning during the global school lockdown: multi-country lessons Table 4.2: Further Research Category Questions Leveraging institutional capacities and 1. As remote learning is likely to continue, even when schools start to cross-country collaboration reopen, how do governments effectively scale up a remote learning program that equitably reaches all students in the education system? 2. How can policy makers build sustained institutional capacities in the fields of innovation and technology and create multi-stakeholder collaborative environments that enable innovation in education? Inclusive multimodal delivery systems 3. Should governments keep focusing on delivering top-down educational strategies, or consider identifying and promoting bottom- up community-based programs? How can teachers be supported to develop such programs? Sustained teacher training and support 4. What are the key digital and pedagogical skills that have more effectively impacted the learning experience? Perceived effectiveness of 5. Will the prioritization of contents require remedial actions to curriculum adjustments reduce the learning loss that these adjustments might cause later on? National strategies to remediate 6. Are ex ante remedial strategies in fact proactive, or have education learning losses systems decided to implement remedial or accelerated learning programs to prepare students for national examinations? Source: Own elaboration. 63 Chapter 5 Policy conclusions Abubakar Balogun Remote learning during the global school lockdown: multi-country lessons V. POLICY CONCLUSIONS The following policies have been identified as key psychosocial support to ensure well-being and areas for governments to build back better and more avoid burnout. This strategy has to incorporate sustainable education systems. Following the five monitoring instruments to measure anxiety and principles that the World Bank EdTech approach identify socio-emotional needs as first steps. paper “Reimagining Human Connections” suggests, It will also be critical to provide guidance when education systems invest in EdTech, these material and communication channels available policy recommendations provide a compilation of for students, teachers, and parents. As countries the results of the global analysis, as well as different transition to a more consistently blended consultations with experts in the countries studied: learning model, it is necessary to prioritize strategies that provide guidance to parents Ask why: EdTech policies and projects need to be and equip them with the tools required to help developed with a clear purpose, strategy, and vision them support students, while keeping frequent of the desired educational change. communication with teachers. • Curriculum adjustments need to go beyond the selection of core subjects and foundational Design and act at scale, for all: The design of knowledge. The pandemic has interrupted EdTech initiatives should be flexible and user presential education, a situation that brought centered, with an emphasis on equity and inclusion, major challenges, such as providing remote in order to realize scale and sustainability for all. learning in contexts that lack the infrastructure • Ensure the sustainability of multimodal delivery to do so, as well as adapting contents and systems, taking into account contextual factors pedagogies. Although this study has shown a and avoiding the remote learning paradox. clear tendency to prioritize those subjects and Even though the perceived effectiveness of contents that are urgent to cover to prepare multimodal delivery systems varies across students for assessments, teachers should also continents and countries, it is critical to focus on competencies that are contextual and guarantee the deployment and monitoring of relevant in the scenario that we are currently the most effective combination of delivery living in, such as social-emotional skills to modalities, considering the contextual factors help students cope with challenging situations of each country. For example, in countries that they might be facing at home. In addition, with high mobile phone penetration, this it will be important to understand that the technology has high potential to improve prioritization of contents will require remedial reach, scalability, and flexibility of teacher actions later on to reduce the learning loss that professional development, as well as student these adjustments might cause. learning. For some countries low-tech solutions • Socio-emotional support is urgent for teachers, would be more appropriate, but for others high- students, and parents. Remote learning strategies tech delivery channels will be more effective. In cannot be simply limited to a supply of lessons this way, education policy makers can avoid the and contents. Strategies for providing support “remote learning paradox,” a situation in which are also needed. The COVID-19 pandemic and governments prioritize online learning solutions the extended school closures have changed to minimize learning losses, but students who the role of teachers, students, and parents, are most at risk of learning losses cannot access and most of them were not prepared for such those solutions. change. Similarly, social isolation has affected • Remedial and accelerated learning programs several students, particularly those who were need to be carefully implemented and monitored. at a disadvantage. A comprehensive strategy is Even though most countries have planned required for socio-emotional monitoring and to or are already implementing programs to 65 Remote learning during the global school lockdown: multi-country lessons support students to catch up, remedial programs Teachers’ digital and pedagogical skills are should be carefully implemented, not only by needed to critically assess and decide when identifying the areas in which students need and how to effectively adopt remote learning more support, but also by constantly monitoring strategies and realistically define their impact to how students are progressing. The adoption of support or enhance learning. flexible delivery systems for content delivery • Prioritize teachers’ interaction with students. and remote teacher-student interactions Teaching quality is more important than the adopted during the pandemic might open new delivery systems used to deploy content; opportunities for remedial learning programs in thus, there is an urgent need to recalibrate the years to come. how teachers divide their time between • Delivery systems following a Universal Design effective teaching and administrative tasks— for Learning (UDL) will be inclusive for all pedagogical exchanges need to be prioritized students. The UDL approach recognizes that over administrative reports. Efforts focused on in a classroom students are different and freeing time from administrative tasks to be have diverse needs. Thus, remote and remedial used for direct teaching and support are critical learning, designed to follow a UDL approach, at a time when students not only need support are effective to reach a diverse student to catch up, but also to overcome challenging population. Examples of inclusive delivery socio-emotional conditions. The EdTech systems for students with special needs are TV strategies adopted for remote and remedial learning sessions supported with sign language, learning need to acknowledge the relevance of online platforms adapted for students with having regular (daily, weekly when possible) special needs, or radio learning sessions that teacher-student and peer interaction, either by deliver content in native languages. using digital technologies, landline phone calls, or equivalent methods. Empower teachers: Technology should enhance teacher engagement with students through improved Engage the ecosystem: Education systems should access to content, data, and networks, helping take a whole-of-government and multi-stakeholder teachers better support student learning. approach to engage a broad set of actors to support • Sustained professional development and student learning. constant teacher support. Emergency crash • Leverage institutional capacities to enable courses to train teachers might not be enough and/or continue distance learning. As remote to both improve their digital and adopt their learning is likely to continue even when schools pedagogical skills to the new context. The reopen, ministries of education should use their pandemic has evidenced the critical role prior experience with EdTech programs to that teachers play; sustained professional equitably reach all students. This work entails development through preservice teacher identifying and preparing stakeholders, having education and in-service teacher training can be an inventory of existing infrastructure and effective to equip teachers with tools for remote associated costs and benefits, and accounting and remedial teaching–learning. Sustained for funding for setup and maintenance. At professional development will impact student the same time, governments need to invest in attention and avoid a decrease in motivation remedial education to recover learning losses; and engagement that some countries have thus, external financing is key to support the started to experience. The proficiency (skills, educational opportunities of students in low- knowledge, and experience) to teach remotely and lower-middle-income countries, where (synchronously or asynchronously) should public education budgets have been cut since not be considered as a “sunk cost” or a “nice the onset of the pandemic. Recognizing the to have” skill for teachers, but a critical one to COVID-19 emergency, the pandemic can be an face the current crisis as well as to offer new opportunity to inspire and reimagine solutions educational opportunities after the pandemic. to build back better education systems. 66 Remote learning during the global school lockdown: multi-country lessons • Foster cross-country and multi-stakeholder The COVID-19 pandemic has altered the collaboration approaches. As countries have assessment landscape. Countries have revised experienced implementing remote learning or adjusted their systems to provide remote programs at scale during the COVID-19 formative assessments, canceled or postponed pandemic, it is critical to engage a wider large-scale examinations, and even transitioned ecosystem of allies within and among countries to online assessments. As governments work to allow governments to better respond to the to innovate the assessment solutions, they also circumstances and deploy remote learning have to ensure that these examinations meet channels faster without having to start from certain criteria, such as validity, reliability, scratch. By fostering cross-country collaboration and fairness properties of a high-quality and partnerships with telecommunication assessment. This is an opportunity to rethink operators, EdTech companies, or third-sector how to conduct formative or large-scale organizations, governments can effectively assessments while schools are closed and even continue distance learning programs. Such after they reopen. collaborations may allow governments, teachers, and students to access high-quality Start! As stated in the approach report “Reimagining curated learning materials through partnerships Human Connections,” education systems need to with content providers, increase learning time accept that change is inevitable. Learning-by-doing through partnerships with broadcasters, and and making adjustments in the process as a result of access data without paying for the bandwidth what is learned, is required. It is imperative to avoid through partnerships with telecommunication replicating failures of pre-COVID-19 systems, operators. but instead build stronger education systems and accelerated learning for all students. No plan will Be data-driven: Evidence-based decision-making be perfect. But the risks of inaction are greater than within cultures of learning and experimentation, the risks of action. As this study shows, from low enabled by EdTech, leads to more impactful, resource settings to high income ones, countries are responsible, and equitable uses of data. rising to this challenge and implementing strategies • Monitoring and evaluation are key to to support effective learning and guarantee that a understanding the effectiveness of the strategy, generation of students is not lost due to the pandemic. the learning outcomes and to troubleshoot: These efforts have required creativity, innovation, While this study has evidenced that the planning, and investments from education systems implementation of monitoring systems has at an unprecedented level, which will make them been unequal across countries, it is still relevant more resilient to future shocks. to strengthen the governments’ monitoring processes to understand students’ progress, make the adjustments required, and be ready for continuous improvement when schools start to reopen. In addition to the collection of relevant data, education systems might need to consolidate their institutional capacities to process and effectively use the data gathered for supporting or guiding decision-making, as well as to set high standards for data protection and security concerning children, regulate access to educational records, and protect student privacy with regards to educational information. • Opportunities to innovate formative assessments and large-scale examinations. 67 Remote learning during the global school lockdown: multi-country lessons VI. REFERENCES ADEA. 2020a. Delivering education at home in ADEA’s African member states amid the COVID-19 pandemic: Brief status report. Available at: http://www.adeanet.org/en/news/delivering-education-home- adea-african-member-states-amid-covid-19-pandemic-brief-status-report. ADEA. 2020b. Delivering education at home in ADEA’s African member states amid the COVID-19 pandemic: Country status report. 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Pictures credits From the complete report Page Author Link https://commons.wikimedia.org/wiki/ Cover page Minette Lontsi, 2021 File:WikiChallenge_African_Schools_2021_ in_Cameroon_02.jpg https://commons.wikimedia.org/wiki/ Chapter 1 (p.15) Tamandani-Lungu, 2013 File:African_teacher_teaching_under_a_tree. jpg Chapter 2 (p.31) Annie Spratt, 2020 https://unsplash.com/photos/IQWqThWxWyQ https://www.flickr.com/photos/development_ Chapter 3 (p.46) STARS DIL, 2012 initiatives/22646979948 Chapter 4 (p. 59) Beazy, 2020 https://unsplash.com/photos/VB6e2TI_jD4 Chapter 5 (p.64) Abubakar Balogun, 2021 https://unsplash.com/photos/OlJk99PX0Os Back cover Oluwakemi Solaja, 2018 https://unsplash.com/photos/ZN52ZBFkw4Y From the abridged interactive report Page Author Link https://commons.wikimedia.org/wiki/ Cover page Minette Lontsi, 2021 File:WikiChallenge_African_Schools_2021_ Cameroon_07.jpg https://www.flickr.com/photos/ Page 3 Marcel Crozet / ILO, 2011 ilopictures/49966715343/ Page 9 Peru's Ministry of Education Photo courtesy of Peru's Ministry of Education Page 14 Iyinonaeko, 2020 https://unsplash.com/photos/tEkzX4YZack Page 15 Martin Bekerman, 2017 https://unsplash.com/photos/2KxyxmXOjPs Page 17 Annie Spratt, 2019 https://unsplash.com/photos/feU8G7E5ODI Page 19 Peru's Ministry of Education Photo courtesy of Peru's Ministry of Education Page 20 Joel Heard, 2021 https://unsplash.com/photos/h7wEYf-LUCk https://commons.wikimedia.org/wiki/ Page 22 Tamandani-Lungu, 2013 File:African_teacher_teaching_under_a_tree. jpg Page 27 Fe y Alegria Uruguay, 2020 http://shorturl.at/jDENX Page 28 Anne and David, 2018 http://shorturl.at/eTZ19 Page 33 Sashi Shrestha https://unsplash.com/photos/_5-GEPZoza4 74 Remote learning during the global school lockdown: multi-country lessons VIII. GLOSSARY Effectiveness: this study follows a holistic approach when referring to the term effectiveness. Thus effectiveness is not only related to learning outcomes, but also to the effect of remote education programs to increase student engagement, increase coverage and usage, and reduce implementation costs and time. • Coverage: estimated share (%) of children/youth accessing each distance learning system. • Engagement: effort students devote to activities focused on education, usually developed through interaction. Measures of engagement effectiveness are “Frequency of use,” defined as the number of times students who access the learning delivery systems during a certain period, on average; and “engagement rate” or “effective time spent learning,” defined as the amount of time students spend learning each time they use the delivery system, on average. • Learning: knowledge or skills students acquire by the end of a particular assignment, class, course, or program, that helps students understand why that knowledge and those skills will be useful to them. • Formative assessments: implemented by teachers or schools to understand what is being learned by students and to use results as a feedback mechanism to adapt teaching and learning in the classroom, usually implemented during the period of instruction. • Summative assessments: implemented by teachers or schools as a means to provide individual grading to students, usually implemented at the end of a certain period of instruction. • Examinations: used to certify or select learners in a given grade or age for further schooling, training, or work. • Large-scale system-level assessments: provide feedback on the overall health of the system for a given group of learners. • Learning loss: specific or general loss of knowledge and skills, or reversals in academic progress, most commonly due to extended gaps or discontinuities in a student’s education. Curriculum adjustment: process of redefining competencies, subjects, contents, and skills that are more important for students to learn and/or acquire. This process is critical because governments might face constraints to implement the regular curriculum during a period of remote learning, including limited airspace in TV and radio channels, and lack of content repositories, among other limitations. There are different ways to prioritize the curriculum: • Core subjects: process of selecting the main subjects for instruction. The selection of core subjects depends on the country and education level. Common core academic subjects could be language arts, mathematics, science, and history, among others. • Multigrade content: situation in which one teacher has to teach many grades using the same content for all students at the same time. In the case of remote learning, the ministries of education might decide to group grades and deliver the same content to them. • Content curation: sorting out the vast amounts of educational content and organizing them around a specific educational subject, grade, and or competency in a coherent way. In the context of remote learning during COVID-19, ministries of education partnered with organizations that produced educational content or with other governments to curate content. Catch-up strategies: learning programs designed to help students to catch up to the pre-COVID-19 trajectory. Some of these strategies are remedial programs, accelerated learning programs, and the increase of class time: • Remedial programs: strategies that target students with a poorer rate of academic progress and are generally 75 Remote learning during the global school lockdown: multi-country lessons designed to give students the individual attention needed to build skills and confidence. Teachers using remedial learning strategies could use teaching methods that are outside the norm of general classroom techniques. Teachers must first identify the reasons behind the learning difficulties experienced by challenged learners, and then develop specific remedial learning strategies that target these difficulties. • Accelerated programs: learning programs designed to be completed quickly through short, intensive, and rigorous phases of learning, in comparison to the conventional learning period of time. These programs generally target disadvantaged, overaged, out-of-school children and youth, particularly those who missed out on schooling or had their education interrupted due to poverty, marginalization, conflict, and/or crises. • Increase class time: extension of school day and/or year for active learning. Delivery systems or remote learning solutions: in the context of remote learning, the most common delivery systems are based on video, audio/radio, computer technologies, and/or printed material. A variety of such adaptations makes live transmission of lectures, demonstrations, and audiovisual resource materials possible, often in an interactive context. • Multimodal delivery systems: remote learning programs that use a combination of printed materials, radio programs, TV, the internet, and/or mobile phones to deliver content. • Coherence across systems: in this study, coherent delivery systems refer to the alignment of learning sessions, contents, and competencies delivered across systems. An example is when the learning sessions for mathematics in grade 2 have the same contents and competencies whether it is delivered through the TV, radio, or web. In the context of remote learning, it has been a challenge for countries to align contents across channels. 76 Remote learning during the global school lockdown: multi-country lessons IX. EXHIBITS Exhibit 1: Students Affected by School Closures in Selected Countries Country Preprimary Primary Secondary Afghanistan 24,220 6,544,906 3,063,889 Brazil 5,101,935 16,106,812 23,118,179 Cambodia 252,743 2,147,313 930,200 Cameroon 515,914 4,201,988 2,206,878 Estonia 56,724 85,617 82,646 Haiti — — — Kenya 3,199,841 8,290,450 3,204,379 Malawi 1,360,619 4,441,839 1,040,975 Mozambique — 6,563,376 1,040,975 Nepal 958,127 3,970,016 3,463,763 Niger 186,772 2,768,305 786,582 Nigeria 2,020,668 25,591,181 10,314,769 Pakistan 8,636,383 22,931,395 13,357,618 Peru 1,642,768 3,592,865 2,779,973 Rwanda 226,706 2,503,705 658,285 Sierra Leone 90,701 1,369,738 492,140 Uruguay 132,580 304,309 356,952 Source: Own elaboration with data from UNESCO Global Monitoring of School Closures Caused by COVID-19. Note: — = Not available. 77 Remote learning during the global school lockdown: multi-country lessons Exhibit 2: Channels Implemented for Learning Continuity Country Digital platforms TV Radio Printed Afghanistan YES YES YES — Brazil YES YES – YES Cambodia YES YES YES YES Cameroon YES YES YES YES Estonia YES — — — Haiti YES YES — — Kenya YES YES YES — Malawi YES — YES YES Mozambique YES YES YES YES Nepal YES YES YES YES Niger YES YES YES — Nigeria (Edo) YES — — — Pakistan YES YES — YES Peru YES YES YES YES Rwanda YES YES YES — Sierra Leone YES — YES — Uruguay YES YES — YES Source: Own elaboration partly with data from UNICEF National Education Responses to COVID-19—UNICEF Global Tracker. Note: — = Not available. 78 Remote learning during the global school lockdown: multi-country lessons Exhibit 3: Household Access to Devices and Connectivity for Remote Learning Mobile phones Country Radio (%) TV (%) Internet (%) (%) Afghanistan 51 47 87 11 Brazil 96 62 93 60 Cambodia 66 40 87 40 Cameroon 46 56 67 23 Estonia 93 — 158 91 Haiti 31 48 76 33 Kenya 37 71 90 17 Malawi 11 33 51 17 Mozambique 26 36 63 21 Nepal 52 29 93 21 Niger 12 52 50 5 Nigeria 49 61 88 9 Pakistan 63 3 94 17 Peru 80 84 82 24 Rwanda 11 42 63 22 Sierra Leone 19 58 67 — Uruguay 97 91 92 85 Source: Own elaboration with data from The World Bank TCdata360 from 2016 and UNICEF DHS, MICS, MIS surveys from 2012–2018. Note: — = Not available. 79 Remote learning during the global school lockdown: multi-country lessons Exhibit 4: International Bandwidth in Selected Countries, in Mbit/s Country 2017 2018 2019 Afghanistan 47,000 75,163 93,677 Brazil 4,100,000 Cambodia 173,452 314,621 396,383 Cameroon 15,280 22,486 20,280 Estonia 142,000 Haiti 3,072 3,072 Kenya 3,462,500 4,129,861 6,719,490 Malawi 9,300 9,614 9,614 Mozambique 47,116 78,503 Nepal 124,000 300,000 Niger 7,399 Nigeria 180,746 329,652 395,302 Pakistan 672,453 922,729 2,646,560 Peru 540,000 Rwanda 23,080 25,060 37,065 Sierra Leone 12,427 14,339 26,301 Uruguay 258,741 Source: Own elaboration with data from ITU’s statistics. Note: Mbit/s = Megabits per second. 80 Remote learning during the global school lockdown: multi-country lessons Exhibit 5: The Three Overlapping Phases of the Education Response Source: World Bank Group (Education)—The COVID-19 Pandemic: Shocks to Education and Policy Responses. 81 Remote learning during the global school lockdown: multi-country lessons Exhibit 6: National Education Responses in Africa and the Middle East Coordinated School reopen Country Multichannel Monitoring mechanism plan Madagascar YES YES YES YES Senegal YES YES YES YES Botswana YES YES YES YES Burundi YES — — — Comoros YES — — — Eritrea YES YES — — Ethiopia YES YES — YES Kenya YES YES YES YES Lesotho YES YES — YES Malawi YES YES — YES Mozambique — YES — YES Namibia YES YES — YES Rwanda YES YES YES YES Somalia YES YES YES YES South Africa YES YES YES YES South Sudan YES — — YES Swaziland YES — YES YES Uganda YES — YES YES Tanzania YES YES YES YES Zambia YES YES — YES Zimbabwe YES — YES YES Algeria YES YES YES YES Egypt — YES YES — Iran YES — — — Iraq — YES YES YES Jordan YES YES — YES Lebanon YES YES — YES Libya YES YES — YES Morocco YES YES YES — Oman YES YES YES YES Palestine YES YES YES YES Syria YES — YES YES Tunisia YES YES YES YES Sudan YES YES YES YES Djibouti YES YES YES YES Benin YES — — YES 82 Remote learning during the global school lockdown: multi-country lessons Burkina Faso YES YES YES YES Cameroon YES YES YES YES Central Africa YES — — — Chad YES YES — YES Congo YES YES YES YES Côte d’Ivoire YES YES YES YES Congo YES YES YES YES Equatorial Guinea YES — YES — Gabon YES YES YES YES Gambia YES YES YES YES Ghana YES YES YES YES Guinea YES YES YES — Guinea-Bissau — — — YES Liberia YES YES YES YES Mali YES YES YES YES Mauritania YES YES — YES Niger YES YES YES YES Nigeria YES YES YES YES Sierra Leone YES YES YES YES Total 51 43 36 46 Source: Own elaboration with data from UNICEF Global Tracker data as of May 1, 2020. Initiatives listed are governmental education responses. Note: — = Not available. 83 Remote learning during the global school lockdown: multi-country lessons Exhibit 7: Channels for Learning Continuity across Africa and Middle East Government Other SMS/social Home Country TV Radio Paper platforms platforms media visit Madagascar YES — YES YES YES YES — Senegal YES YES YES YES YES YES — Botswana YES YES YES YES YES YES — Burundi — — — — YES — — Comoros — — — — — — — Eritrea — — — YES YES YES — Ethiopia — — YES YES YES YES — Kenya YES — YES YES YES YES — Lesotho YES — YES YES YES YES — Malawi YES — YES — YES YES — Mozambique YES — — YES YES YES — Namibia YES YES YES YES YES YES — Rwanda YES — YES YES YES — — Somalia YES — YES YES YES YES — South Africa YES — — YES YES — — South Sudan — — — — YES — — Swaziland — — — YES YES — — Uganda YES — YES — — — — Tanzania YES YES — — YES — — Zambia YES — — YES YES YES — Zimbabwe — — — — YES YES — Algeria YES — — YES YES — — Egypt YES YES YES YES — — — Iran — — — YES — — — Iraq YES — YES YES YES — — Jordan YES YES YES YES — YES — Lebanon YES — YES YES — YES — Libya YES — YES YES — — — Morocco YES YES YES YES YES YES — Oman YES — YES YES — — — Palestine YES YES YES YES —– — — Syria — — — YES — YES — Tunisia YES — — YES — YES — Sudan YES — — YES YES YES — Djibouti YES YES YES YES YES YES YES Benin — — — — — — — 84 Remote learning during the global school lockdown: multi-country lessons Burkina Faso YES YES — YES YES — — Cameroon YES YES — YES YES YES YES Central Africa — — — — YES — — Chad YES — YES YES YES — — Congo – – – YES YES YES YES Côte d’Ivoire YES — YES YES YES — — Congo YES — — YES YES YES — Equatorial — — Guinea — — YES YES — Gabon YES — YES YES YES YES — Gambia — — — YES YES — — Ghana YES YES — YES YES — — Guinea — YES YES YES YES — — Guinea-Bissau — — — YES YES — — Liberia — — YES — YES YES — Mali YES — YES YES YES YES — Mauritania — — — YES YES YES — Niger YES YES YES YES YES YES — Nigeria YES YES YES YES YES YES YES Sierra Leone YES — YES — YES YES — Total 37 15 29 44 43 30 4 Source: Own elaboration with data from UNICEF Global Tracker data as of May 1, 2020. Initiatives listed are governmental education responses. Note: — = Not available. 85 Remote learning during the global school lockdown: multi-country lessons Exhibit 8: Access to Devices/Connectivity and Remote Learning Tools across Africa and Middle East Govern- ment Internet SMS/ Mobile TV TV Radio Radio Country digital access social access learning access learning access plat- (%) media (%) program (%) program (%) form Senegal YES 12.6 YES 96.0 YES 56.7 YES 65.8 Burundi — 0.1 — 46.9 — 4.8 YES 36.9 Comoros — — — 73.0 — 59.6 — 51.1 Eritrea — — — 0 YES 13.2 YES 57.8 Ethiopia — 2.9 YES 55.5 YES 13.8 YES 28.2 Kenya YES 16.9 YES 90.1 YES 36.8 YES 70.6 Lesotho YES 6.5 YES 90.2 YES 68.2 YES 51.6 Malawi YES 6.2 YES 50.6 — 10.8 YES 33.0 Mozambique YES 6.2 — 62.8 YES 25.5 YES 35.6 Namibia YES 17.3 YES 88.5 YES 43.6 YES 68.4 Rwanda YES 3.8 YES 62.6 YES 10.7 YES 42.0 South Africa YES 37.3 — 95.7 YES 76.8 YES 60.8 Uganda YES 6.2 YES 74.3 — 16.9 — 58.5 Tanzania YES 4.1 — 96.3 — 98.0 YES 18.1 Zambia YES 6.9 — 73.7 YES 36.6 YES 47.1 Zimbabwe — 5.8 — 86.9 — 37.4 YES 42.8 Egypt YES 36.8 YES 90.3 YES 97.5 — 31.1 Iraq YES — YES 98.5 YES 98.6 YES 7.9 Jordan YES 60.0 YES 97.6 YES 98.8 — 10.0 Palestine YES — YES 49.0 YES 97.3 — 39.6 Tunisia YES 28.8 — 95.6 YES 97.5 — 46.3 Sudan YES — — 74.8 YES 39.9 YES 35.2 Benin — 3.5 — 83.9 — 28.7 — 54.0 Burkina Faso YES 3.2 — 93.9 YES 25.0 YES 60.4 Cameroon YES 6.5 — 67.2 YES 45.6 YES 56.1 Chad YES 2.7 YES 58.8 YES 7.7 YES 40.1 Congo, Rep — — — 81.7 YES 46.9 YES 52.4 Côte d’Ivoire YES 12.2 YES 92.2 YES 51.6 YES 48.6 Congo, Dem. YES — — 39.1 YES 15.0 YES 42.6 Rep. Gabon YES 9.7 YES 91.9 YES 83.4 YES 52.7 Gambia — 8.5 — 97.3 YES 83.9 YES 69.3 Ghana YES 29.0 — 90.4 YES 63.4 YES 65.3 Guinea — 1.5 YES 89.2 YES 31.3 YES 54.4 86 Remote learning during the global school lockdown: multi-country lessons Guinea-Bis- — — — 91.0 YES 24.3 YES 72.5 sau Liberia — 2.5 YES 62.6 — 22.0 YES 52.1 Mali YES 6.7 YES 88.8 YES 42.6 YES 64.1 Mauritania — 6.2 — 90.2 YES 39.7 YES 43.5 Niger YES — YES 50.0 YES 11.5 YES 51.9 Nigeria YES 8.5 YES 87.9 YES 49.1 YES 60.6 Sierra Leone YES — YES 67.1 — 18.6 YES 58.4 Average % 21.2 79.7 60.7 48.4 Source: Own elaboration with data from The World Bank TCdata360 from 2016, UNICEF Global Tracker data as of May 1, and UNICEF DHS, MICS, MIS surveys from 2012–2018. Initiatives listed are governmental education responses. Note: — = Not available. 87 Remote learning during the global school lockdown: multi-country lessons Exhibit 9: National Education Responses in Eastern, Pacific, and South Asia Coordinated School reopen Country Multichannel Monitoring mechanism plan Cambodia YES YES YES YES Marshall Islands — — — YES Niue — — — YES Korea — — YES — Fiji YES YES YES — Indonesia YES YES YES YES Tonga — — — — Lao PDR YES YES YES YES Malaysia YES YES YES YES Cook Islands — YES — YES Micronesia — — — YES Kiribati — YES YES YES Myanmar YES YES YES YES Nauru — — — YES Palau — — — — Solomon Islands YES — — — Philippines YES — YES — Samoa — YES — — Tuvalu — — — YES Papua New Guinea YES YES — — Timor-Leste YES YES — YES Sri Lanka YES YES YES YES Pakistan — YES YES YES Vanuatu YES YES YES — Vietnam YES YES YES YES Thailand — — — YES Mongolia YES — YES YES Afghanistan YES YES YES YES Bangladesh YES — — — Bhutan YES — YES YES India — YES YES YES Maldives YES YES YES YES Nepal YES YES YES — China YES YES YES YES Total 20 20 20 23 Source: Own elaboration with data from UNICEF Global Tracker data as of May 1, 2020. Initiatives listed are governmental education responses. Note: — = Not available. 88 Remote learning during the global school lockdown: multi-country lessons Exhibit 10: Channels Implemented for Learning Continuity across Eastern, Pacific, and South Asia Govern- SMS/ Other Home Country ment plat- social TV Radio Paper platforms visit forms media Cambodia YES YES — YES YES — — Marshall — — — — — — — Islands Niue — — — — — — — Korea — — — — — — — Fiji — YES YES YES YES YES YES Indonesia YES YES YES YES YES YES YES Tonga — — — — — YES — Lao PDR YES — YES YES YES — — Malaysia YES YES YES YES — — — Cook Islands YES YES YES — — — — Micronesia — — — — — YES — Kiribati YES YES YES YES YES YES — Myanmar YES — YES YES YES YES — Nauru — — — — — — — Palau YES — — — — — — Solomon — — — — — YES — Islands Philippines YES YES — — — — — Samoa YES YES — YES YES — — Tuvalu YES — — — — — — Papua New YES — — YES YES — — Guinea Timor-Leste YES — YES YES YES YES — Sri Lanka YES — YES YES YES YES YES Pakistan YES — YES YES YES — — Vanuatu — YES YES YES YES YES — Vietnam YES YES YES YES YES YES YES Thailand — — — — — — — Mongolia YES — — YES — — — Afghanistan YES — YES YES YES YES — Bangladesh — — — YES — — — Bhutan — — — YES — — — India YES YES — YES — YES — Maldives YES YES YES YES — YES — Nepal YES YES — YES YES YES — 89 Remote learning during the global school lockdown: multi-country lessons China YES — YES YES — — — Total 22 13 15 22 15 15 4 Source: Own elaboration with data from UNICEF Global Tracker data as of May 1, 2020. Initiatives listed are governmental education responses. Note: — = Not available. 90 Remote learning during the global school lockdown: multi-country lessons Exhibit 11: Access to Devices/Connectivity and Remote Learning Tools across Asia and Eastern Europe Govern- Internet SMS/ Mobile TV TV Radio Radio ment Country access social access learning access learning access digital (% ) media (%) program (%) program (% ) platform Cambodia YES 7.0 — 87.2 YES 65.7 YES 40.0 Indonesia YES 29.1 YES 89.0 YES 88.7 YES 22.9 Lao PDR YES 5.2 YES 90.1 YES 84.7 YES 20.6 Kiribati YES — YES 68.3 YES 3.0 YES 44.3 Myanmar YES 3.0 YES 73.0 YES 57.1 YES 33.9 Madagascar YES 4.7 YES 34.0 YES 17.1 YES 48.9 Philippines YES 26.9 — 88.8 — 76.9 — 51.2 Papua New — YES — 56.3 YES 12.6 YES 23.7 Guinea Timor-Leste YES — YES 84.3 YES 40.2 YES 24.5 Tajikistan YES 7.2 — 96.3 YES 98.0 — 18.1 Pakistan YES 13.2 YES 93.9 YES 62.8 YES 6.4 Vietnam YES 18.6 YES 92.5 YES 94.0 YES 18.7 Albania YES 26.6 YES 96.9 YES 98.4 — 30.9 Azerbaijan YES 54.6 YES 55.1 YES 95.0 — 46.7 Georgia — 41.0 — 95.8 YES 95.9 — 5.4 Kazakhstan YES 58.8 YES 96.6 YES 99.3 YES 7.3 Montenegro YES 56.6 YES 98.4 YES 30.8 — 52.3 Thailand — 33.8 — 96.1 — 96.6 — 56.8 Serbia YES 51.8 YES 90.7 YES 98.7 — 77.7 Armenia YES 46.6 YES 96.3 YES 99.5 YES 5.8 Turkey YES 60.2 — 95.6 YES 97.9 — 0.0 Ukraine — 43.0 YES 68.2 YES 97.2 — 71.2 Mongolia YES 29.0 — 98.2 YES 94.6 — 6.2 Kyrgyzstan YES 12.0 YES 98.3 YES 97.5 — 16.2 Moldova YES 47.5 YES 0.0 YES 69.4 YES 72.0 Afghanistan YES — YES 87.3 YES 50.7 YES 47.3 Bangladesh — 6.5 — 94.8 YES 55.1 — 0.6 India YES 15.3 — 90.4 YES 65.2 — 8.1 Maldives YES — YES 98.7 YES 93.8 — 58.5 Nepal YES 5.6 — 92.8 YES 51.6 YES 29.3 Average % 23.2 80.2 67.6 42.7 Source: Own elaboration with data from The World Bank TCdata360 from 2016, UNICEF Global Tracker data as of May 1, and UNICEF DHS, MICS, MIS surveys from 2012–2018. Initiatives listed are governmental education responses. Note: — = Not available. 91 Remote learning during the global school lockdown: multi-country lessons Exhibit 12: National Education Responses in LAC Coordinated School reopen Country Multichannel Monitoring mechanism plan Argentina YES YES YES YES Brazil YES YES YES YES Colombia YES YES — YES Costa Rica YES — — — Cuba — YES YES YES Dominican Republic — YES YES YES Ecuador YES YES YES YES El Salvador — YES — YES Guatemala YES YES YES YES Guyana YES YES YES YES Haiti YES YES YES YES Honduras YES — — — Jamaica YES YES YES YES Mexico — YES — YES Panama YES YES — — Paraguay — YES YES YES Peru YES YES YES YES Suriname YES YES YES YES Uruguay YES — YES — Venezuela YES YES YES YES Total 15 17 14 16 Source: Own elaboration with data from UNICEF Global Tracker data as of May 1, 2020. Initiatives listed are governmental education responses. Note: — = Not available. 92 Remote learning during the global school lockdown: multi-country lessons Exhibit 13: Channels Implemented for Learning Continuity in LAC Government Other plat- SMS/social Home Country TV Radio Paper platforms forms media visit Argentina YES — — YES YES YES — Brazil YES — YES YES YES YES — Colombia YES — — YES YES YES — Costa Rica YES — — — — — — Cuba YES — — YES — — YES Dominican Re- public YES — YES YES YES YES — Ecuador YES — YES YES YES — — El Salvador YES — YES YES YES YES — Guatemala YES YES YES YES YES YES — Guyana YES — YES YES YES YES — Haiti YES — YES YES YES YES — Honduras YES — — YES — — — Jamaica YES YES YES YES YES YES — Mexico YES — — — — YES — Panama YES YES YES YES YES YES — Paraguay YES — YES YES YES YES — Peru YES — — YES YES — — Suriname YES YES YES YES — — — Uruguay YES — — — — — YES Venezuela YES — YES YES YES — YES aa Total 20 4 12 17 14 12 3 Source: Own elaboration with data from UNICEF Global Tracker data as of May 1, 2020. Initiatives listed are governmental education responses. Note: — = Not available. 93 Remote learning during the global school lockdown: multi-country lessons Exhibit 14: Access to Devices/Connectivity and Remote Learning Tools across LAC Govern- Internet SMS/ Mobile TV TV Radio Radio ment Country access social access learning access learning access digital (%) media (%) program (%) program (%) platform Colombia YES 37.9 —   95.4 YES 93.0 YES 75.5 Dominican YES 21.1 YES 0 YES 85.5 YES 55.9 Republic El Salvador YES 23.3 YES 93.1 YES 87.7 YES 75.5 Guatemala YES 15.0 YES 87.5 YES 73.0 YES 70.3 Guyana YES 24.2 YES 88.7 YES 88.2 YES 57.1 Haiti YES 4.0 YES 75.9 YES 30.7 YES 48.0 Honduras YES 19.6 —  85.7 YES 72.2 — 75.9 Mexico YES 34.4 —  86.7 —  95.8 — 72.6 Panama YES 41.6 YES 88.7 YES 86.3 YES 75.1 Paraguay YES 24.6 YES 95.6 YES 89.6 YES 78.6 Peru YES 23.5 —  81.9 YES 80.3 YES 83.9 Suriname YES 19.0 YES 96.0 YES 90.1 —  70.7 Average % 24.0 81.3 81.0 69.9 Source: Own elaboration with data from The World Bank TCdata360 from 2016, UNICEF Global Tracker data as of May 1, and UNICEF DHS, MICS, MIS surveys from 2012–2018. Initiatives listed are governmental education responses. Note: — = Not available. 94 Remote learning during the global school lockdown: multi-country lessons Exhibit 15: Status and Planning for School Reopening across Africa and Middle East Risk Mental Outreach Recover WASH Monitor Monitor Country Status com- health children learning kits health re-enroll munity support no return time Botswana Open YES YES YES YES YES YES YES Burundi Open — — — — — — — Comoros Closed — — — — — — — Eritrea Closed — — — — — — — Ethiopia Closed YES YES YES YES YES YES YES Kenya Closed YES YES — YES YES YES YES Lesotho Localize YES YES YES YES YES YES YES Madagascar Localize YES YES YES — YES YES — Malawi Closed YES YES YES YES YES YES YES Mozam- bique Closed YES YES YES YES YES YES YES Namibia Closed YES YES — YES — — YES Rwanda Closed YES YES YES YES YES YES YES Somalia Closed YES YES YES YES YES — YES South Africa Closed — YES — YES YES — YES South Sudan Closed — YES — — YES — YES Swaziland Closed YES YES YES YES YES YES YES Uganda Closed YES YES — YES YES YES YES Tanzania Open YES YES YES YES YES YES YES Zambia Localize YES YES — YES YES YES YES Zimbabwe Closed YES YES — YES — YES YES Algeria Closed YES YES YES YES YES YES YES Djibouti Closed YES YES YES — YES YES YES Egypt Closed YES YES YES YES YES YES YES Iran Closed — — — — — — — Iraq Closed YES YES — — — — — Jordan Closed YES YES — YES — YES YES Lebanon Closed YES YES YES — — — — Libya Closed YES YES YES YES YES — — Morocco Closed — — — — — — — Oman Closed — YES — — — — YES Palestine Closed YES YES YES YES YES YES YES Sudan Closed — YES — — — — — 95 Remote learning during the global school lockdown: multi-country lessons Syria Closed YES YES — YES — — YES Tunisia Closed YES YES — — — — — Yemen Closed YES YES — YES YES YES YES Benin Localize YES — — — — — — Burkina Faso Localize — — — — — — YES Cameroon Closed YES YES YES YES YES YES YES Central African Republic Closed YES YES — YES YES YES — Chad Closed YES YES YES YES — YES YES Congo, Rep. Localize YES — YES — — YES — Côte d’Ivo- ire Localize YES YES YES — YES YES YES Congo, Dem. Rep. Closed YES YES — YES YES — YES Equatorial Guinea Closed — — — — — — — Gabon Closed YES YES — YES — — YES Gambia Closed YES YES YES YES YES YES YES Ghana Closed YES YES YES YES YES YES YES Guinea Closed — — — — — — — Guin- ea-Bissau Closed — YES — — — — YES Liberia Closed YES YES YES YES — — YES Mali Closed YES YES — YES — — YES Mauritania Closed YES YES — — — — — Niger Open — — — — — — — Nigeria Closed YES YES — YES YES YES YES Sao Tome Closed YES YES — YES — YES YES Senegal Localize YES YES YES YES YES YES YES Si. Leone Closed YES YES — — YES — YES Togo Closed YES YES — YES YES YES YES Total 44 47 24 35 31 30 40 Source: Own elaboration with data from UNICEF Global Tracker (May 21, 2020 Survey) and UNESCO Global School Clo- sures (June 6, 2020 data). Initiatives listed are governmental education responses. Note: — = Not available. 96 Remote learning during the global school lockdown: multi-country lessons Exhibit 16: Status and Planning for School Reopening across Asia and Eastern Europe Risk Mental Outreach Recover WASH Monitor Monitor Country Status com- health children learning kits health re-enroll munity support no return time Cambodia Closed YES YES — — — — — China Localize YES YES YES YES YES YES YES Indonesia Closed YES YES YES YES YES YES YES Lao PDR Localize YES YES — YES YES YES YES Malaysia Closed — YES YES YES YES — YES Mongolia Closed YES YES YES YES — — YES Myanmar Closed YES YES YES YES YES YES YES Papua New Guinea Open — — — — — — — Philippines Closed — — — — — — — Thailand Closed — YES — — — — — Timor-Les- te Closed YES YES YES YES YES YES YES Vietnam Open YES YES YES YES YES YES YES Albania Localize YES YES — YES YES YES YES Armenia Closed — — — — — — — Azerbaijan Closed YES YES — YES YES — YES Georgia Closed — — — — YES YES — Kazakhstan Closed YES YES YES YES YES YES YES Kyrgy Republic Closed YES YES — — YES — — Montenegro Closed — — — — — — — Moldova Closed YES YES YES YES — — — Romania Closed YES YES YES YES YES YES YES Serbia Closed YES YES YES YES — — — Tajikistan Closed — — — — — — — Macedonia Closed — — — — — — YES Turkey Closed — YES — YES — YES YES Ukraine Closed — — — — — — — Uzbekistan Closed YES YES — YES YES — YES Afghanistan Closed YES YES YES YES — — YES Bangladesh Closed YES YES YES YES YES YES YES Bhutan Closed — — — — YES — YES India Closed YES YES — — — — — Maldives Closed YES YES — YES YES YES — Nepal Closed — — — — — — — 97 Remote learning during the global school lockdown: multi-country lessons Pakistan Closed — YES — YES — — — Sri Lanka Closed YES YES YES YES YES YES YES TOTAL 21 25 14 21 18 14 19 Source: Own elaboration with data from UNICEF Global Tracker (May 21, 2020 Survey) and UNESCO Global School Clo- sures (June 6, 2020 data). Initiatives listed are governmental education responses. Note: — = Not available. 98 Remote learning during the global school lockdown: multi-country lessons Exhibit 17: Status and Planning for School Reopening across LAC Risk Mental Outreach Recover WASH Monitor Monitor Country Status com- health children no learning kits health re-enroll munity support return time Argentina Closed YES — — — — — YES Bolivia Closed — — — — — — — Brazil Closed YES YES — YES YES YES YES Colombia Closed — — — — — — YES Costa Rica Closed — — — — — — — Cuba Closed YES YES YES YES YES — YES Dominican Republic Closed — YES — YES — YES — Ecuador Closed — YES — YES YES — YES Salvador Closed — YES YES YES YES YES YES Guatemala Closed — YES YES YES YES YES YES Guyana Closed YES YES — — YES YES — Haiti Closed YES YES — YES — — YES Honduras Open — — — — — — — Jamaica Closed — YES YES YES — — — Mexico Closed — — YES — — — — Nicaragua Closed YES YES — YES — — — Panama Closed — — — — — — — Paraguay Closed YES YES — YES YES YES YES Peru Closed YES YES — YES YES — — Suriname Localize YES YES — — — — — Uruguay Localize — — — — — — — Venezuela Closed — — — — YES — — TOTAL 9 13 5 11 9 6 9 Source: Own elaboration with data from UNICEF Global Tracker (May 21, 2020 Survey) and UNESCO Global School Clo- sures (June 6, 2020 data). Initiatives listed are governmental education responses. Note: — = Not available. 99 Remote learning during the global school lockdown: multi-country lessons Exhibit 18: Students Affected by School Closures in Five Selected Countries Country Pre-primary Primary Secondary Brazil 5,101,935 16,106,812 23,118,179 Kenya 3,199,841 8,290,450 3,204,379 Nigeria 2,020,668 25,591,181 10,314,769 Peru 1,642,768 3,592,865 2,779,973 Sierra Leone 90,701 1,369,738 492,140 Source: Own elaboration with data from UNESCO Global Monitoring of School Closures Caused by COVID-19. 100 Remote learning during the global school lockdown: multi-country lessons Exhibit 19: Characteristics of Education Systems in Five Selected Countries Influence of pri- Influence of third Prior remote learning Country Decentralization vate sector sector experience Brazil High High High Medium Kenya Low Medium Medium High Nigeria (Edo) Medium High Medium High Peru Medium Medium Medium Low Sierra Leone Low Low High High Source: Own elaboration. 101 Remote learning during the global school lockdown: multi-country lessons Exhibit 20: Channels Implemented for Learning Continuity Digital plat- Country Mobile phones TV Radio Printed forms Brazil YES YES YES YES YES Kenya YES YES YES YES — Nigeria (Edo) YES YES — — — Peru YES YES YES YES YES Sierra Leone YES — — YES PLAN Source: Own elaboration with data from UNICEF National Education Responses to COVID-19—UNICEF Global Tracker. Note: — = Not available. 102 Remote learning during the global school lockdown: multi-country lessons Exhibit 21: Household Access to Devices and Connectivity for Remote Learning Country Radio (%) TV (%) Mobile phones (%) Internet (%) Brazil 62 96 93 60 Kenya 71 37 90 17 Nigeria 61 49 88 9 Peru 84 80 82 24 Sierra Leone 58 19 67 — Source: Own elaboration with data from The World Bank TCdata360 from 2016 and UNICEF DHS, MICS, MIS surveys from 2012–2018. Note: — = Not available. 103 Remote learning during the global school lockdown: multi-country lessons Exhibit 22: Checklist for Overcoming Digital Barriers to Inclusion in Online Learning Planning phase During this phase, programs should focus their efforts on reaching out to learners and better understanding their needs. Teams should test assumptions about learners, including their lived experiences and needs, as well as their broader context. These insights then need to inform decisions about logistics, budgets, staffing, and outcomes. While assessing participant needs, identify participant technology or digital access barriers. IREX’s Online Collaboration Guide for Facilitators includes a practical digital needs diagnostic and platform selection tool. While assessing participant needs, identify and include participants with varying abilities. De- termine what accommodations they may need. Plan for participants who will access content via mobile. Consider what it will cost participants to access the material if they are paying for mobile data. Plan for participants who may become disconnected during a session or will need to access training content offline. Even with excellent planning, you may have some participants who are excluded from live participation. Test any apps you plan to use across platforms, operating systems, mobile and desktop, and in limited bandwidth environments. Check whether your resources are compatible with assistive readers and make needed adjust- ments. Support your participants to understand their digital security and privacy needs and select platforms that best meet those needs and your training’s objectives. For example, participants may use a tool like Consumer Reports Security Planner to understand digital security needs and identify action steps. Me and My Shadow can help your participants evaluate privacy needs. PrivacyTools is a site that can help you select tools and platforms that protect privacy. Create a space for technology support, such as a technology practice session, troubleshooting guide, or live tech support option. 104 Remote learning during the global school lockdown: multi-country lessons Engagement phase During this phase, programs should use resources from the planning phase, while active- ly modeling inclusion and fostering a tone that demonstrates that commitment. Regularly check in with participants and adjust how you provide prompts, present material, and de- scribe tasks. Resources during this phase: • Youth Essential Skills Toolkit for training youth • Online Collaboration Guide for Facilitators Confirm that participants can access technology and use required features or tools. Periodically ask participants whether they can access what they need. Establish various means of contributing to live training sessions and normalize such partici- pation. Consider establishing signals as a means for participants to express agreement or vote. Design prompts for individual reflection that can be read, heard, and processed on individuals’ own terms. Ensure captioning is used on slides and read aloud any text included on slides. Elevate the voices of marginalized groups or others who may be more reluctant to speak up. Notice who is speaking up and who is not and gently encourage more equal participation. Provide opportunities for live tech support or ways for participants to report technology issues during a session. Double-check that all language and images used in written and oral presentations use the most concise, direct, and effective message. Ensure that privacy and security settings are managed as needed to provide safety for all partic- ipants. Use storytelling and reflection as part of training sessions to make learning accessible. Refer to IREX’s Power Learning Tool to incorporate step-by-step reflection into learning. If engaging external presenters, train them on the technology, the context, and your partici- pants’ needs and realities. Reflection phase During this phase, your program can reflect on what did and did not work, review data from the training, and make changes. This is also an opportunity to continue communicating in an inclusive way. Make it clear that digital inclusion is a priority and provide clear, alternative ways for people to access and interact with materials outside of the live session. Share recorded sessions, a session summary, accompanying presentations, and transcripts so participants can review them asynchronously if needed. Consider surveying all participants to better understand what digital access and participation barriers they faced. Follow up with participants who did not participate to understand why. If you are planning future training sessions, identify barriers and work to remove them. Reflect on what participation looked like and identify future improvements for accessibility and inclusion. For example, refer to IREX’s Power Learning Tool to incorporate step-by-step reflection into learning. Source: IREX. 2021. Checklist for Overcoming Digital Barriers to Inclusion in Online Learning. Available at: https://www.irex. org/resource/checklist-overcoming-digital-barriers-inclusion-online-learning. 105 Remote learning during the global school lockdown: multi-country lessons Exhibit 23: Outcomes for Effective Remote Learning in Selected Countries Country Reach (%) Engagement Assessment Brazil 74 Time spent: primary school students 1–2 Formative: feed-back through apps hours per day, secondary school students Diagnostic: plan for school reopen 2–3 hours per day Summative: postponed Engaging with material: 82% are en- gaging with the majority of the learning activities and 13% are engaging with part of them Kenya 22 — Formative: optional for teachers Nigeria (Edo) 29 — Formative: interactive quizzes Diagnostic: plan for school reopen Peru 86 Frequency of use: 4 days a week TV, 3 Formative: WhatsApp teacher-student days a week radio, and 4 days a week 87% feedback website (data from April, 2020) Diagnostic: plan for school reopen Satisfaction: 82% TV, 64% radio, and 87% Summative: postponed website (data from May, 2020) Sierra Leone — — Diagnostic: plan for school reopen (July, 2020) Summative: postponed Source: Own elaboration with data from interviews with policymakers and education experts from the selected countries. Note: — = Not available. 106 Remote learning during the global school lockdown: multi-country lessons Exhibit 24: Brazil Case Study Brazil’s education system and the impact of COVID-19 The education system in Brazil is highly decentralized; local authorities have the autonomy to regulate and manage educational services within their region. Municipalities are responsible for providing early childhood and primary education, states are in charge of secondary education, and the federal government regulates private institutions. The Ministry of Education is responsible for providing technical and financial support to munic- ipalities, states, and federal districts for their school systems. At the same time, the role of the private sector in education is more prevalent than in other countries in the LAC region. Prominent business leaders have invest- ed in this sector or have educational foundations. These two characteristics, decentralization and the role of the private sector, have reflected how Brazil’s education system responded to COVID-19. According to UNESCO’s Institute for Statistics data, as of June 2020, school closures affected approx- imately 45 million Brazilian students, from preprimary to secondary. School closures and the economic downturn will severely affect Brazil’s education system. Learning gains that students previously achieved will be partially lost. In fact, researchers in the Global North estimate that students started the 2020 school year with less than 70% of learning gains in reading and less than 50% in math; Presumably, Brazilian students might be affected in a similar way. Additionally, children from disadvantaged backgrounds can be at risk of dropping out of school. In fact, a study conducted in Brazil suggests that adverse economic shocks to a family’s income have a significant positive correlation with a child’s repeating a grade and/or dropping out of school. To mitigate the negative effects of school closures, Brazil’s education system reacted in different ways. The National Council of Education (CNE—Portuguese acronym) and the Ministry of Education (MEC— Portuguese acronym) provided guidelines to schools for the planning and implementation of remote education. States such as São Paulo implemented remote learning initiatives and anticipated school holidays. Private institutions also responded; for example, since March 2020, the Center of Innovation for Education in Brazil (CIEB—Portuguese acronym) conducted monthly surveys to understand the reach and implementation of remote education initiatives of states and municipalities. This report will examine the effectiveness of the remote learning initiatives implemented by five different state education secretaries in Brazil: Amazonas, Espirito Santo, Mato Grosso do Sul, Minas Gerais, and São Paulo. Inputs: initiatives to deliver an effective remote learning program State education secretaries across Brazil responded to COVID-19 with different strategies, but with a sim- ilar aim: to reach all students with an equitable remote learning solution. Most of the states under analysis executed a remote education plan that considered the inputs needed for remote learning effectiveness: ensure multimodal- ity of channels, create or leverage a repository of existing content, provide support to both teachers and parents, and install a strong communication system. Moreover, the National Council of State Education Secretaries (CONSED—Portuguese acronym) orchestrated collaboration spaces for state education secretaries to share best practices, learn from other states, and strengthen remote learning solutions. For example, the state of Minas Gerais developed its own mobile application after learning from São Paulo’s mobile app experience; Amazonas shared its TV content repository, and states such as Espirito Santo curated that content and adapted it to their curriculum; and Mato Grosso do Sul shared its digital monitoring and evaluation practices with other states. A multichannel remote education program was critical in a context where 40% of the population could not access the internet. Equally important was assessing the current infrastructure and resources to implement remote learning solutions that could be scaled up rapidly to reach all students. State education secretaries in Brazil delivered remote learning solutions through channels that were appropriate to the context. For example, Minas Gerais used three main channels: physical workbooks that came with guidelines on how to use the material; a TV learning program that delivered five hours of engaging content per day from Monday to Friday; and a mo- bile application that not only allowed students to access content but to communicate with teachers on a real-time basis. Moreover, five telecommunication operators agreed to zero-rate their Minas Gerais mobile application so 107 Remote learning during the global school lockdown: multi-country lessons that students and teachers could access this EdTech application from any device, without paying for the bandwidth. Depending on the state, the content was either curated or created. The case of the State Education Sec- retary of Amazonas was particularly interesting as the TV learning program was already operating since 2007 under the supervision of the Centro de Mídias de Educação do Amazonas. Since then, content that was aligned to the curriculum was delivered through satellite TV to reach remote rural communities of the state. Thus, Ama- zonas was able to leverage on a vast inventory of existing content for primary and secondary schools. During the COVID-19 pandemic, this remote learning program was adapted and delivered three hours of content per education level through three different TV channels. Also, content could be accessed through the mobile plat- form “Aula em Casa.” In contrast, the State Education Secretary of Espirito Santo partnered with Amazonas to access and curate its inventory of TV learning content; Espirito Santo complement such TV content with Google Classroom, which has been used by teachers and students across the state since 2015. State education secretaries have also been supporting teachers and parents in different ways. Most states gave general guidelines that stressed the importance of keeping contact with parents and students, as well as supplementing the remote education program delivered through different channels with learning activities. Howev- er, as of March 2020, a survey by Instituto Peninsula showed that only 50 percent of teachers considered that it was part of their role to interact remotely with students while schools were closed. A follow-up survey indicated that as of mid-May 2020, over 80 percent of teachers did not feel prepared to teach remotely. Moreover, as the re- mote education process was new for most teachers, some state education secretaries received reports that teachers were overwhelmed, for instance when supporting students from different backgrounds meant that they had to pre- pare targeted learning activities. While Mato Grosso do Sul responded by offering emotional support to teachers through courses from the Ayrton Senna Institute, the state of Minas Gerais responded by developing a mobile application to encourage teacher-student interaction for a limited amount of time after each class, thus, avoiding a situation in which students could contact teachers through WhatsApp or text message at any time of the day. Outcomes: perceived effectiveness of Brazil’s remote education program While some state education secretaries, such as in Mato Grosso do Sul, monitored the adoption of remote learning programs implemented during COVID-19, there was still much to be done by states in terms of evaluation to better understand the main outcomes of the programs implemented. In the case of Brazil, private institutions complemented the government’s monitoring and gave tools and data for decision-making. For example, CIEB conducted a monthly survey to understand the adoption of remote education initiatives by states and municipal- ities. Instituto Peninsula surveyed teachers across Brazil in two opportunities to understand their perceptions and responsibilities during the COVID-19 pandemic. Fundaçao Lemann (FL) conducted a study to better under- stand how students were accessing remote learning and what difficulties they were facing in the process. Using data gathered by both education secretaries and third-sector organizations, the perceived effectiveness and main outcomes of Brazil’s remote education program are discussed below. Regarding the program’s reach, it was crucial for most education secretaries to ensure that all students, inde- pendently of their background had access to remote learning resources through any of the channels offered. Ac- cording to CIEB’s survey, as of May 2020, 85 percent of state education secretaries closed schools but continued offering remote learning, while only 60 percent of municipal education scretaries were offering remote education resources to students. A study by FL published in June 2020 showed that 74 percent of Brazilian students participat- ed in a remote education program, but access was unequal. While in the south region 94 percent of students accessed remote learning resources, only 52 percent of students were doing so in the northwest region. Moreover, the higher the grade the learner was in, the higher the probability of accessing resources for remote education: while 86 per- cent of high-school students accessed remote learning, only 70 percent of those in preprimary and primary did so. Some states also directly monitored their program reach. For example, Minas Gerais reported that 97 percent of the student population downloaded or received the guidelines for remote learning and printed material to complement the TV learning programs. Mato Grosso do Sul reported that out of 91 percent of the student population had access to digital resources and printed material, 7 percent only had access to printed materials, and 2 percent did not access any kind of remote learning; yet it is unclear if data gathered by these secretaries were representative of the student population across the state. 108 Remote learning during the global school lockdown: multi-country lessons In regard to the monitoring of frequency of use and engagement rates,16 while most states were not able to track this information, FL’s report gathered data from a representative sample of students. In relation to engagement rates, of those students who had access to remote education resources, on average 82 percent were doing the major- ity of the learning activities sent by schools and 13 percent were doing some of them. Concerning the frequency of use, results varied by education level. While most students in primary school dedicated between one and two hours per day to study remotely, most students in middle school and high school studied between two and three hours per day. However, students who could only access printed material dedicated less time to study than students who could access other devices for remote learning. Several state education secretaries in Brazil planned to assess all students after schools reopened. The diag- nostic evaluations are going to be developed and coordinated by CAEd, a center for public policy and evaluation of education. For instance, the state of Espirito Santo is planning to conduct two diagnostic evaluations: one to understand learning loss between the school year of 2019 and 2020 to plan for remedial education programs, as well as another one to understand what students learned while they were studying with remote learning resources during the COVID-19 pandemic. In the meantime, feedback and formative assessment processes need to be contin- ued to ensure students learning. The State Education Secretary of Minas Gerais developed a formative assessment for teachers to use via a mobile application. This tool was used only in certain moments, to avoid teacher burnout 16 Frequency of use is defined as the number of times students access the learning channel per week, on average. Engagement rate is defined as the amount of time students spend learning each time they use the channel, on average. 109 Remote learning during the global school lockdown: multi-country lessons Exhibit 25: Kenya Case Study Kenya’s education system and the impact of COVID-19 Kenya’s Ministry of Education (MoE) has an active role in the formulation and execution of educa- tion policies and programs. Recently, the MoE developed the Kenya National Education Sector Strategic Plan (NESSP 2018–2022), with the mission of providing a competence-based, student-centered education for sustainable development. Among key reforms proposed in this plan are the development of a competence-based curriculum (CBC) and the alignment of national assessments to this new curriculum. The Kenya Institute for Curriculum Development (KICD) has had a critical role, not only in the development of this new curriculum but also in the creation and dissemination of educational programs through mass media, electronic learning, and distance learning. The active role of both the MoE and KICD in the design and implementation of curricular and educational programs reflected how Kenya’s education system responded to COVID-19. On March 15, 2020, Kenya’s MoE announced the closure of the country’s over 30,000 schools to mit- igate the negative effects of COVID-19. According to UNESCO’s Institute for Statistics data, as of June 2020, school closures affected almost 15 million Kenyan students, from preprimary to secondary. Prolonged school closures increased the gap in learning outcomes, which lead to learning losses, and increased school dropouts. In fact, researchers in the Global North estimated that students would start the 2020 school year with less than 70 percent of learning gains in reading and less than 50 percent in mathematics; presumably, Kenyan students would be affected in a similar way. The economic downturn also had an effect on students from disadvantaged backgrounds, as they were at risk of dropping out of school. Special attention was given to girls, as lack of ed- ucation, poverty, and gender inequality were among the factors that put Kenyan girls at risk of getting married when they should be studying; in fact, it was reported that just in the county of Machakos, almost 4 thousand girls were impregnated during the COVID-19 pandemic period of March to June 2020. To mitigate the negative effects of school closures, the MoE quickly developed the COVID -19 edu- cation response plan to ensure learning continuity, expand existing distance learning programs, train teachers to support remote learning, and implement programs targeting the most vulnerable children, among other initiatives. The MoE also worked with KICD on strengthening and scaling the already existing multimodal remote education program through radio broadcasting, the Edu TV channel, and the Kenya Education Cloud. As access to devices and connectivity needed for remote learning varied across the country—about 37 percent of households possessed a TV, 70 percent a radio, and only 17 percent had connection to the internet at home17—the multimodal strategy used all three media channels to deliver remote learning solutions that could be scaled up rapidly to reach as many students as possible while schools were closed. Inputs: initiatives to deliver an effective remote learning program A single approach to deliver remote education was challenging for Kenya’s context. While Kenya’s in- formation and communication technology (ICT) authorities and the MoE made a concerted effort to embed digital skills in the education system through a Digital Literacy Program, there was still a gap to reach students who come from disadvantaged backgrounds. Thus, Kenya’s MoE, KICD, and KSSHA cooperated to strengthen an exist- ing remote education program while considering the following inputs: ensure multimodality of channels, improve the inventory of existing content, and provide support to teachers. A multichannel remote education program was critical in a context where the majority could not access the internet. Equally important was to work with key partners and leverage existing resources to increase the remote education program reach. Kenya’s MoE did all of these. Kenya’s education system had previous experience with the delivery of remote learning programs through its three main channels. Since 1963, the government and Kenya’s Broadcasting Corporation had been delivering radio learning programs. As part of the COVID-19 education 17 TV, radio, and mobile penetration obtained from UNICEF data and internet penetration obtained from World Bank tcdata360. 110 Remote learning during the global school lockdown: multi-country lessons response, this partnership was strengthened. Kenya’s national radio learning program was carried by three national stations and 42 community radio stations to reach students in remote areas. The TV learning program existed since 2010 and was adapted and strengthened during the pandemic. Kenya’s EDU TV channel was carried for free by all signal providers so that families that had a TV did not have to pay to see this channel. The Kenya Education Cloud (KEC) was also running pre-COVID-19. The platform was user-friendly, device-neutral, Web Light,18 and elastic so that it could support an infinite number of users at the same time. Any student or teacher could access to KEC with their digital ID. Kenya’s MoE also had a vast inventory of existing content for the three main remote learning channels. During the COVID-19 pandemic, existing content was curated and new learning sessions were created in a more interactive format. Regarding radio, content for broadcast hours were extended from four hours to eight hours per day. Radio learning programming ran from Monday to Friday from 9:10 A.M. to 4:50 P.M., and each learning session lasted for approximately 20 to 30 minutes. Content for the Edu TV channel also was revised, improved, and adapted for students with special needs through captioning and sign language. TV learning programming ran from Monday to Saturday; it started at 6:40 A.M. with main guidelines and a schedule for the day; then learning sessions ran from 8:00 A.M. until 7:00 P.M., depending on the grade. Equally important, content was aligned to Ken- ya’s competence-based curriculum under the supervision of KICD. In fact, planning, design, and production of con- tent were held on KICD’s retreat center, which had the capacity to host 72 teachers and staff member residents, as well as 1,000 nonresidents. During COVID-19, KICD assembled a team of expert teachers and staff who designed the learning sessions, performed quality assurance, and filmed and edited, among other key activities needed to deliver a quality remote learning program. This team stayed in KICD’s accommodation facilities to prevent further spread of the virus. KICD also started supporting teachers by providing guidelines and online training on the usage of Mi- crosoft Teams for their virtual classrooms. Training started with just a small number of teachers, and in a second stage the number was increased to 350 teachers. Almost 3,000 teachers were trained through webinars, but KICD recognized that it was still a challenge to reach a significant proportion of Kenya’s 300,000 teachers. Moreover, teachers could access with their digital ID to the Kenya Education Cloud, where they could find a curated list of resources and online learning sessions to strengthen their digital pedagogical skills required for remote teaching. However, the MoE and KICD understood that most teachers might neither have the devices required to access these resources nor the digital skills to ensure these digital resources were used appropriately, so increasing usage remained a challenge. Outcomes: perceived effectiveness of Kenya’s remote education program The Directorate of Quality Assurance at Kenya’s MoE was responsible for monitoring and evaluating standards in basic education institutions, as well as for gathering data of learning services provided to advise the minister in matters of quality assurance. However, Kenya’s strict lockdown measures to avoid the spread of COVID-19 prevented the Directorate of Quality Assurance from gathering data systematically on the effectiveness of the remote learning program. Even with these difficulties, Kenya’s MoE and KICD conducted rapid online sur- veys to understand the perceptions of the education community on the remote education program. As a complement to these efforts, the Kenya National Bureau of Statistics (KNBS) and Uwezo conducted surveys to understand the impact of COVID-19 in the education sector. In regard to reach, according to Kenya’s COVID -19 education response plan, the strategy maximized its existing remote learning resources to provide education to as many students as possible, including thousands of refugees. In fact, the UN Refugee Agency reported that more than 100,000 children refugees in Dadaab learned with Kenya’s radio learning program. According to KNBS’s Survey on Socio Economic Impact of COVID-19, as of May 2020, approximately 19 percent of households with members who attended a learning institution (from preprimary to tertiary) used the TV for remote learning, 15 percent the radio, 12 percent a digital site, and 12 per- 18 “Web Light” is a lighter and faster web page technology that appears for people searching on slow mobile connections. 111 Remote learning during the global school lockdown: multi-country lessons cent printed material. However, about 25 percent of households did not use any method to learn at home. Similarly, according to Uwezo’s report “Are our children learning?,” only 22 percent of school-going children in Kenya accessed digital resources for remote learning. Of these children, 42 percent access through a TV learning program, 27 percent through WhatsApp, 19 percent through a radio learning program, and 10 percent downloaded materials from the Kenya Education Cloud. Uwezo’s report highlighted that the main challenges that families faced to access remote education were related to lack of financial resources, electricity, internet connectivity, and devices required for distance learning such as TV, radio, and/or mobile phones. To ensure the quality of content developed as a way to increase engagement and satisfaction, all content creation, production, and delivery were conducted by the institution responsible for the curriculum development in the country—KICD. In contrast to results provided by KNBS and Uwezo’s surveys, KICD’s rapid online survey found that 70 percent of respondents watched a TV learning program, 60 percent listened to a radio lesson, and 30 percent accessed the Kenya Education Cloud. Although this rapid online survey provided insights to find gaps and improve the remote education program, Kenya’s ministry officials were not certain about the representativeness of the sample. Moreover, while one of the main objectives of Kenya’s remote learning program was to keep students engaged, the MoE still did not have enough information related to engagement, effectiveness, and satisfaction rates of this remote education program. The MoE planned to install a monitoring and evaluation system to assess learning once schools re- opened, as well as to track attendance and implement re-enrollment campaigns. As in most countries around the globe, the COVID-19 pandemic exposed the inequalities of Kenya’s education system; officials from the Kenya National Union of Teachers (KNUT), as well as from the MoE, KSSHA, and KICD recognized the urgent need to close that gap. These institutions also agreed that once schools reopened, teaching would start from where it stopped to avoid putting children who were not able to access remote learning at a disadvantage. In the meantime, KICD took advantage of school closures to expand the remote learning program reach, test what worked and what did not, and strengthen the content delivered through all three platforms to ensure all educational programs created remained as an alternative way of learning. 112 Remote learning during the global school lockdown: multi-country lessons Exhibit 26: Nigeria (Edo) Case Study Nigeria and Edo’s education system and the impact of COVID-19 Nigeria’s education system has a three-layer structure: first, Nigeria’s Federal Ministry of Education (MoE) and the Universal Basic Education Commission (UBEC); second, the states ministries of education (SMoEs) and State Universal Basic Education Boards (SUBEBs); and, third, the Local Government Education Authorities (LGEAs). As the education system is decentralized, the 36 SMoEs and SUBEBs are responsible for managing and supervising schools. Institutions at these three levels face the challenge of having over 13 million children out of school, which is about 20% of the total out-of-school children population in the world. These two characteristics, decentralization and the challenge of reaching every child and not just those enrolled in school, reflected Nigeria’s education response to COVID-19. According to UNESCO’s Institute for Statistics data, as of June 2020, school closures prevented about 38 million students (from preprimary to secondary) to continue going to school. In order to prevent further spread of COVID-19, Nigeria’s MoE made the decision to close all schools in mid-March 2020. However, pro- longed school closures increased the achievement gap, lead to learning loss, and increased school dropouts. In fact, researchers in the Global North estimated that students would start the 2020 school year with less than 70 percent of learning gains in reading and less than 50 percent in math. Presumably, Nigerian students would be affected in a similar way. The economic downturn also affected students from disadvantaged backgrounds, as they were at risk of dropping out of school. Special attention had to be given to girls, as there was a constant threat to schooling, emanating from insurgent activities and attacks on schools that especially targeted Nigerian women and girls. To mitigate the negative effects of school closures, Nigeria’s MoE and UBEC organized a Task Team and developed a response plan to COVID-19. At the same time, states across the country implemented remote learn- ing programs to mitigate learning loss. The case of Edo state is particularly interesting. Edo launched Edo-BEST@ Home, an extension of the Edo Basic Education Sector Transformation (Edo-BEST) program, a public-private partnership (PPP) between the Edo State SUBEB, the World Bank, and Bridge International Academies. The remote learning program was supported with mobile tutors and enabled students to learn from resources that could be downloaded for free from an online repository while at home. Edo state has a population of over 4 million people (one-half of whom are under 30 years old). Access to devices and connectivity needed for remote learning varied across the state. According to data from the Demo- graphic and Health Survey, 46 percent of households possessed a radio, 69 percent a television, 91 percent a mobile phone. The structure of the Edo-BEST@Home program took these constraints into consideration by focusing on delivering scientifically-based content and learning activities through mobile phones. The program aimed to offer this remote learning solution not only to government schools that were already benefitting from Edo- BEST, but to every student in the state. Inputs: initiatives to deliver an effective remote learning program As the government announced school closures, the Edo-BEST team gathered to develop a homes- chooling platform to enable students across the state to learn from interactive resources while at home. The initiative was planned considering Edo’s infrastructure challenges and contemplating the inputs needed to imple- ment an effective remote education program: ensure delivery of content through different platforms, leverage an inventory of existing content, make the program accessible to all students, and provide support to both teachers and parents. A multichannel remote education program was critical in a context where the majority could not access the internet. However, Edo-BEST officials deliberately avoided creating radio and TV learning programs as to tracking participation levels and engagement through one-way delivery methods was challenging. Instead, they partnered 113 Remote learning during the global school lockdown: multi-country lessons with a major telecom to make the audio lessons available via a toll-free line. Doing so had the potential to expand access since data indicated that 91 percent of families had a phone. Moreover, given the high penetration rate of mo- bile phones, the task team decided to focus on delivery platforms that could be accessed easily from mobile phones as well as to leverage on those that were already being used by students and teachers within the state. The delivery methods that were implemented combined WhatsApp, interactive text messages, and the Edo-BEST@Home web repository. Through these channels, students and teachers accessed interactive audio lessons, digital self-study activity packets, digital storybooks, mobile interactive quizzes, and virtual classrooms. Moreover, MTN, a telecommunication operator in the state, agreed to zero-rate Edo-BEST@Home digital resources so that students and teachers could access all educational resources available without paying for the bandwidth. Prior to COVID-19, Edo-BEST already had a rich inventory of existing content, such as teacher-guided student practice exercises, reading activities, conceptual mathematics practice, and rigorous lessons aligned to the Nigerian curriculum. All these learning activities and content were strengthened, digitalized, and adapted for a remote learning environment and were readily available through the Edo-BEST@Home site for free. Therefore, students had access to four hours of interactive audio lessons that aligned to the Edo-BEST curriculum and that included stories, nonfiction passages, mathematics instruction and practice, songs, and games to provide students with an engaging learning experience. Also, students could access digital self-study activity packets that included practice problem sets for different courses and education levels to help students progress through the core topics of the Edo curriculum. Finally, Edo’s remote learning program also made digital storybooks available for students to practice their reading comprehension, and enjoy stories that were accessible for every age group. Edo-BEST also supported teachers and parents. Before COVID-19, more than 11 thousand teachers and school leaders had already gone through a pedagogical and digital training program. Thus most teachers were already equipped with pedagogical and technical skills to support students remotely while schools were closed. Moreover, the already existing coaching program for teachers were strengthened and adapted to be delivered re- motely. For example, learning and development supervisors and quality assurance officers coached teachers and supported them while they were using Edo-BEST@Home platform and the virtual classrooms. Support was also provided for caregivers. Teachers contacted parents as soon as the government announced school closures to main- tain personal contact, deliver learning materials, and provide remote support to ensure children continue learning. Moreover, Edo-BEST@Home digitized learning guides that included short lessons that could easily be led by an older member of the household, along with targeted practice and answer keys. These guides were adapted to the education level and the local curriculum. Also, a virtual helpdesk was set up to allow both teachers and parents to ask questions or request specific support. Outcomes: perceived effectiveness of Edo’s remote education program Edo-BEST already had a monitoring and evaluation system in place prior to the COVID-19 pandemic. Since 2018, the program leveraged modern digital technologies to conduct real-time monitoring of learning inputs, attendance, and learning outcomes. Edo-BEST has a quality assurance team that is in charge of gathering data to make evidence-based decisions, providing feedback for continuous improvement of the teaching–learning process- es, and monitoring the effectiveness of the program. For example, leadership development officers visited schools every two weeks to coach teachers, and quality assurance officers visited schools once every three weeks to ensure operations were running smoothly. During the COVID-19 pandemic, Edo-BEST leveraged their already existing quality assurance team to monitor and evaluate the Edo-BEST@Home remote learning experience. This team went beyond measuring the remote program’s reach and made an effort to better understand student’s engagement and assess learning. Regarding reach, the Edo-BEST@Home program currently operates approximately 900 out of Edo’s 1,000 primary schools, and about 7,000 virtual classrooms out of 9,000 actual classrooms were created to deliver remote education. The remote learning program was reaching approximately 29 percent of the Edo-BEST primary school student population. However, it remained a challenge to better understand what percentage of students were access- ing and taking advantage of each of Edo-BEST@Home’s resources—interactive audio lessons, digital self-study 114 Remote learning during the global school lockdown: multi-country lessons activity packets, digital storybooks, mobile interactive quizzes, and virtual classrooms. It was also critical to identify those students who were not accessing these resources to offer them alternative learning solutions. The Edo-BEST Quality Assurance team initially attempted to track engagement and satisfaction by ran- domly selecting virtual classrooms and observing the remote teaching and learning processes. Later on the team elaborated a comprehensive survey that tracked information such as frequency of use, engagement rates, parent support, and perceived effectiveness of teaching and learning in the virtual classroom.19 While one of the main objectives of Edo’s remote learning program was to keep students engaged, the quality assurance team still did not have sufficient information to measure engagement, effectiveness, and satisfaction rates of this remote education program. The EdoBEST team planned to execute a study to measure the impact of the EdoBEST@home program once pupils return to school. For the Edo-BEST@Home program to be successful, the feedback and formative assessment processes were key elements to complement the content delivered through the main channels, such as the audio guides and the digital self-study packages. Teachers were supposed to answer students’ doubts through the virtual classrooms, grade and provide feedback to students’ homework, and communicate with both students and parents through phone calls, text messages, and WhatsApp. While several education systems successfully followed similar formative as- sessment approaches, the Edo-BEST@Home program went beyond that and developed mobile interactive quizzes for students to use at home every day. Any student could access these quizzes at any time during the day by sending a text message to the Edo-BEST@Home Interactive Quiz WhatsApp group, and choosing the grade and subject. Quizzes usually had five multiple-choice questions, and once a student answered a question, they received automat- ed feedback on the answer given. These automated quizzes, along with the constant feedback provided by teachers, allowed students to retain what they learned while they practiced a wide range of skills. This formative assessment process needs to be continued, strengthened, and monitored to ensure students were actually learning through this process. 19 Frequency of use is defined as the number of times students access the learning channel per week, on average. Engagement rate is defined as the amount of time students spend learning each time they use the channel, on average. 115 Remote learning during the global school lockdown: multi-country lessons Exhibit 27: Peru Case Study Peru’s education system and the impact of COVID-19 The education system in Peru is decentralized; local authorities have the autonomy to regulate and man- age educational services within their region. Over 200 Local Education Units (UGEL—Spanish acronym) are responsible for providing early childhood, primary, and secondary education for all public schools, as well as for giving support for private schools within their location. Twenty-six Regional Directions of Education (DRE— Spanish acronym) implement educational policies aligned within their region and oversee UGELs. The Ministry of Education (MINEDU—Spanish acronym) is responsible for formulating national education policies such as the Teacher Reform Law, as well as for supervising and evaluating its execution. MINEDU also provides technical and financial support for DREs and UGELs. In practice, MINEDU has had an active role in de- signing and executing educational programs such as the high performing schools network (COAR—Spanish acronym) and the full-time secondary school program (JEC—Spanish acronym). This active role in the design and implementation of educational programs has reflected the ways in which Peru’s education system responded to COVID-19. From the health perspective, Peru was one of the most affected countries by COVID-19 in South America, a situation that also impacted the education sector. According to UNESCO’s Institute for Statistics, as of June 2020, preprimary and secondary school closures affected approximately 8 million Peruvian students. A survey conducted in May by the Monitoring and Evaluation Unit (M&E) at MINEDU showed that 70 percent of parents reported being unwilling to send their children to schools if they reopened between July and August 2020. Prolonged school closures increased the achievement gap and affected student learning, as learning gains that students achieved were partially lost. Researchers in the Global North estimated that students would start the school year with less than 70 percent of learning gains in reading and less than 50 percent in math. Pre- sumably, Peruvian students would be affected in a similar way. The economic downturn also affected students from low- and middle-income backgrounds. On the one hand, parents considered shifting children from private to public institutions—MINEDU created a platform to facilitate the transition from private to public schools and re- ceived 110,000 requests in only two weeks. On the other hand, children from disadvantaged backgrounds could be at risk of dropping out of school. In fact, a study conducted in Peru suggested that the economic situation, especially in low-income families, was a determinant factor of school dropout. To mitigate the negative effects of school closures, MINEDU reacted quickly by planning, developing, and launching Aprendo en Casa (AeC), a comprehensive multimodal strategy to deliver remote learning at scale in less than two weeks. As access to devices and connectivity needed for remote learning varied across the coun- try—about 80 percent of households possessed a TV, 84 percent a radio, and only 24 percent had connection to the internet at home20—the multimodal strategy used all three media channels to deliver remote learning solutions that could be scaled up to reach all students while schools were closed. Inputs: initiatives to deliver an effective remote learning program To implement a remote education program aimed at reaching all students, a team at MINEDU gathered to assess the current capacity and resources required for this program. The initiative considered the following inputs needed to implement an effective remote education program: ensure multimodality of channels, create an inven- tory of existing content, make the program accessible to students from disadvantaged backgrounds and those with disabilities, and provide support to both teachers and parents. A multichannel remote education program was critical in a context where the majority could not access the internet. MINEDU designed a program to deliver content through four channels: TV, radio, the internet, and printed material by leveraging existing partnerships with TV Peru and Radio Nacional, the government’s televi- 20 TV, radio, and mobile penetration obtained from UNICEF data and internet penetration obtained from World Bank tcdata360. 116 Remote learning during the global school lockdown: multi-country lessons sion and radio platforms, to use their infrastructure. Also, with the support of DREs and UGELs, new partnerships were developed with over 1,100 local radios to reach students in remote areas. Although the ministry already had PeruEduca, an online training and content repository platform, MINEDU’s Department of Educational Technology developed a mobile-responsive digital platform from scratch to deliver AeC content at scale. This new platform supported an unlimited number of users at the same time and was Web Light21 so that users could access its resources even in areas with low bandwidth. Moreover, telecommunication operators agreed to zero-rate AeC’s core digital site so that students, parents, and teachers could access all educational resources available, from any device, without paying for the bandwidth. Existing content was curated by a pedagogical team at MINEDU. This team also curated external content that third-party organizations such as Plaza Sesamo (Mexico) and Paka Paka (Argentina) shared for free.22 AeC’s team also worked to broadcast and scale up nonacademic programs that proved to be effective, such as Choosing a Better Future and Expand your Mind. However, most contents were created from scratch by a team of peda- gogical experts from the Department of Basic Education. Since mid-March 2020, this team developed lesson plans and coordinated the production for AeC’s multimodal strategy. These lesson plans were aligned with the National Curriculum and the education level. As Peru has a competency-based curriculum, content could be flexible as long as students got the competencies required for their education level. This flexibility was key because it allowed the ministry to both develop its own content and curate content from other producers. Equally important, TV learning sessions were supported with sign language, the web was adapted for students with special needs, and the radio content was delivered in nine native languages. MINEDU supported teachers and parents. Teachers received general guidelines that stressed the impor- tance of observing learning sessions through the channel of their preference, communicating with students and par- ents, and subscribing to online learning courses through PeruEduca, among other activities. In return, teachers in- formed UGELs about students’ progress. Families also received general recommendations online and via weekly SMS on how to use the different learning channels and how to support children. Equally important, caregivers and students received constant support from teachers, mainly through WhatsApp, to complement the remote learning experience. The whole program was constantly communicated to ensure parents and students had the information needed during the distance learning period. Key messages to support the execution of the remote education strategy were communicated through various channels. For example, guidelines for remote learning and weekly schedules for the week of June 15–19, 2020, could be found in AeC’s main website, social media, newspapers, TV, and ra- dio. Moreover, principals and teachers received constant communication, not only through the mentioned channels but also through text messages. As the education system was decentralized, DREs and UGELs were the institutions responsible for maintaining constant communication with school principals and teachers. For example, Cajamarca, a north Andean region, communicated with all principals on a weekly basis; results of the communication process were available for anyone to access through a website. Outcomes: perceived effectiveness of Peru’s remote education program The office of Monitoring & Evaluation at the ministry, with the support from Innovations for Poverty Action (IPA), regularly supervised the adoption and effectiveness of the AeC program with principals, teachers, and parents through phone calls once a month. More than 37,000 members of the education system were surveyed between March and June of 2020. Phone calls gathered information related to AeC’s reach, channels used by stu- dents to access remote learning, support from teachers to students, and satisfaction with content and platforms, among other information. Results of the monitoring process were readily available for anyone to access through an interactive site. A first key indicator to track effectiveness was reach. For MINEDU, it was key to ensure that all students, independently of their background, could access AeC’s remote learning resources. This objective was challenging to 21 “Web Light” is a lighter and faster web page technology that appears for people searching on slow mobile connections. 22 MINEDU is also partnering with Mexico’s Secretary of Public Education to access its TV learning content. 117 Remote learning during the global school lockdown: multi-country lessons achieve as households’ access to resources required for remote learning was highly unequal; for example, while al- most 99 percent of urban homes had access to electricity, 30 percent of rural households lacked access to electricity, 20 percent did not have a radio, and 40 percent did not have a mobile phone.23 Considering these challenges, AeC’s multimodal strategy reached over 85 percent24 of students. In April 2020, 74 percent of these students accessed AeC’s remote learning through TV, 17 percent by radio, and 19 percent used AeC’s website. For students that could not access AeC’s resources, UGELs, in coordination with local communities, developed different initiatives, such as retransmitting radio content through powerful loudspeakers in community centers where children could attend while social distancing. Although reach was a key indicator to understand the students that had access to AeC, it was just a first step toward comprehending remote learning effectiveness. A second step for MINEDU was to track frequency of use and engagement rates.25 According to MINE- DU’s M&E Unit survey, during April 2020, students accessed remote learning through TV four days a week, the radio three days a week, and the website four days a week. Although it was a challenge to track engagement rates for each channel, MINEDU tracked satisfaction from both parents and students. From the parent’s perspective, from a survey conducted in June 2020, 67 percent were satisfied with the content and delivery of remote learning through TV, 57 percent with the radio learning program, and 80 percent with AeC’s website. In the case of students, 82 per- cent were satisfied with the TV learning program, 67 percent with the radio one, and 86 percent with the content and learning materials that they accessed from the AeC’s website. As most of the remote learning channels used in Peru were based on one-way education,26 it was critical to complement these resources with feedback and formative assessments. MINEDU’s pedagogical team hypoth- esized that just by providing engaging content through a one-way approach was not going to be as effective as ensuring regular interaction with the students. Teachers needed to communicate and provide feedback to stu- dents and their families through other means, including phone calls, text messages, and social media. According to MINEDU’s M&E Unit survey conducted in June 2020, 85 percent of students and parents received support from teachers at least once in the previous week. According to the data gathered in June 2020, 97 percent of teach- ers who contacted parents requested their students to complete and send their homework every other day. Students completed those activities and sent them back to teachers mainly through WhatsApp. According to this survey, of those teachers who contacted parents and requested students to complete the learning activities, 93 percent ended up either grading students’ homework or providing detailed feedback. This feedback and formative assessment process needed to be continued and strengthened to ensure students learned through this process. 23 Access to electricity, TV, radio, and mobile penetration obtained from UNICEF data. 24 MINEDU’s M&E Unit survey estimated that 95 percent of students were accessing AeC’s resources. This percentage was adjusted to 85 percent because in April’s 2020 survey, 9 percent of families were not aware of AeC (0.95*0.91 = 0.86), and there was a lower response rate in rural areas. 25 Frequency of use is defined as the number of times students access the learning channel per week, on average. Engagement rate is defined as the amount of time students spend learning each time they use the channel, on average. 26 One-way remote education methods are those such as printed materials, and broadcast of radio and television. 118 Remote learning during the global school lockdown: multi-country lessons Exhibit 28: Sierra Leone Case Study Sierra Leone’s education system and the impact of COVID-19 After passing through the Ebola pandemic, Sierra Leone’s Ministry of Basic and Senior Secondary Education (MBSSE) demonstrated that rapid improvements in education were possible, but structural challeng- es needed to be urgently addressed, such as low qualifications among the existing teacher workforce and poor learning outcomes. The MBSSE responded by developing an Education Sector Plan in 2017 to address those challenges. Moreover, the government also decided to establish the Teaching Service Commission (TSC), an in- dependent body in charge of teacher recruitment, development, and management. The MBSSE and the TSC had a critical role in the planning and execution of the remote learning programs during both the Ebola and COVID-19 pandemics. Moreover, Sierra Leone’s government actively requested support from third-sector organizations and the private sector to respond rapidly to the pandemics. These three characteristics, the prior experience with the Ebola pandemic, the active role of the MBSSE and the TSC, and the collaboration with third-party organizations, reflected Sierra Leone’s education response to COVID-19. According to UNESCO’s Institute for Statistics data, as of June 2020, preprimary and secondary school closures affected almost 2.8 million Sierra Leonean students. Prolonged school closures increased the achieve- ment gap, led to learning loss, and increased school dropouts. In fact, researchers in the Global North estimated that students would start the 2020 school year with less than 70 percent of learning gains in reading and less than 50 percent in math; presumably, Sierra Leonean students would be affected in a similar way. The economic downturn also had an effect on students from disadvantaged backgrounds, as they were at risk of dropping out of school. During the Ebola pandemic, schools were closed for almost nine months, and a study by Save the Children showed that 43 percent of children had to work to support their families in activities such as collecting firewood, mining, and driving motorbikes. Girls reported having to walk long distances and feeling scared of abuse; in fact, though teenage pregnancy was already high before Ebola, it increased by 65 percent due to the socioeconomic conditions imposed by the pandemic. To mitigate the negative effects of school closures, the MBSSE quickly developed the COVID-19 edu- cation emergency response plan and an Education Emergency Taskforce (EET) to support learning continu- ity during school closures, expand existing distance learning programs, train teachers to support remote learning, execute targeted communication campaigns, and prepare schools for reopening, among other key initiatives. As access to devices and connectivity needed for remote learning varied across the country—about 19 percent of households possessed a TV, 58 percent a radio, and 67 percent a mobile phone27—the remote learning strategy had to consider delivering content through channels that could be scaled up rapidly to reach as many students as possible while schools were closed. Inputs: initiatives to deliver an effective remote learning program In April 2020, the MBSSE established the EET to mitigate the negative effects of COVID-19 on children and learning. While this task force worked on four strategic pillars—communications, continuous distance learning, school reopening, and operations planning—this report focuses on the first two, and specifically the inputs needed to implement an effective remote education program: ensuring delivery of content through different platforms, leveraging on an inventory of existing content, and providing support to both teachers and parents. A multichannel remote education program is critical to ensure content is delivered to all students. As Sierra Leone, has a low penetration of Internet and TV, the MBSSE and the TSC deliberately decided to give special focus to radio and printed material, and offer digital learning material as a complement. This decision was also based on a study conducted after the Ebola crisis that showed no evidence that online learning, screen, or mobile-based technology positively supported at-home learning; in contrast, the radio learning program reached a significant 27 TV, radio, and mobile penetration obtained from UNICEF data. 119 Remote learning during the global school lockdown: multi-country lessons number of students. Thus, Sierra Leone’s government officials prioritized leveraging an existing radio learning pro- gram and launched it on April 6, 2020, less than one week after schools were closed in the country. Moreover, the TSC actively requested support from third-sector organizations to increase the program’s reach. In 2018, UNICEF built a radio studio at the Ministry Radio Broadcast House to produce Sierra Leone’s radio learning program. During the COVID-19 pandemic, the MBSSE partnered with 12 community radio stations that retransmitted the ministry’s radio learning program to reach students in remote communities. The MBSSE and the TSC also devel- oped printed materials to complement the radio learning program. Although Sierra Leone’s TSC had an inventory of existing content for the radio learning channel, during the COVID-19 pandemic, existing content was curated and new learning sessions were created, produced, and pre- sented through the radio programs by teachers from top public and private schools. Teachers were selected based on the academic results of their students in Sierra Leone’s national assessments. In fact, top private schools were gen- erous in sharing all their remote learning content to the MBSSE and the TSC. The radio learning programming ran from Monday to Friday in 30-minute increments and delivered content based on the primary and secondary school curriculum in core academic subjects. Moreover, there was an emphasis on simplifying and prioritizing the curricu- lum: lessons delivered through radio were grouped by multigrade levels (grades 1–3, grades 4–6, Junior Secondary School, and Senior Secondary School), and subjects were prioritized to those that students were not performing as expected such as in mathematics, English, and science. The MBSSE and the TSC planned to support teachers and parents. A large portion of the teacher popu- lation in Sierra Leone lack formal teaching qualifications, and, as the remote education process was new for most of them, it was critical to guide them in this process. According to TSC officials, Sierra Leone’s radio teaching pro- gram not only targeted students but also teachers who needed to improve their practice; for instance, when schools were opened, teachers used the radio program to complement their lessons or adapt their methodology. Also, radio learning programs were targeted, not only to students but to support parents. The Early Childhood Development (ECD) sessions aimed to equip parents with the tools to support children in pre-school and the Life Skills sessions, that not only target girls that are out of school but also parents who wanted to learn practical skills or help their children do so. These programs constantly communicated to parents through newspapers, social media, and, for those who were illiterate, the remote learning programs were announced through loudspeakers on streets. However, direct communication between teachers and parents or students still remained a challenge. While the radio pro- gram allowed students and parents to call during the second half of each radio learning session, there was less information regarding direct support from teachers to address parents’ concerns. Outcomes: perceived effectiveness of Sierra Leone’s remote education program Sierra Leone’s Education Sector Plan recognized the importance of having a monitoring and evalu- ation unit within the MBSSE. Even though learning was not monitored during the Ebola epidemic, it was critical for the MBSSE to track progress in key areas to better understand who was being reached and how effec- tively students were learning. The MBSSE COVID-19 education emergency response plan included a section of review, assessment, and evaluation of the remote teaching and learning processes. Regarding reach, Sierra Leone’s strategy was to leverage and rapidly scale up its already existing remote learning resources to provide education to as many students as possible. Before Ebola, effective radio learning programs such as ‘Pikin to Pikin’ reached almost 70 percent of the target students and 94 pecent of parents. During the Ebola crisis, UNICEF estimated that radio education programs reached about 1 million children across Sierra Leone, Liberia, and Guinea. Among the most affected countries, Sierra Leone had the largest number of radio stations broadcasting emergency learning programs to reach students in remote areas. Still, access to the learning program was limited because of poor radio signal coverage in rural areas and a lack of radios in poor households. During the COVID-19 pandemic, Sierra Leone’s MBSSE and TSC officials, learning from the Ebola crisis, iden- tified remote communities that had poor radio signal, and partnered with local community radios or installed radio transmitters. According to Rising Academies, their radio learning program reached about 47 percent of the student population in the schools they operated; however, at the national level, the situation was different. According to a 120 Remote learning during the global school lockdown: multi-country lessons survey conducted by Innovations for Poverty Action (IPA), while almost 80 percent of respondents reported children in their household were spending time on education, the majority was using schoolbooks and less than 20% was accessing through radio learning programs. Concerning the monitoring of frequency of use and engagement rates,28 while the MBSSE had not tracked these specific metrics, anecdotal evidence from studies conducted after the Ebola outbreak showed that radio programming helped students and teachers to maintain a link to education during the crisis. Even though the content delivered through radio was not considered a quality substitute of schools, it was taken seriously by both the government and families, so it helped to keep students connected on a daily basis to the remote education pro- gram. During 2019, further steps were taken by the TSC to improve the radio learning program; the commission reviewed the teaching program, improved the scripts, and strengthened the radio teaching team. Moreover, during the COVID-19 pandemic, the TSC was constantly working to increase engagement and interaction of students with the radio learning program. For example, at the end of each radio learning segment, a live phone line was opened to allow children to call in with their questions; all calls to the radio learning program were toll-free. As schools reopen, diagnostic assessments could help the government to identify learning gaps and inform reme- dial programming so that all children could catch up rapidly. After Ebola, once learning gaps were identified, Sierra Leone’s government developed a remedial program that was rolled out in every school to help students recover learning losses through an accelerated and simplified syllabus focused on core subjects. In the meantime, Sierra Leone’s MBSSE was planning to gradually reopen schools in July 2020 to provide remedial lessons for students who needed to take national assessments by the end of the year, as well as to expand the remote learning program’s reach and strengthen the content for those who would not be part of this gradual reopening. While both the MBSSE and the TSC planned and rapidly executed an enhanced radio learning program while schools were closed, it was equally important to improve the monitoring and evaluation processes to track student progress with real-time data, as well as to support teachers to conduct formative assessments to identify learning gaps and ensure students were learning. The experience of Rising Academies, which conducted qualitative surveys to understand engagement and phone-based assessments to evaluate learning progress provided insights to scale up a monitoring process nationally. 28 Frequency of use is defined as the number of times students access the learning channel per week, on average. Engagement rate is defined as the amount of time students spend learning each time they use the channel, on average. 121 Global Education and Technology Team Education Global Practice, World Bank Group Oluwakemi Solaja Supported with funding from