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Education - One Year into the COVID Pandemic, Andreas Schleicher

Webinar Series on COVID-19 and Inequality, 7 June 2021, More information at: https://www.oecd.org/wise/events/covid-and-inequality-webinars.htm

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Education - One Year into the COVID Pandemic, Andreas Schleicher

  1. 1. The state of education one year into the pandemic WISE, Andreas Schleicher
  2. 2. Lost instruction days (upper secondary) Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Austria CzechRepublic Denmark Finland France Germany Ireland Italy Netherlands Norway Poland Slovak Republic Sweden Switzerland UnitedKingdom Chile Colombia Estonia Israel Slovenia Latvia Lithuania CostaRica Portugal New-Zealand Korea Belgium RussianFederation Turkey 0 20 40 60 80 100 120 140 160 180 400 420 440 460 480 500 520 540 Number of instruction days where upper secondary schools were fully closed in 2020
  3. 3. Lost instruction days (upper secondary) Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Austria CzechRepublic Denmark Finland France Germany Ireland Italy Netherlands Norway Poland Slovak Republic Sweden Switzerland UnitedKingdom Chile Colombia Estonia Israel Slovenia Latvia Lithuania CostaRica Portugal New-Zealand Korea Belgium RussianFederation Turkey 0 20 40 60 80 100 120 140 160 180 400 420 440 460 480 500 520 540 Number of instruction days where upper secondary schools were fully closed in 2020
  4. 4. Lost instruction days and quality of learning outcomes Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Austria CzechRepublic Denmark Finland France Germany Ireland Italy Netherlands Norway Poland Slovak Republic Sweden Switzerland UnitedKingdom Chile Colombia Estonia Israel Slovenia Latvia Lithuania CostaRica Portugal New-Zealand Korea Belgium RussianFederation Turkey R² = 0.5411 0 20 40 60 80 100 120 140 160 180 400 420 440 460 480 500 520 540 Number of instruction days where upper secondary schools were fully closed in 2020 PISA 2018 performance inreading (remains 0.31 after accounting for GDP/capita)
  5. 5. Distance-learning solutions offered during 2020 and/or 2021 Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure2.1 0 10 20 30 40 50 60 70 80 90 100 Online platforms Take-home packages Television Mobile phones Radio Other distance learning modality % of countries/economies Primary Lower secondary Upper secondary, general
  6. 6. Learning loss in hybrid teaching & learning mode 6 Source: http://www.nber.org/papers/w27431
  7. 7. Measures targeting populations at risk of exclusion from distance education platforms Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 0 10 20 30 40 50 60 70 80 90 Design of learning materials for speakers of minority languages Special efforts to make online learning more accessible to migrant and displaced children, including those in camps Additional support to lower-income households, including economic support (i.e. take-home rations, cash based transfers) Agreements with Global System for Mobile Communications (GSM) operators/Internet firms to remove the internet access barrier Improved access to infrastructure for learners in urban high-density areas Support to learners with disabilities (e.g. sign language in online learning programmes) Improved access to infrastructure for learners in remote areas Flexible and self-paced platforms (Asynchronous learning platforms) Subsidized devices for access (PCs or/and tablets) % of countries Upper secondary, general Lower secondary Primary Figure2.2 Well prepared Local initiative
  8. 8. It’s easier to recover learning losses than emotional needs​
  9. 9. Mitigating health risks
  10. 10. Strategies for the re-opening of primary schools after the first period of closures Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure3.1
  11. 11. Support of students and schools
  12. 12. Strategies to address learning gaps when upper secondary general schools re-opened after the first closure in 2020 Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure3.3 Only 40% of countries implementedmeasures to support vocational schools
  13. 13. Maintaining contact with students and parents
  14. 14. 2.5 times more likely 1.9 times more likely 1.4 times less likely Twice less likely Wanting top grades at school Being very satisfied with life Feeling lonely at school Being not satisfied with life Interconnections:Parents’interest in their child's activities at school and well-being (average) More likely Less likely As likely Students who say their parents are interested in their school activities are…
  15. 15. Percentage of countries that encouraged interactions between teachers and their students and/or their parents during school closures in 2020 Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure5.3 Lower secondary education
  16. 16. 0 10 20 30 40 50 60 70 80 90 100 Happy Lively Proud Joyful Cheerful Scared Miserable Afraid Sad Percentage of students who reported feelingthe following sometimesor always: % Students' feelings, OECD average Fig III.12.1
  17. 17. 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Health The way they look What they learn at school The friends they have The neighbourhood they live in All the things they have How they use their time Their relationship with their parents or guardians Their relationship with their teachers Their life at school Change in the index Change in the index of positive feelings when students reported that they were satisfied or totally satisfied with the following aspects of their lives: Satisfaction with different aspects of life and positive feelings, average Fig III.12.7
  18. 18. -0.10 -0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30 Disciplinary climate Sense of belonging Student co- operation Student competition Exposure to bullying Parents' emotional support Students' socio- economic status Student is a girl Student has an immigrant background Change in the index OECD average Germany Association between the index of positive feelings and the following: Predictors of positive feelings Fig III.12.5 School climate indices Student characteristics
  19. 19. 0 10 20 30 40 50 60 70 80 90 100 Happy Lively Proud Joyful Cheerful Scared Miserable Afraid Sad Type of student according to the time they spend on the Internet outside of school: Low Internet users Moderate Internet users Average Internet users High Internet users Heavy Internet users Percentage of students Internet use outside of school and students' feelings, OECD average Fig III.12.4 Positive feelings Negative feelings
  20. 20. 20 Physicalhealth trends Alcohol consumption Smoking Sleep Physical activity Daily consumption of soft drinks Consumption of fruits and vegetables Skipping breakfast Overweight/obese Decreasing Increasing
  21. 21. Find out more about our work at www.oecd.org/education Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher and remember: Without data, you are just another person with an opinion Thank you

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