The State of Global Education

Abstract

Sincere thanks are due, particularly in the context of the COVID-19 pandemic, to the many people who contributed to and helped shape the preparation of this spotlight on The State of Global Education: 18 Months into the Pandemic.The data underlying this report were produced through the Survey on Joint National Responses to COVID 19 School Closures, a collaborative effort conducted by the United Nations Educational, Scientific and Cultural Organization; the United Nations Children's Fund; the World Bank; and the Organisation for Economic Co-operation and Development (OECD). The data were complemented by an additional Special Survey on COVID-19 administered by the OECD for its member and partner countries to report on the situation in 2021 up to 20 May. This spotlight was prepared under the responsibility of Andreas Schleicher, Special Advisor on Education Policy to the OECD Secretary-General and Director for Education and Skills. Co-ordinated by Eric Charbonnier and Marie-Hélène Doumet, this work is the product of a collaborative effort across staff of the OECD INES programme of the OECD Directorate for Education and Skills:

Student Evaluation of Distance Learning during the COVID-19 Pandemic: A Cross-Sectional Survey on Medical, Dental, and Healthcare Students at Sapienza University of Rome

“…Following this phase of heterogeneous approaches, distance learning (DL) with scheduled live-streamed lectures became the standard teaching modality of universities. DL assured direct communication between teachers and students, but also created many challenges [ 5 , 6 ], both logistical and pedagogical, in particular for health science courses where internships and practical training are integral parts of the education programs [ 7 , 8 ]. Moreover, even with the recovery of face-to-face learning, limited access to the clinics and the interpersonal distance significantly impacted student training and clinical skills acquisition.…”

Health promoting schools and COVID-19: preparing for the future

“…Improving health literacy can help in tackling the pandemic, infodemic, and associated threats [ 11 , 44 ]. More data are needed to be able to understand this period and its consequences for children’s academic progress, health and wellbeing, and the educational practices [ 3 ]. In preparing for the future, the use of evidence-based knowledge and learning from current experiences is essential.…”

“…In particular, it has threatened the wellbeing of many children and youth in numerous unprecedented ways. As children and youth normally spend a substantial amount of time at school, partial or full school closures around the globe [ 3 , 4 ] may have contributed to a learning loss in children’s education, in turn widening the inequality gap [ 5 , 6 ].…”

Delivering for youth: How governments can put young people at the centre of the recovery

“…Various indicators show that young people have been hit hard by the economic and social consequences of the COVID-19 crisis, and are expressing growing concerns about the long-term implications it may have on disposable income and future earnings, mental health, education and employment outcomes, among others (see e.g. (OECD, 2021 [1] ; OECD, 2021 [2] ; OECD, 2020 [3] ; OECD, 2021 [4] ; OECD, 2021 [5] ; OECD, 2020 [6] ; OECD, 2021 [7] ).…”