Education

On what basis have some European policymakers decided that it’s wise to reopen schools? And how will those calculations differ in low- and middle-income countries?

Alongside our tracker of education policy responses by national governments, we’ve started to track what international development partners are doing in education in response to the COVID-19 pandemic. Schools may be closed, but the costs of running education systems continue and may even increase

Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by qu...

COVID-19 is likely to affect the education outcomes of girls and boys in adverse and differential ways. What has been less studied are the challenges and perceptions of the organizations delivering vital educational services to girls and boys in low-income countries. To better understand that, ...

With more than 1.5 billion students are out of school, COVID-19 school closures could exacerbate existing inequities. In this post we analyse what we know (so far) about some of the drivers of inequity—and measures taken to address them—in different countries, using our open-access database.

CGD’s COVID-19 Education Policy Tracker provides information on school closures and reopening following the COVID-19 pandemic.

Using a newly assembled database, here’s what we found about the scale and timing of school closures, as well as how countries are adjusting to distance learning.