UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures – Key Results (1st Iteration)

As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank jointly launched the Survey on National Education Responses to COVID-19 School Closures. The survey sought to collect information from Member States on the country-wide scope of national education responses to the mass school closures from pre-primary to upper secondary levels. Responses to the survey will help better guide local/national policy responses to mitigate the impact of school closures and help prepare for the reopening of schools.

UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures – 2nd Iteration due 30 July 2020 (Deadline extended)

As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank are now launching the 2nd Iteration of the Survey on National Education Responses to COVID-19 School Closures. This is the second in a series of surveys administered to ensure that the latest (updated) information on the evolution of country responses to COVID-19 are captured. The first survey was carried out in May 2020 and covered 118 countries.

Launch of the 2020 UNESCO-OECD-Eurostat Data Collection on Education

The UOE questionnaires collect data on formal education, including personnel, enrolment, graduates, source of funds, demographic data and class size.

Results of the survey will be released in 2021 via the UIS database. A timely response to the survey is essential to produce high-quality, comparable data, which are used to monitor the Sustainable Development Goals (SDGs) and included in major international reports.

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Initial launch of the SDG Indicator 11.4.1 Survey on cultural and natural heritage expenditure

In December 2019, the Inter-agency and Expert Group on SDG Indicators (IAEG-SDGs) upgraded indicator 11.4.1 to Tier 2 status, confirming that the indicator is conceptually sound and has an internationally established methodology as standards are in place to clearly guide its measurement. Following the upgrade, the UIS is now launching the first-ever global survey to capture how governments and private contributors invest in preserving the rich history that has helped shape us as individuals as well as our communities.

Eleven theses for a counter-isolation pedagogy

Submitted by s.joseph on June 9, 2020 - 10:52am

In these confusing and uncertain times due to forced homeschooling, authors from the Pansophia Project propose that we pause and reflect on this new reality before deciding on the best way to move forward to preserve key educational gains. Eleven theses on pedagogy are presented here to provide food for thought as we navigate the current COVID-19 pandemic.

1. Digital culture can breed a false sense of security

Launch of Practical Guide to Survey ICT Use in Schools

During this global education crisis, the need has never been greater to develop education policies to help sustain learning in the event of future school closures so that learning never comes to a standstill. The development of policies to support the use of distance learning in particular will need to be informed by robust data on information and communication technologies (ICT) use in and out of schools so these skills can be instilled in learners and teachers.

The Importance of Monitoring and Improving ICT Use in Education Post-Confinement

Submitted by s.joseph on May 15, 2020 - 12:15pm

The global provision of schooling is facing unprecedented challenges as a result of the COVID-19 crisis. Within the span of a few months, 191 countries had closed their schools to deploy social distancing measures in accordance with the World Health Organisation (WHO) recommendations. More than 1.5 billion students from pre-primary to university-level have been affected by these closures, with classroom-based learning interrupted for indefinite periods of time.

Fact Sheet on essential education data collection during the Covid-19 crisis

As nations contend with a planet-wide pandemic that threatens lives, livelihoods and ways of living, monitoring education data may not be on top of the priority list. However, if we are to avoid losing ground in learning equity and inclusion, the collection of essential data must continue. In these trying times, the UIS offers guidance to ministries of education, their agencies and statistical institutes on what data to collect and how to collect it.